Abstract
The landscape of higher education is shifting as the expectations of modern students move towards increased integration of digital technology in their learning environments. As such, there is a strong need for Next Generation Digital Learning Environments (NGDLEs). Two examples of NGDLEs are Motivational Active Learning (MAL) and Task-Test-Monitor (TTM). Each was designed with a foundation of established learning theories. For these systems to be effective in improving student motivation and engagement however, they need to be persuasive. In this study, we evaluate the inherent persuasion of these two NGDLEs using the Persuasive Systems Design framework. The results show that MAL features more persuasive system characteristics than TTM. However, both are likely to persuade students. MAL’s use of gamification adds a considerable amount of persuasiveness by leveraging social support, and provided justification for future NGDLEs to follow a similar path. This could lead to improvements in the design of e-learning systems in general.
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Acknowledgment
This paper is the outcome of a visit by Christian Gütl to the School of Business IT and Logistics at RMIT University in January 2016. Christian was financially supported by the Graz University of Technology.
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Cheong, C., Filippou, J., Cheong, F., Pirker, J., Gütl, C. (2017). Using Persuasive System Design Principles to Evaluate Two Next Generation Digital Learning Environments. In: Auer, M., Guralnick, D., Uhomoibhi, J. (eds) Interactive Collaborative Learning. ICL 2016. Advances in Intelligent Systems and Computing, vol 545. Springer, Cham. https://doi.org/10.1007/978-3-319-50340-0_22
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