Educational Serious Gaming - Department of Computer Science

Transcription

Educational Serious Gaming
Rewards and Motivation
A thesis submitted to the faculty of science of the VU
University of Amsterdam in partial fulfilment of the
requirements for the degree of Master of Science.
Major subject: Information Science
July 16, 2014
Supervisor: prof. dr. A.P.W. Eliens
Second Reader: dr. F.M. Nack
By: Adnan Ramlawi
ABSTRACT
This thesis aims to discover possible trends on the effects of rewarding within
educational games. The cognitive evaluation theorem is used to explore different kind of rewards and motivation. The most used educational games
that are analyzed are found to be extrinsically motivated but differ in reward structure.
Because in education intrinsic motivation can be seen as important, MathWorm was created in three versions, where one version aims to have an intangible reward structure and therefore positively influence intrinsic motivation.
The other two versions are extrinsically motivated, where they differ in one
being performance contingent, with a cookie as contingent reward, and the
other completion contingent.
After conducting an observational experiment, findings are that when
participants are rewarded extrinsically with a tangible reward or with an
intangible reward, the self perceived motivation is increased. The extrinsically motivated version without cookie is found to be more accurate but less
motivational.
i
ACKNOWLEDGEMENTS
I would like to extend my gratitude to Prof. Dr. A.P.W. Eliens, the supervisor of my project for his useful critiques, guidance and creative suggestions.
I would also like to thank Dr. F.M. Nack for his advice on performing the
experiment and assistance throughout the project.
Furthermore I would like to express my gratitude the staff and students of
Montessori school Stad, where I was able to conduct my experiment, for their
time and patience. Also the assistance with my experiment and useful advice
given by S.E. Calpin was greatly appreciated.
Lastly I want to thank my parents for their encouragement throughout my
study.
ii
CONTENTS
Contents
ABSTRACT
i
ACKNOWLEDGEMENTS
ii
1 INTRODUCTION
1.1 Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.2 Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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2 Theory
2.1 Motivation and rewards
2.2 Motivation . . . . . . . .
2.3 Rewards . . . . . . . . .
2.4 Hidden cost of rewards .
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3 Game analysis - Content, Display &
Reward strategies
3.1 Rekentuin . . . . . . . . . . . . . .
3.2 Squla . . . . . . . . . . . . . . . . .
3.3 Ambrasoft School - Mijnklas . . . .
3.4 Agteres . . . . . . . . . . . . . . .
3.5 Rewarding . . . . . . . . . . . . . .
3.6 Other findings . . . . . . . . . . . .
3.7 Motivation . . . . . . . . . . . . . .
4 Developing an educational
4.1 Goal . . . . . . . . . . .
4.2 Rewarding . . . . . . . .
4.3 Development . . . . . .
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game - MathWorm
21
. . . . . . . . . . . . . . . . . . . . . 21
. . . . . . . . . . . . . . . . . . . . . 21
. . . . . . . . . . . . . . . . . . . . . 23
5 Research methodology
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5.1 Aim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
5.2 Groups / Participants . . . . . . . . . . . . . . . . . . . . . . 25
5.3 Set up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
6 Results
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6.1 Accuracy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
6.2 Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
iii
CONTENTS
6.3
6.4
Statistics on levels . . . . . . . . . . . . . . . . . . . . . . . . 28
Interviews . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
7 Discussion
7.1 Time spend on the game
7.2 Accuracy and Score . . .
7.3 Overall game sentiment .
7.4 Motivation . . . . . . . .
7.5 Other findings . . . . . .
7.6 Implications . . . . . . .
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8 Conclusion & Future work
37
Appendices
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iv
1 INTRODUCTION
1
INTRODUCTION
Currently there is a lot of discussion on the educational system in the Netherlands. Schools need to perform better with less funding, also modern technology must be incorporated within the current education. We have reached
a point where we teach our children they way we used to do things instead
of preparing them for the new digital age.
Because of this call for change, new concept schools have risen (e.g. Steve
Jobs schools), where children make use of an iPad and where the teacher takes
the role of facilitator instead of an authoritative figure1 .
Traditional schools have build their teaching methods on existing research; their methods have been proven to function in the past. The upcoming of new technology however, forces schools to change their way or
teaching as educational games slowly force their way into schools.
