Using persuasive system design principles to evaluate two next generation digital learning environments

Christopher Cheong; Justin Filippou; France Cheong; Johanna Pirker; Christian Gütl

doi:10.1007/978-3-319-50340-0_22

Using persuasive system design principles to evaluate two next generation digital learning environments

Christopher Cheong, Justin Filippou, France Cheong, Johanna Pirker, Christian Gütl^*

^*Corresponding author for this work

Institute of Interactive Systems and Data Science (7060)

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Abstract

The landscape of higher education is shifting as the expectations of modern students move towards increased integration of digital technology in their learning environments. As such, there is a strong need for Next Generation Digital Learning Environments (NGDLEs). Two examples of NGDLEs are Motivational Active Learning (MAL) and Task-Test-Monitor (TTM). Each was designed with a foundation of established learning theories. For these systems to be effective in improving student motivation and engagement however, they need to be persuasive. In this study, we evaluate the inherent persuasion of these two NGDLEs using the Persuasive Systems Design framework. The results show that MAL features more persuasive system characteristics than TTM. However, both are likely to persuade students. MAL’s use of gamification adds a considerable amount of persuasiveness by leveraging social support, and provided justification for future NGDLEs to follow a similar path. This could lead to improvements in the design of e-learning systems in general.

Original language	English
Title of host publication	Interactive Collaborative Learning - Proceedings of the 19th ICL Conference - Volume 2
Editors	Michael E. Auer, James Uhomoibhi, David Guralnick
Publisher	Springer-Verlag Italia
Pages	256-268
Number of pages	13
ISBN (Print)	9783319503394
DOIs	https://doi.org/10.1007/978-3-319-50340-0_22
Publication status	Published - 1 Jan 2017
Event	19th International Conference on Interactive Collaborative Learning, ICL 2016 - Belfast, United Kingdom Duration: 21 Sep 2016 → 23 Sep 2016

Publication series

Name	Advances in Intelligent Systems and Computing
Volume	545
ISSN (Print)	2194-5357

Conference

Conference	19th International Conference on Interactive Collaborative Learning, ICL 2016
Country	United Kingdom
City	Belfast
Period	21/09/16 → 23/09/16

Keywords

Gamification
Learning
Motivation
Persuasive systems

ASJC Scopus subject areas

Control and Systems Engineering
Computer Science(all)

Access to Document

10.1007/978-3-319-50340-0_22

Link to publication in Scopus

Fingerprint Dive into the research topics of 'Using persuasive system design principles to evaluate two next generation digital learning environments'. Together they form a unique fingerprint.

Cite this

Cheong, C., Filippou, J., Cheong, F., Pirker, J., & Gütl, C. (2017). Using persuasive system design principles to evaluate two next generation digital learning environments. In M. E. Auer, J. Uhomoibhi, & D. Guralnick (Eds.), Interactive Collaborative Learning - Proceedings of the 19th ICL Conference - Volume 2 (pp. 256-268). (Advances in Intelligent Systems and Computing; Vol. 545). Springer-Verlag Italia. https://doi.org/10.1007/978-3-319-50340-0_22

Using persuasive system design principles to evaluate two next generation digital learning environments. / Cheong, Christopher; Filippou, Justin; Cheong, France; Pirker, Johanna ; Gütl, Christian.

Interactive Collaborative Learning - Proceedings of the 19th ICL Conference - Volume 2. ed. / Michael E. Auer; James Uhomoibhi; David Guralnick. Springer-Verlag Italia, 2017. p. 256-268 (Advances in Intelligent Systems and Computing; Vol. 545).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Cheong, C, Filippou, J, Cheong, F, Pirker, J & Gütl, C 2017, Using persuasive system design principles to evaluate two next generation digital learning environments. in ME Auer, J Uhomoibhi & D Guralnick (eds), Interactive Collaborative Learning - Proceedings of the 19th ICL Conference - Volume 2. Advances in Intelligent Systems and Computing, vol. 545, Springer-Verlag Italia, pp. 256-268, 19th International Conference on Interactive Collaborative Learning, ICL 2016, Belfast, United Kingdom, 21/09/16. https://doi.org/10.1007/978-3-319-50340-0_22

Cheong C, Filippou J, Cheong F, Pirker J , Gütl C. Using persuasive system design principles to evaluate two next generation digital learning environments. In Auer ME, Uhomoibhi J, Guralnick D, editors, Interactive Collaborative Learning - Proceedings of the 19th ICL Conference - Volume 2. Springer-Verlag Italia. 2017. p. 256-268. (Advances in Intelligent Systems and Computing). https://doi.org/10.1007/978-3-319-50340-0_22

Cheong, Christopher ; Filippou, Justin ; Cheong, France ; Pirker, Johanna ; Gütl, Christian. / Using persuasive system design principles to evaluate two next generation digital learning environments. Interactive Collaborative Learning - Proceedings of the 19th ICL Conference - Volume 2. editor / Michael E. Auer ; James Uhomoibhi ; David Guralnick. Springer-Verlag Italia, 2017. pp. 256-268 (Advances in Intelligent Systems and Computing).

