Intelligent Robot Learning Laboratory (IRL Lab) Topic INdependent Gamification Learning Environment (TINGLE)

By: Chris Cain, and Matthew E. Taylor

A system designed to tie a student’s individual progress in class to progress in a game selected for them and played outside the classroom.  Rather than the game being a learning medium, it’s a positive reinforcer for effort applied in class.  The plan is to create an initial model for which games motivate which students using the BrainHex player typography and supervised learning, then use reinforcement learning to tailor game selection to the individual, learning such things as when a game gets old, how to predict future grade trends, and changes in preferences over time.  With this system, the same games can be used in any classroom where progress can be measured.  Any game with progress can be used, hopefully leading to the motivation of any student motivated by gaming.  There are no educational systems in the games (unless the student is motivated by them!), creating a setting as close to gaming for leisure as possible. [1, 2]

[1] [pdf] Chris Cain, Anne Anderson, and Matthew E. Taylor. Content-Independent Classroom Gamification. Computers in Education Journal, 7(4):93-106, October–December 2016.
[Bibtex]
@article{2016CoED-Cain,
author={Cain, Chris and Anderson, Anne and Taylor, Matthew E.},
title={{Content-Independent Classroom Gamification}},
journal={{Computers in Education Journal}},
volume={7},
number={4},
pages={93--106},
month={October--December},
year={2016},
abstract={This paper introduces Topic-INdependent Gamification Learning Environment (TINGLE), a framework designed to increase student motivation and engagement in the classroom through the use of a game played outside the classroom. A 131-person pilot study was implemented in a construction management course. Game statistics and survey responses were recorded to estimate the effect of the game and correlations with student traits. While the data analyzed so far is mostly inconclusive, this study served as an important first step toward content-independent gamification.}
}
[2] [pdf] Chris Cain, Anne Anderson, and Matthew E. Taylor. Content-Independent Classroom Gamification. In Proceedings of the ASEE’s 123rd Annual Conference & Exposition, New Orleans, LA, USA, June 2016.
[Bibtex]
@inproceedings{2016ASEE-Cain,
author={Chris Cain and Anne Anderson and Matthew E. Taylor},
title={{Content-Independent Classroom Gamification}},
booktitle={{Proceedings of the {ASEE}'s 123rd Annual Conference \& Exposition}},
month={June},
year={2016},
address={New Orleans, LA, USA},
bib2html_pubtype={Refereed Conference},
bib2html_rescat={Gamification, Motivation, Education},
abstract={This paper introduces Topic-INdependent Gamification Learning Environment (TINGLE), a framework designed to increase student motivation and engagement in the classroom through the use of a game played outside the classroom. A 131-person study was implemented in a construction management course. Game statistics and survey responses were recorded to estimate the effect of the game and correlations with student traits. While the data analyzed so far is mostly inconclusive, this study served as an important first step toward content-independent gamification.}
}