Some schools try other measures to motivate their students to get better
grades. For instance awarding their top student with a six week carribean
boat trip2 . This brings us to rewards offered in schools, is this the right way
to motivate students, or is it only working counterproductive?
If the educational system is going to make more use of different educational games and the role of the teacher is facilitator, then how should
educational games motivate students. Furthermore, how should students be
rewarded when playing the game and how do these rewards effect the intrinsic
motivation of the students?
This thesis is written with the purpose of exploring the possibilities of
serious educational games. There are a lot of theories on motivation and
how certain rewards can affect the intrinsic motivation. This thesis aims to
compare these theories to current reward structures in educational games
and their effect on motivation.
1.1
Structure
First the concepts of both motivation and rewards will be explored. After
this there will be a discussion on the influence of rewards on motivation, to
end with the hidden cost of rewards.
1
http://o4nt.nl/wp-content/uploads/2013/01/o4nt Boekje V7.pdf
http://www.nu.nl/binnenland/3715067/rotterdamse-school-mag-leerlingen-nietbelonen-met-zeilreis.html
2
1
2 THEORY
When done laying out the theoretical framework, an inventory of the
usage of rewards within the most used educational games in primary schools,
and the possible effects they might have on the intrinsic motivation will be
analysed.
Secondly the possibilities of using the cognitive evaluation theory (CET)
within educational games are explored, by developing an educational game
that makes use of the self-determination theory (SDT) principles of rewarding. Using this prototype an observational experiment will be conducted to
test how the children assess their own intrinsic motivation after playing it.
Concluding the generated results will be presented and following a discussion on their possible implications.
1.2
Domain
Because of the incredible amount of research with regards to motivational
theories and the effect of rewarding, this thesis will limit itself to the cognitive
evaluation theory, however discussion on this theory will be also presented
to ensure objectivity.
Furthermore, there are a lot of educational games and even more are
currently being developed. Due to the feasibility reasons this project will
limit itself to 3 educational games that are being used in primary schools,
being the Rekentuin, MijnKlas and Agteres. Also 1 educational game (Squla)
that is used by over 60.000 children at home. The four games are chosen with
regards to how different they are to each other.
Finally, in this project and experiment, the focus is laid upon students
that attend primary schools, more specifically students between the ages 9
and 12.
2
2.1
Theory
Motivation and rewards
Motivation is a broadly investigated subject within the field of social psychology; what drives people to take certain actions? Within this chapter I
will investigate the different types of motivations and how they are presented
in literature. Second, I will explain the different types of rewards and how
they can affect the motivation. I will explore the self-determination theory
2
2 THEORY
(SDT) or rather its sub-theory cognitive evaluation theory (CET) by Deci &
Ryan [3] and I will discuss other theories about the hidden cost of rewards.
2.2
Motivation
People are capable of achieving great things. Many of these achievements
require a lot of time and hard work. The driving force behind these accomplishments is called motivation; a reason to behave in a certain way3 .
So why is a certain person so highly motivated to do something while
others are not? To answer this question, Deci & Ryan [14] suggest that
motivation is not an unitary phenomenon and that people have different
levels and orientations of motivation.
The different levels of motivation is what answers the question stated
above. While all people can be motivated to do something, the level of
motivation herein is what varies.
Orientation is much more interesting, as this takes into account why
someone is motivated to do a certain action. This orientation, or type of
motivation also varies from person to person. In the following sections the
different types of motivation are discussed and explained.
2.2.1
Intrinsic motivation
The first type of motivation, is the motivation that comes from within; the
reward or fulfilment lies within the task or activity itself.
The self-determination theory by Deci & Ryan [3] is founded on the assumption that intrinsic motivation is part of the human nature; this assumption is supported by many theories throughout the history of psychology
[15, 13].
However, even though according to Deci et al. it is in human nature to
be intrinsically motivated, actions that people do solely for their own sake is
a rare occurrence. Often there is a controlling factor; for instance parents,
that set goals or offer rewards to promote certain behaviour [7].
These external influences can become another kind of motivation, as the
fulfilment of performing the task no longer just lies within the task itself.
These extrinsic influences can cause extrinsic motivation which I will discuss
in the next section.
