| dc.description.abstract | This thesis explores the students' issues with demotivation and analyzes how to design a motivational learning experience using gamification, specifically through progress tracking, based on Yu-Kai Chou's Octalysis Framework for Gamification. While previous research has primarily concentrated on the implementation of gamification through leaderboards and points in education, this thesis seeks to explore the ways we can improve the user experience by harnessing the core drivers of gamification in user-centered design, using progress tracking as a key motivational tool.
In collaboration with Universitetsforlaget, we aimed to enhance user experience on their digital learning platform, Kunne, by making it more comprehensible and motivating for students to use. Our user research identified demotivation as a significant challenge, with students losing motivation as the semester progressed due to a lacking sense of clear progression and achievement.
The prototype "Veien til å Kunne Exphil" integrates gamification elements to guide students through the curriculum, aiming to create a sense of mastery and accomplishment.
This thesis shows how the prototype Kunne Exphil leverages the core drivers of gamification to a high degree, but subtly and effectively, mindful of potential pitfalls and superficial applications. The findings indicate that by focusing on core motivational drivers and integrating them into progress tracking elements, Kunne Exphil can offer the users a more meaningful and motivating learning experience. | |