@inproceedings{9155447ac7d945149ee6e1b5d6537041,

title = "Using persuasive system design principles to evaluate two next generation digital learning environments",

abstract = "The landscape of higher education is shifting as the expectations of modern students move towards increased integration of digital technology in their learning environments. As such, there is a strong need for Next Generation Digital Learning Environments (NGDLEs). Two examples of NGDLEs are Motivational Active Learning (MAL) and Task-Test-Monitor (TTM). Each was designed with a foundation of established learning theories. For these systems to be effective in improving student motivation and engagement however, they need to be persuasive. In this study, we evaluate the inherent persuasion of these two NGDLEs using the Persuasive Systems Design framework. The results show that MAL features more persuasive system characteristics than TTM. However, both are likely to persuade students. MAL’s use of gamification adds a considerable amount of persuasiveness by leveraging social support, and provided justification for future NGDLEs to follow a similar path. This could lead to improvements in the design of e-learning systems in general.",

keywords = "Gamification, Learning, Motivation, Persuasive systems",

author = "Christopher Cheong and Justin Filippou and France Cheong and Johanna Pirker and Christian G{\"u}tl",

year = "2017",

month = "1",

day = "1",

doi = "10.1007/978-3-319-50340-0_22",

language = "English",

isbn = "9783319503394",

series = "Advances in Intelligent Systems and Computing",

publisher = "Springer-Verlag Italia",

pages = "256--268",

editor = "Auer, {Michael E.} and James Uhomoibhi and David Guralnick",

booktitle = "Interactive Collaborative Learning - Proceedings of the 19th ICL Conference - Volume 2",

address = "Italy",

}

TY - GEN

T1 - Using persuasive system design principles to evaluate two next generation digital learning environments

AU - Cheong, Christopher

AU - Filippou, Justin

AU - Cheong, France

AU - Pirker, Johanna

AU - Gütl, Christian

PY - 2017/1/1

Y1 - 2017/1/1

N2 - The landscape of higher education is shifting as the expectations of modern students move towards increased integration of digital technology in their learning environments. As such, there is a strong need for Next Generation Digital Learning Environments (NGDLEs). Two examples of NGDLEs are Motivational Active Learning (MAL) and Task-Test-Monitor (TTM). Each was designed with a foundation of established learning theories. For these systems to be effective in improving student motivation and engagement however, they need to be persuasive. In this study, we evaluate the inherent persuasion of these two NGDLEs using the Persuasive Systems Design framework. The results show that MAL features more persuasive system characteristics than TTM. However, both are likely to persuade students. MAL’s use of gamification adds a considerable amount of persuasiveness by leveraging social support, and provided justification for future NGDLEs to follow a similar path. This could lead to improvements in the design of e-learning systems in general.

AB - The landscape of higher education is shifting as the expectations of modern students move towards increased integration of digital technology in their learning environments. As such, there is a strong need for Next Generation Digital Learning Environments (NGDLEs). Two examples of NGDLEs are Motivational Active Learning (MAL) and Task-Test-Monitor (TTM). Each was designed with a foundation of established learning theories. For these systems to be effective in improving student motivation and engagement however, they need to be persuasive. In this study, we evaluate the inherent persuasion of these two NGDLEs using the Persuasive Systems Design framework. The results show that MAL features more persuasive system characteristics than TTM. However, both are likely to persuade students. MAL’s use of gamification adds a considerable amount of persuasiveness by leveraging social support, and provided justification for future NGDLEs to follow a similar path. This could lead to improvements in the design of e-learning systems in general.

KW - Gamification

KW - Learning

KW - Motivation

KW - Persuasive systems

UR - http://www.scopus.com/inward/record.url?scp=85010041984&partnerID=8YFLogxK

U2 - 10.1007/978-3-319-50340-0_22

DO - 10.1007/978-3-319-50340-0_22

M3 - Conference contribution

AN - SCOPUS:85010041984

SN - 9783319503394

T3 - Advances in Intelligent Systems and Computing

SP - 256

EP - 268

BT - Interactive Collaborative Learning - Proceedings of the 19th ICL Conference - Volume 2

A2 - Auer, Michael E.

A2 - Uhomoibhi, James

A2 - Guralnick, David

PB - Springer-Verlag Italia

ER -