3
http://www.oxforddictionaries.com/definition/english/ motivation
3
2 THEORY
2.2.2
Extrinsic motivation
Extrinsic motivation is mostly induced by external influences, like parents
or teachers giving rewards or a grade. This means that the fulfilment of
the action does not occur within the task itself but rather in manifestation
afterwards. External stimulation can offer people an incentive to take actions
that would normally not naturally occur. Over time however, this external
stimuli can be transformed into internal regulation. Deci et al. [4] citing
Schafer [16] call this process internalization.
The self-determination theory identifies four different forms of internalization, varying in how effective the internalization has been, the different
forms, starting with the least effective, are: [4]
• External regulation
• Introjected regulation
• Identified regulation
• Integrated regulation
External regulation occurs when the initial step to perform a certain task
is fully external to the person, for instance a child being offered a reward for
cleaning their room.
Introjected regulation is when a person abides by a rule but not making
the rule its own, an example given by Deci et al. is when a student shows
up on time for class because he does not want to be the bad person, however
the student does not come on time because of punctuality[4].
Identified regulation is the next step, in this case the person has accepted
the rule and identifies with it. The last step is integrated regulation, Deci
et al. state that this is when a person has accepted the regulation, identifies
with it and it becomes part of the person next to their other regulation and
values.
2.3
Rewards
Rewards are part of everyday life, maybe even without realising, we all receive
rewards continuously; a compliment from a loved one, salary at the end of
the month, et cetera. Because rewards are normally perceived as a positive
4
2 THEORY
thing, human beings strive to get rewards and are willing do put quite some
effort into receiving one.
Rewards is what makes people take actions they normally might not do.
They are often the extrinsic motivation that has been mentioned in previous
paragraphs. Rewards can be divided into two subcategories, one being tangible and the other intangible/verbal. In this section I will briefly explain
the different kind of rewards and what they entail.
2.3.1
Intangible / verbal rewards
Intangible meaning having no physical appearance4 , they can also be described as verbal positive feedback. These verbal rewards can be seen as for
instance parents complimenting their children for cleaning their room; or a
teacher telling a student that the paper produced is very well written.
Not all verbal awards are the same and therefore can have different effects
on intrinsic motivation. Deci et al. distinguishes controlling and informational positive feedback [2]; where the context of the intangible feedback is
key.
2.3.2
Tangible rewards
Tangible rewards are the rewards that can actually have a physical form, for
instance money received at the end of the month for work done is a tangible
award. Also a mother giving a cookie to her child for behaving properly is a
tangible reward. Tangible rewards are mostly given to provide an incentive
or make a person do things they normally would not do [2].
Deci et al. [2] describe that there is a difference between unexpected
tangible awards and expected tangible rewards. This because the incentive
for performing the task is different when not expecting the reward, in this
case the action is not being done with the reward in mind therefore this
kind of reward is disregarded. Within the expected tangible rewards another
categorisation is made:
• Task non-contingent
• Engagement contingent
• Completion contingent
4
http://www.oxforddictionaries.com/definition/english/intangible
5
2 THEORY
• Performance contingent
The first type, task non-contingent reward is a reward awarded for just
participating in a certain activity, there are no strings attached and a person
does not necessarily need to finish the task or perform the task well. An
example of this is a person participating in an experiment and receiving a
monetary reward simply for showing up.
Engagement contingent reward is a reward type that require a certain
level of engagement. In this case there is no requirement to do well, just
performing the task will yield the reward, also the task does not need to be
completed [15].
The third kind of tangible reward is a completion contingent reward, so
the reward depends on the completion of the task within a timeframe. In
these particular kind of tasks, time pressure plays an important role as the
reward will only be awarded when the task is actually finished or completed
within a predefined time frame[15].
The last type is a performance contingent reward, this kind of reward is
performance dependent. Depending on how well a person performs a certain
task or activity, a reward is offered. An example of this reward is to only
receive a reward when a person scores above a percentage or score.
2.4
Hidden cost of rewards
In the previous paragraphs I have explained the phenomenon called intrinsic
motivation, this kind of motivation is said to be part of human nature. In
this section I will explore several theories on how different kinds of rewards
can affect intrinsic motivation.
In the past, as cited by McCullers, Skinner defined two kind of reinforcers;
one being positive (similar to a reward) and one negative (similar to a punishment). The addition of the positive or the removal of the negative yields
only one possible outcome, enhanced behaviour [9, 17].
