1. WHY GAME ELEMENTS MAKE LEARNING SO ATTRACTIVE? A CASE STUDY USING EYE-TRACKING TECHNOLOGY Magdalena Borys Institute of Computer Science, Lublin University of Technology (POLAND) m.borys@pollub.pl

2. Agenda Introduction Gamification in motivation theories Duolingo as a gamified multiplatform A case study for Duolingo – The research question – Methodology – The questionnaire results – The results of eye-tracking study Closing remarks INTED 20162

3. Introduction Gamification is an attempt to put game experiences into non-game contexts and therefore to improve overall enjoyment and engagement of certain behaviours. INTED 20163 Image source: http://blogs-images.forbes.com/steveolenski/files/2014/03/gamification-1.jpeg

4. Gamification in motivation theories (1) Gamification based on the theory of self- determination (TSD. TSD concept distinguishes extrinsic and intrinsic motivation: – intrinsic motivation as an activity one does because it is inherently interesting or enjoyable, – extrinsic motivation is stated as doing something because it leads to a separable outcome. INTED 20164

5. Gamification in motivation theories (2) The classification of game mechanics that matches the objectives and support the needs of human motivation: – Autonomy which refers to the sense of will when performing a task. E.g. avatars, alternative activities or privacy control. – Competence defined as the need of the people to participate in challenges and to feel competent and efficient. E.g. points, levels or leaderboard. – Relatedness, which is experienced when a person feels connected to others. E.g. sharing achievements on social network, messages, groups. INTED 20165

6. Achievements Avatar Badges Collections Content-unlocking Leaderboard Levels Points Combats Virtual goods Forum Gifting Duolingo as a gamified multiplatform INTED 20166

7. A case study for Duolingo: The research question The objective of the study was to determine whether eye-tracking technology can be used to determine the impact of game mechanics on learner’s behaviour thought visual attention. The following research questions were formulated for the current investigation: 1.Which of game mechanics motivate learners using Duolingo? 2.Do learners put more visual attention on interface elements representing game mechanics such as points, leaderboard or progress bar? 3.Do learners put more visual attention on interface elements representing game mechanics which motivate them? INTED 20167

8. A case study for Duolingo: Methodology The study was conducted in the Laboratory of Movement Analysis and Interface Ergonomics, Institute of Computer Science, Lublin University of Technology from July to September 2015. A total of 13 participants with 20/20 vision or corrected-to- normal (via contact lenses) vision participated in this study. Tobii TX300 Eye Tracker (video-based eye tracker, Tobii Technology AB, Sweden) supplied with a 23’’ TFT monitor (at 60 Hz) was used to acquire eye-position data at a sampling rate of 300 Hz. Gaze data were recorded from the both eyes. The participants were asked to complete 4 tasks using Duolingo web platform. INTED 20168

9. Competence INTED 20169 A case study for Duolingo: The questionnaire results (1)

10. Relatedness INTED 201610 A case study for Duolingo: The questionnaire results (1)

11. Duolingo vs Four Keys model unlocking emotions INTED 201611 A case study for Duolingo: The questionnaire results (1)

12. Expert vs novice visual attention INTED 201612 A case study for Duolingo: The results of eye-tracking study (1)

13. Small vs large number of errors in visual attention INTED 201613 A case study for Duolingo: The results of eye-tracking study (2)

14. Comparing AOI analysis to questionnaire results INTED 201614 A case study for Duolingo: The results of eye-tracking study (3)

15. Conclusions The first question concerning game mechanics that motivate learners using Duolingo were answered in analysis of questionnaire results. In accordance with Four Keys model different game mechanics influence learners in different level. The second research question was partially answered. The evidence shows that visualisations representing the game mechanics do not attract more attention for learners who did not play within Duolingo. Learners put more visual attention on specific visualisations representing the game mechanics based on theirs experience, task context and what is more important based on theirs motivation sources and thereby is the answer to the third question. More controlled experiment must be performed to conclude impact strength. 15INTED 2016

16. Thank you! Magdalena Borys m.borys@pollub.pl INTED 201616 Congrats! You achieved badge „Great Listener”