Gamifying a CSCL and its effect on collaboration and self-organization

Abstract

InterLACE (Interactive Learning and Collaboration Environment), is a Computer-Supported Collaborative Learning (CSCL) tool that was developed at Tufts University to support active learning in high school Physics education. Usability testing yielded positive results, but usability did not translate to usage in a learning environment. In classroom testing, peer-to-peer interactions among student users did not live up to expectations. Gamification, or the use of design elements characteristic for games in non-game contexts, was identified as a possible means to encourage more interaction among users. A study was conducted to examine the influence of gamification on the number of interactions and selforganization that occurs in InterLACE users during a high school Physics learning activity. University students in the Boston area (N = 48) between the ages of 18 and 31 were recruited and randomly assigned in groups of 4-6 to two conditions: gamified and control. Gamifying elements were introduced in the experimental condition, such as rules for earning points, a leaderboard, badges and time constraints. The leaderboard provided immediate feedback on individual scores and rank in relation to other players. Results indicate an increase in interparticipant collaboration indicated by a greater number of interactions (15.37 vs. 4.81 average per person). Participation also increased, as indicated by the count of words posted (303.14 vs 205.99 average per person). The number of self-organized groups formed were also higher (4 vs 1.6), but the difference between the two conditions was not statistically significant.