Masters Degrees (Information Systems and Technology)

Permanent URI for this collectionhttps://hdl.handle.net/10413/6927

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Gamification of e-Learning: an investigation into the influence of gamification on student motivation.
(2017) Adam, Ebrahim.; Blewett, Craig Neville.
Traditional teacher-centred learning is being confronted by an increasing awareness of the value of student-centred learning. E-learning, despite its limitations, is often presented as a solution to learning challenges prevalent in teacher-centred learning since it affords students greater control of the learning process. Combined with this, academics are increasingly competing for students’ attention and struggle to motivate students. However, students, when confronted with the array of games and social media platforms available, willingly dedicate several hours glued to their screens socialising, engaging and gaming. Such willingness to engage these so-called distractions whilst displaying reluctance to engage their academic work may be attributed to a lack of motivation. This is even more prevalent in the domain of e-learning. Adopting an embedded mixed methods case study design, this study explored the influence of gamification of e-learning on motivation. Herein, expectations and factors influencing experiences of gamification of e-learning were explored. Furthermore, through Self-Determination Theory (SDT) & Intrinsic Motivation Inventory (IMI) as theoretical lenses, this study explored how gamification of e-learning influences motivation. Gamification is conceptualised as an objective-driven user-centred technique which integrates game mechanics, dynamics and game aesthetics into real-world contexts to motivate behaviour. Gartner envisages that by 2020, gamification will be deeply integrated into the prevalent higher education structures. Whilst many applications of gamification aim towards enhancing classroom-based learning, the exploration of gamification of e-learning in higher education, particularly in a developing country, remains an emerging domain of research. This research found that participants experienced gamification and various game elements differently, based on their BrainHex gamer profiles. In terms of SDT, whilst progression through the gamified course was guided and consistent, with all participants progressing as a single group, they experienced a sense of autonomy. Participants also experienced a greater sense of competence and relatedness in engaging with the gamified course. In the context of IMI, participants’ experiences suggest that gamification was valuable, increased curiosity and was effective for learning. However, they reported experiencing tension and a high degree of effort required by the gamified course. Students expected transparency in terms of scoring and raised queries where required. They generally preferred visual cues whilst engaging with the gamified course, expected almost real-time feedback in terms of scoring and resolution of queries, but had varying views on which game elements motivated them. Essentially, it was found that gamification positively influenced participants’ motivation. However, it must be noted that whilst gamification motivated students, some experienced demotivation. Contributing factors include not understanding the game from the outset, being demotivated by not earning frequent rewards and losing progress in the game due to external factors.
Real-time strategy games and task switching.
(2014) Ismail, Yusuf.; Blewett, Craig Neville.
Numerous authors have examined the effects of video games on executive functions. This research focuses on the effects of video games on task switching, one aspect of executive functions. Switching between different tasks is a regular occurrence today and is an important skill to possess as people juggle between performing different tasks simultaneously in everyday life. The effects of video game training on task switching has been continuously discussed and examined over time. This study aims to contribute to this debate by utilizing a Real-time Strategy (RTS) video game called StarCraft and measure its effect on the task switching performance of a population of video game players who do not play RTS video games, an area that the literature has not addressed. The results of this study depicted that training in the RTS video game StarCraft had no effect on participants’ task switching performance. Possible factors and particular aspects of the sample population were explored to explain this finding. The factors that were identified included the configuration of StarCraft, the duration of the training schedule that participants undertook and possible interference from other video gaming activity. The problem of task-specific learning was also confirmed when using identical task switching test measures before and after video game training. One aspect of the sample population identified was that the majority of participants may have reached their task switching performance potential through the numerous years of video game exposure. It was also hypothesized that RTS video game training has no impact on subjects’ task switching performance who self-report being Indian. Three video game genres were identified that could explain the superior task switching performance of subjects who self-reported being Coloured that participated in this study. Finally, the analysis revealed that the improvement in task switching performance exhibited by female StarCraft players were superior to the improvement demonstrated by male StarCraft players which suggests that RTS video games are better suited for improving females’ task switching performance than males.
Smartphone usage of employees at an I.T. firm.
(2015) Essack, Tehseena.; Blewett, Craig Neville.
Smartphone applications have the potential to revolutionise the way tasks are performed including: communication and messaging, information retrieval and analysis, file management, scheduling and planning, social networking, navigation, media, eBooks/eMagazines, online shopping and finance management. Productivity may be improved with the use of smartphones but may be hindered by task switching, unnecessary features and distraction. The purpose of this study was to explore the smartphone usage of employees with the purpose of identifying: how do employees use smartphone applications in different environments, what factors drive employee smartphone usage, and how do employees perceive smartphone usage to affect their productivity. The employees at an IT firm were sampled as this study intended to assess usage in both working and personal contexts. Secondly, it is generally expected that the adoption of a new technology will stem from technologically inclined individuals. An adapted UTAUT framework was applied and data was collected using an online questionnaire. Key findings indicate that with the exception of file management, media and scheduling/planning, the applications were mostly used when away from home and work, then at home, and then at work. The applications used most were social networking, followed by communication and messaging, and then information retrieval and analysis. Usage was low for online shopping, eBooks/eMagazines and file management. There was agreement that technological determinism, effort expectancy, social influence, performance expectancy and facilitating conditions are factors that drive smartphone usage. Overall, smartphone usage appears to have improved perceived productivity. Furthermore, the main applications that lead to improved productivity are email, instant messaging and the web. There was agreement that personal organisation, multitasking, instant feedback, the ability to work at any time and place, and the ability to complete tasks in less time, influence smartphone usage for productivity. Surprisingly, there was significant disagreement that task switching and distraction due to games or social media reduces productivity. Overall, there were significant positive correlations between smartphone usage and the factors that drive smartphone usage, as well as smartphone usage and perceived productivity.

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Browsing Masters Degrees (Information Systems and Technology) by Author "Blewett, Craig Neville."