short-paper

Planning for success: how students use a grade prediction tool to win their classes

Authors:

Caitlin Holman,

Stephen J. Aguilar,

Benjamin Plummer,

Barry FishmanAuthors Info & Claims

LAK '15: Proceedings of the Fifth International Conference on Learning Analytics And Knowledge

Pages 260 - 264

https://doi.org/10.1145/2723576.2723632

Published: 16 March 2015 Publication History

Abstract

Gameful course designs require a significant shift in approach for both students and instructors. Transforming a standard course into a good game involves fundamentally altering how the course functions, most notably by giving students greater control over their work. We have developed an application, GradeCraft, to support this shift in pedagogy. A key feature of the application is the Grade Predictor, where students can explore coursework options and plan pathways to success. We observed students in two gameful courses with differing designs using the Grade Predictor in similar ways: they spent similar amounts of time per session, increased usage when assignments were due and before making significant course decisions, predicted different types of assignments at different rates, and made more predictions in preparation for the end of semester. This study describes how students plan their coursework using the GradeCraft Grade Predictor tool.

References

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Aguilar, S., Holman, C. and Fishman, B. Multiple Paths, Same Goal: Exploring the Motivational Pathways of Two Distinct Game-Inspired University Course Designs. (Madison, WI).

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Barata, G., Gama, S., Jorge, J. and Gonçalves, D. 2013. Improving Participation and Learning with Gamification. Proceedings of the First International Conference on Gameful Design, Research, and Applications (New York, NY, USA, 2013), 10--17.

Digital Library

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Deci, E. L. and Ryan, R. M. 2002. Handbook of self-determination research. University of Rochester Press.

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Deci, E. L. and Ryan, R. M. 1985. Intrinsic motivation and self-determination in human behavior. Plenum.

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Fishman, B. J. and Aguilar, S. 2012. Gaming the Class: Using a Game-based Grading System to Get Students to Work Harder... and Like It. Proc. GLS 8.0 (2012), 111--118.

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Fishman, B. J., Deterding, S., Vattel, L., Higgen, T., Schenke, K., Sheldon, L., Ewing, C., Holman, C. and Aguilar, S. Beyond Badges & Points: Gameful Assessment Systems for Engagement in Formal Education. Games + Learning + Society (Madison).

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Gee, J. P. 2003. What videogames have to teach us about learning and literacy. Palgrave Macmillan.

Digital Library

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Holman, C., Aguilar, S. and Fishman, B. 2013. GradeCraft: What Can We Learn from a Game-inspired Learning Management System? Proceedings of the Third International Conference on Learning Analytics and Knowledge (New York, NY, USA, 2013), 260--264.

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Mekler, E. D., Brühlmann, F., Opwis, K. and Tuch, A. N. 2013. Do Points, Levels and Leaderboards Harm Intrinsic Motivation?: An Empirical Analysis of Common Gamification Elements. Proceedings of the First International Conference on Gameful Design, Research, and Applications (New York, NY, USA, 2013), 66--73.

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Ryan, R. M., Rigby, C. S. and Przybylski, A. 2006. The Motivational Pull of Video Games: A Self-Determination Theory Approach. Motivation and Emotion. 30, 4 (Dec. 2006), 344--360.

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Sheldon, L. 2012. The multiplayer classroom: Designing coursework as a game. Cengage Learning.

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De Shutter, B. and Abeele, V. V. Gradequest - Evaluating the impact of using game design techniques in an undergraduate course.

Cited By

Atanasova DMolnar V(2024)Flipped Classroom, Gamification and Game-Based Learning in the Traditional Classroom and in Non-Formal Education2024 47th MIPRO ICT and Electronics Convention (MIPRO)10.1109/MIPRO60963.2024.10569634(436-440)Online publication date: 20-May-2024
https://doi.org/10.1109/MIPRO60963.2024.10569634
Paiva JQueirós RLeal JSwacha JMiernik F(2022)Managing Gamified Programming Courses with the FGPE PlatformInformation10.3390/info1302004513:2(45)Online publication date: 19-Jan-2022
https://doi.org/10.3390/info13020045
Metwally ATlili AYousef AHuang RNacke L(2022)Empirical Evidence on Gamification and Learning Analytics (GaLA): What is Missing?2022 International Conference on Advanced Learning Technologies (ICALT)10.1109/ICALT55010.2022.00040(106-108)Online publication date: Jul-2022
https://doi.org/10.1109/ICALT55010.2022.00040
Show More Cited By