Opposingly, Mcgraw compiled several studies that provide empirical evidence that rewards might not always result in a singular positive outcome. In
fact it was found that people who were offered an award preliminary to performing a certain task or puzzle, were slower than people who were not[11].
Several other studies are mentioned to provide evidence that rewards do not
always have an enhancing effect on motivation[10].
6
2 THEORY
According to Ryan & Deci using rewards as external regulation, can undermine processes that we need to keep in touch with our needs[15]. Furthermore, there have been a lot of different meta-analyses on how rewards
can affect intrinsic motivation. Researchers however, are still disputing the
the previously mentioned question. The fact that rewards affect motivation
however, is no longer disputed.
Current day there is a theory regarding the effect of extrinsic rewards
on intrinsic motivation by Deci & Ryan. They offer the explanation that
according to their Cognitive evaluation theory, it depends whether the reward
is experienced to be controlling or informative, as this influences the locus of
causality which in turn has effect on the perceived competence [8, 2]. If the
controlling aspect is more salient, the reward is more likely to diminish the
intrinsic motivation, as it negatively influences the perceived competence.
However if the informational aspect of the reward is salient, this can be seen
as a confirmation of competence, thus intrinsic motivation will be enhanced
or maintained [15].
With this theorem on informational and controlling aspects of rewards,
Ryan & Deci predicted and researched the effect of the different type of rewards on the intrinsic motivation. Their hypothesis was tested and (partially)
supported by different articles [18, 19, 12].
2.4.1
Cognitive evaluaion theory
Concluding from their research [2] Deci et al. found that verbal rewards in
informational context increases perceived competence and therefore increase
intrinsic motivation. However when the verbal positive feedback is perceived
as controlling, this could influence the locus of causality [8, 2] and thus undermine the intrinsic motivation.
When investigating tangible rewards, they found that task noncontingent
rewards and unexpected rewards both do not influence intrinsic motivation.
The reason behind this is that unexpected rewards do not influence the incentive to perform a certain action. Task noncontingent rewards also have no
influence as the reward will be offered no matter how the task is performed
or whether it is completed or not.
A more interesting result was found when exploring engagement-contingent
rewards. They found that these kind of rewards significantly lowered the intrinsic motivation, explanation behind this is the controlling aspect of the
engagement-contingent, therefore resulting in a lower intrinsic motivation.
7
2 THEORY
Results indicated that this effect was the strongest with young children.
Completion contingent rewards also significantly lowered the intrinsic motivation, the time pressure that comes with this kind of reward is considered
controlling and therefore it will influence the intrinsic motivation negatively.
Deci & Ryan describe the performance contingent rewards as the most
interesting type; since it has the potential to influence the intrinsic motivation
both negative as positive. The explanation for this is that when the reward is
received, it can be perceived as informational and therefore as a confirmation
of perceived competence, which will result in increased intrinsic motivation.
However when perceived as controlling, it can influence the locus of causality
in a negative way, therefore lowering perceived competence, thus lowering
intrinsic motivation [2].
2.4.2
Discussion on CET
Eisenberger et al. commented on the findings of Deci et al. on performance contingent rewards and stated that performance contingent rewards
only diminish intrinsic motivation if they are ill defined or require minimal
performance, however when the reward requires high performance, this will
imply its significance and therefore increase intrinsic motivation [5].
Furthermore, Harackiewicz et al. state that performance rewards influences the intrinsic motivation, but the effect of the reward depends on the
situation and characteristics of the individual[6], furthermore in their model
on the influence of performance rewards they take the effect over time into
account [7]
2.4.3
Rewards and Motivation within MathWorm
The game that has been created for this thesis, called MathWorm, consists
of three different versions. In this section there will be an explanation of how
the three different versions use the different rewards and aim for a certain
motivation mentioned in the previous chapter.
The first version of the game, has a storyline that entails an alien that is
stranded on our planet, and the user needs to help him get back on the road
by solving math problems. This all is explained by an non player character
called Karel. In this version the reward itself lies within the game, the reward
is intangible as it has no physical (or digital) appearance, the reward of the
8
3 GAME ANALYSIS - CONTENT, DISPLAY &
REWARD STRATEGIES
game lies in helping the alien out an thus requires an altruistic mindset of
the user, the aim of this version is to get the user intrinsically motivated.
