Talk:Motivation and emotion/Book/2020/Gamification and educational motivation

Initial feedback

Some suggestions from a quick look at the early development of this chapter:

• Add the title (currently only the sub-title is shown)
• Definitions generally don't warrant headings; they can be embedded in sections which provide broader descriptions of the phenomenon which may also include examples, case studies, images etc.
• Quiz questions are optional
• The most important section is probably missing; it could be called something like "How can gamification enhance educational motivation?" (the sub-title) and directly answer this question which is the main purpose of the article.
• I suggest aiming for 3 to 6 top-level headings between the Overview and Conclusion. Consider whether any of these sections warrants the use of sub-headings. If so, use at least 2 sub-headings in those sections.
• Aim to provide at 2, preferably 3 or more dot points within each section.
• I suggest using Heading type 2 as the top-level heading (currently there is at least one Heading type 1)
• Figure 1 looks excellent
• Check and correct APA style for references
• Add at least one link into each of See also and External links

Sincerely, James -- Jtneill - Talk - c 04:38, 20 August 2020 (UTC)

Lecture content

I think you could definitely add some information in regards to how gamification can play on the ideas covered in the lecture content on increasing intrinsic motivation in something - specifically building interest in an activity. This also then provides a solution to the problems with extrinsic motivation you already discuss in the chapter. U3202026 (discuss • contribs) 09:24, 28 August 2020 (UTC)

Comments

Really enjoying reading through Gamification and educational motivation in #emot20 . I suggest that my peer look at Streaks, these are a game-like feature used in apps such as Duolingo. Another interesting link could be to look at Loyalty Programs - https://www.power2motivate.com.au/news-blog/blog/increase-customer-loyalty-through-gamification (u3200789)

Feedback

This is a really interesting topic. I suggest within the overview to split the paragraph in half, where you begin to talk about the content of the chapter. There also doesn't seem to be a lot of links within the chapter, so this could be something to add. For example a link to wikipedia pages about particular concepts (e.g. intrinsic and extrinsic motivation) would allow the reader to have further avenues to look into. Using a case study to demonstrate intrinsic and extrinsic motivation and gamification or the motivation theories, could also be helpful for a reader. Instead an interesting idea would be to create a 'pretty box' and suggest an example for the application of the theory. For example make up a game that can be used in the educational setting as a guide for what could be done. --U3187381 (discuss • contribs) 09:50, 17 October 2020 (UTC)

Topic development feedback

The topic development has been reviewed according to the marking criteria. Written feedback is provided below, plus there is a general feedback page. Please also check the chapter's page history to check for editing changes made whilst reviewing the chapter plan. Responses to this feedback can be made by starting a new section below and/or contacting the reviewer. Topic development marks are available via UCLearn. Note that marks are based on what was available before the due date, whereas the comments may also be based on all material available at time of providing this feedback.

Title and sub-title Excellent User page Created Used effectively About me Description about self provided Consider linking to your eportfolio Link provided to book chapter Social contribution Summarised with indirect link(s) to evidence. Add direct links to evidence. To do this: View the page history, select the version of the page before and after your contributions, click "compare selected revisions", and then use this website address as a direct link to evidence for listing on your user page. For more info, see Making and summarising social contributions. Section headings Basic, 2-level heading structure. Definitions don't warrant their own headings. Avoid having sections with 1 sub-heading - use 0 or 2+ sub-headings. Sections which include sub-sections should also include an overview paragraph (which doesn't need a separate heading) before branching into the sub-headings. Key points Basic development of key points for each section, with relevant citations. Avoid providing too much background information. Briefly summarise generic concepts and provide internal wiki links to further information. Then focus most of the content on directly answering the core question(s) posed by the chapter sub-title. Ideally, provide more direct coverage of motivational theory underlying gamification in educational contexts. Overview - Consider adding: an image. a case study. Include in-text interwiki links for the first mention of key terms to relevant Wikipedia articles and/or to other relevant book chapters. Consider including more examples/case studies. Conclusion (the most important section) hasn't been developed. Image Excellent References OK. For full APA style, use: correct italicisation the new recommended format for dois Resources Good Use bullet-points Include source in brackets after link

-- Jtneill - Talk - c 06:03, 13 September 2020 (UTC)

Chapter review and feedback

This chapter has been reviewed according to the marking criteria. Written feedback is provided below, plus there is a general feedback page. Please also check the chapter's page history to check for editing changes made whilst reviewing through the chapter. Responses to this feedback can be made by starting a new section below and/or contacting the reviewer. Chapter marks will be available later via UCLearn, along with social contribution marks and feedback. Keep an eye on Announcements.