Index Terms

Planning for success: how students use a grade prediction tool to win their classes
1. Applied computing
  1. Education
    1. Computer-assisted instruction
    2. Computer-managed instruction

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cover image ACM Other conferences

LAK '15: Proceedings of the Fifth International Conference on Learning Analytics And Knowledge

March 2015

448 pages

ISBN:9781450334174

DOI:10.1145/2723576

Conference Chairs:
Josh Baron
Marist College
,
Grace Lynch
SoLAR
,
Nicole Maziarz
Marist College
,
Program Chairs:
Paulo Blikstein
Stanford University
,
Agathe Merceron
Beuth University of Applied Sciences Berlin
,
George Siemens
University of Texas at Arlington

Copyright © 2015 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than the author(s) must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected].

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 16 March 2015

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LAK '15

LAK '15: the 5th International Learning Analytics and Knowledge Conference

March 16 - 20, 2015

New York, Poughkeepsie

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LAK '15 Paper Acceptance Rate 20 of 74 submissions, 27%;

Overall Acceptance Rate 236 of 782 submissions, 30%

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Cited By

Atanasova DMolnar V(2024)Flipped Classroom, Gamification and Game-Based Learning in the Traditional Classroom and in Non-Formal Education2024 47th MIPRO ICT and Electronics Convention (MIPRO)10.1109/MIPRO60963.2024.10569634(436-440)Online publication date: 20-May-2024
https://doi.org/10.1109/MIPRO60963.2024.10569634
Paiva JQueirós RLeal JSwacha JMiernik F(2022)Managing Gamified Programming Courses with the FGPE PlatformInformation10.3390/info1302004513:2(45)Online publication date: 19-Jan-2022
https://doi.org/10.3390/info13020045
Metwally ATlili AYousef AHuang RNacke L(2022)Empirical Evidence on Gamification and Learning Analytics (GaLA): What is Missing?2022 International Conference on Advanced Learning Technologies (ICALT)10.1109/ICALT55010.2022.00040(106-108)Online publication date: Jul-2022
https://doi.org/10.1109/ICALT55010.2022.00040
Teasley SKay MElkins SHammond J(2021)User-Centered Design for a Student-Facing Dashboard Grounded in Learning TheoryVisualizations and Dashboards for Learning Analytics10.1007/978-3-030-81222-5_9(191-212)Online publication date: 17-Dec-2021
https://doi.org/10.1007/978-3-030-81222-5_9
Knobbout JVan Der Stappen E(2020)Where is the Learning in Learning Analytics? A Systematic Literature Review on the Operationalization of Learning-Related Constructs in the Evaluation of Learning Analytics InterventionsIEEE Transactions on Learning Technologies10.1109/TLT.2020.299997013:3(631-645)Online publication date: 1-Jul-2020
https://doi.org/10.1109/TLT.2020.2999970
Bridges DHisamatsu RAnderson O(2018)Increasing Student Engagement Within the Core Nutritional Sciences Curriculum: A Gameful Learning ApproachPedagogy in Health Promotion10.1177/23733799188140225:4(268-275)Online publication date: 28-Nov-2018
https://doi.org/10.1177/2373379918814022
Knobbout Jvan der Stappen E(2018)Where Is the Learning in Learning Analytics?Lifelong Technology-Enhanced Learning10.1007/978-3-319-98572-5_7(88-100)Online publication date: 14-Aug-2018
https://doi.org/10.1007/978-3-319-98572-5_7
Hu QRangwala H(2018)Course-Specific Markovian Models for Grade PredictionAdvances in Knowledge Discovery and Data Mining10.1007/978-3-319-93037-4_3(29-41)Online publication date: 20-Jun-2018
https://doi.org/10.1007/978-3-319-93037-4_3
Leitner PKhalil MEbner M(2017)Learning Analytics in Higher Education—A Literature ReviewLearning Analytics: Fundaments, Applications, and Trends10.1007/978-3-319-52977-6_1(1-23)Online publication date: 18-Feb-2017
https://doi.org/10.1007/978-3-319-52977-6_1
Temiyasathit NPunyabukkana PSuchato A(2016)Course periodic behavior modelling and its application in LMS activity prediction2016 IEEE Global Engineering Education Conference (EDUCON)10.1109/EDUCON.2016.7474703(1164-1174)Online publication date: Apr-2016
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