A Methodology for Multimodal Learning Analytics and Flow Experience Identification within Gamified Assignments

A Methodology for Multimodal Learning Analytics and Flow Experience Identification within Gamified Assignments

Paper in proceedings (conference paper)

Much research has sought to provide a flow experience for students in gamified educational systems to increase motivation and engagement. However, there is still a lack of quantitative research for evaluating the influence of the flow state on learning outcomes. One of the issues related to flow experience identification is that used techniques are often invasive or not suitable for massive applications. The current paper suggests a way to deal with this challenge. We describe a methodology based on multimodal learning analytics, aimed to provide automatic students flow experience identification in the gamified assignments and measuring its influence on the learning outcomes. The application of the developed methodology showed that there are correlations between learning outcomes and flow state, but they depend on the initial level of the user. This finding suggests adding dynamic difficulty adjustment to the gamified assignment.

Much research has sought to provide a flow experience for students in gamified educational systems to increase motivation and engagement. However, there is still a lack of quantitative research for evaluating the influence of the flow state on learning outcomes. One of the issues related to flow experience identification is that used techniques are often invasive or not suitable for massive applications. The current paper suggests a way to deal with this challenge. We describe a methodology based on multimodal learning analytics, aimed to provide automatic students flow experience identification in the gamified assignments and measuring its influence on the learning outcomes. The application of the developed methodology showed that there are correlations between learning outcomes and flow state, but they depend on the initial level of the user. This finding suggests adding dynamic difficulty adjustment to the gamified assignment.

gamification, flow theory, multimodal learning analytics, automatic identification, educational systems

gamification, flow theory, multimodal learning analytics, automatic identification, educational systems

PASTUSHENKO, O.; OLIVEIRA, W.; HRUŠKA, T.; ISOTANI, S.

2021

25.04.2020

Association for Computing Machinery

Honolulu

978-1-4503-6819-3

Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems

1

9

9

https://www.fit.vut.cz/research/publication/12184/

chi20e-sub1824-i7