Overall Overall, this is a very good chapter that successfully uses psychological theory and research to help address a practical, real-world phenomenon or problem in a balanced manner. The main area for improvement is in the quality of written expression. Many sentences are well constructs, but several are not grammatically complete or correct. For additional feedback, see the following comments and these copyedits. Theory Relevant theories are well selected, described, integrated, and explained. The balanced, critical perspective is excellent. Research Relevant research is well reviewed and discussed in relation to theory. When describing important research findings, consider including a bit more detail about the methodology and indicating the size of effects in addition to whether or not there was an effect or relationship. Greater emphasis on major reviews and/or meta-analyses would be helpful. Written expression Written expression Overall, the quality of written expression is excellent in places, but problematic in other places. Avoid starting sentences with a citation unless the author is particularly pertinent. Instead, it is more interesting for the the content/key point to be communicated, with the citation included along the way or, more typically, in brackets at the end of the sentence. Avoid directional referencing (e.g., "As previously mentioned"). Instead, use section linking. Layout The chapter is well structured, with major sections using sub-sections. Sections which include sub-sections should also include an introductory paragraph (which doesn't need a separate heading) before branching into the sub-headings. See also and External links - Use bullet-points, per Tutorial 1. Learning features Basic use of embedded in-text interwiki links to Wikipedia articles. Adding more interwiki links for the first mention of key words and technical concepts would make the text more interactive. No use of embedded in-text links to related book chapters. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project. Good use of image(s). More images/examples of game elements could be useful. No use of table(s). Good use of feature box(es). Good use of quiz(zes). More extensive use of quizzes could help to "gamify" this chapter . Promising use of case study. Ideally, follow-up this case study. What did the teaching do to gamify the learning? What was Bob's experience? etc. Grammar The grammar for some sentences could be improved (e.g., see the tags). Check and make correct use of commas. Check and correct use of that vs. who. Use serial commas[1] - it is part of APA style and generally recommended by grammaticists. Check and correct use of ownership apostrophes (e.g., individuals vs. individual's vs individuals').[2]. Abbreviations Check and correct grammatical formatting for abbreviations (such as e.g., i.e.., etc.). Spelling Use Australian spelling (e.g., hypothesize vs. hypothesise; behavior vs. behaviour; fulfillment vs. fulfilment). Proofreading More proofreading is needed to fix typos and bring the quality of written expression closer to a professional standard. APA style Use double- rather than single-quote marks for emphasis. Numbers under 10 should be written in words (e.g., five); numbers 10 and over should be written in numerals (e.g., 10). Figures and tables Use APA style to refer to each Table and each Figure (e.g., do not use italics). Citations are not in full APA style. For example: Multiple citations in parentheses should be listed in alphabetical order by first author surname. References use very good APA style. Check and correct use of capitalisation. Social contribution ~3 logged, useful, social contributions with direct links to evidence

-- Jtneill - Talk - c 03:23, 5 November 2020 (UTC)

Multimedia feedback

The accompanying multimedia presentation has been marked according to the marking criteria. Marks are available via the unit's UCLearn site. Written feedback is provided below, plus see the general feedback page. Responses to this feedback can be made by starting a new section below. If you would like further clarification about the marking or feedback, contact the unit convener.

Overall Overall, this is a very good presentation. Structure and content Comments about the book chapter also largely apply to this section. An appropriate amount of content is presented - not too much or too little. The presentation is well structured. Consider adding and narrating an Overview slide (e.g., with focus questions), to help orientate the viewer about what will be covered. The presentation makes good use of theory. The presentation makes basic use of research. A critical perspective is evident (Challenges). The presentation could be improved by making more use of examples or case studies. A Conclusion slide is presented. The presentation could be strengthened by displaying practical, take-home messages. Communication The presentation makes effective use of text and image based slides with narrated audio. Well paced. Consider using greater intonation to enhance listener interest and engagement. The font size is sufficiently large to make it easy to read. The visual communication is effectively supplemented by some images. More images/examples could be helpful. Check and correct grammar - e.g., use of question marks. Production quality The video is well produced using simple tools. The chapter title is not used in both the name of presentation and on the opening slide - this would help to clearly convey the purpose of the presentation. The chapter sub-title is used in both the name of presentation and on the opening slide - this helps to clearly convey the purpose of the presentation. Audio recording quality was excellent. Visual display quality was excellent. Image sources and their copyright status are provided. A copyright license for the presentation is provided. A link to the book chapter is provided. A link from the book chapter is provided. A brief written description of the presentation is provided. Consider expanding.

-- Jtneill - Talk - c 00:30, 24 November 2020 (UTC)