The second version does not have a strong storyline, in this version Karel
explains that the user can get as many coins as possible. The reward itself is
tangible, even though it is digital. The coins are rewarded when completing
an exercise, thus the reward is completion contingent. The game tries to
extrinsically motivate the users to complete the game.
The third version is similar to the second version, however the users are
now told that they will receive a tangible reward, in the form of a cookie,
but only if they get a high enough score. This version uses a performance
contingent tangible reward and aims to extrinsically motivate users to play
the game.
3
Game analysis - Content, Display &
Reward strategies
More and more serious games are being developed, these educational serious
games all have different ways of conveying their educational content. In
this chapter, existing educational serious games will be analysed by their
content and how the information is displayed. After this there will be an indepth analysis of the educational games and their corresponding method of
rewarding. These methods will be linked to techniques of rewarding discussed
in chapter 2. Finally there will be a table representing the commonalities
and differences of the educational games.
3.1
Rekentuin
The rekentuin5 (translated: Math-garden) is an educational game which focuses on math problems. The main idea behind the rekentuin is that users
select a certain mathematical problem they want to solve, this can be addition, subtractions, multiplication and many other mathematically orientated
games.
5
http://app.rekentuin.nl/users/login
9
REWARD STRATEGIES
3.1.1
Interface
The interface of the game consists of four components, which will further be
elaborated on in the following subsections:
• The garden
• Trophy cabinet
• The clouds
• The bonus garden
The garden
The garden is the start screen of the user, this is where a user can select the
kind of math problem they want to solve. The different types are symbolised
by flowers, where the size of the flower correlates to the amount of correctly
solved problems. If a user does not regularly practise, the flower will wither
and a small watering can will appear next to it, indicating that the user
should do those kind of exercises.
Trophy cabinet
The trophy cabinet is where the user can spend earned coins and buy medals
or trophies. The goal is to fill the entire cabinet with all the different kind
of awards.
The clouds
The clouds is where a user can see their progress. All the different types of
math problems are presented here, which the user can select. When selected
the cloud shows the last try of the user and states how well they have done
that particular task.
The bonus garden
The bonus garden is a premium feature of this game, initially it is locked.
When bought, there will be additional flowers in this section where more
advanced math problems can be solved.
10
REWARD STRATEGIES
3.1.2
Difficulty and age
The game works with an adaptive algorithm that changes the difficulty according to the users level, this means that if the user answers a lot of questions correctly, the level will increase and problems will become more difficult.
Therefore they claim the game to be interesting for users of all ages, as some
users might find 8 + 12 challenging, while others prefer tasks such as 2,983
+ 7,128.
3.2
Squla
Squla is an online educational game for children that go to primary school.
There are two different versions, grade 1 to 3 and 4 to 8. We will focus on the
4 to 8 version as this has more options and better represents the educational
function.
3.2.1
Interface
The start screen of Squla can be separated into 3 different sections:
• Quiz & Games
• Play together
• Side bar
Quiz & Games
Squla offers a selection of different quizzes and games on different subjects,
including but not limited to, math, spelling, reading and geography. All the
different games and quizzes have a certain game aspect. An example is a
math game where the user has to answer as many math problems as possible
to feed a rabbit. This rabbit, when tossed a carrot, will run in a circle, the
more laps the rabbit runs, the better the game is played.
Quizzes offer a multiple choice interface where a question is stated and
different options are given to the user, only to find the correct answer.
The questions in the games are presented in a style that has been “powered by CITO” which is the dutch agency that tests young children on their
educational level.
11
REWARD STRATEGIES
Play together
In this playing option, users can play a certain game together. In these
games, children compete against one another in several different games.
Side bar
The side bar is a collection of different options a user can select. Here they can
see their progress, see other users and spend their earned credits. Interesting
is that the earned credits that the user gets from finishing games can be
spend on actual rewards like cinema tickets.
3.2.2
Difficulty and age
Squla changes the level of the questions asked in accordance to the grade the
user is in. As the questions are powered by CITO, the user will be tested at
the level they should be at according to CITO and the test, also from CITO,
they will receive at the end of the year.
3.2.3
Other features
In the Squla game there is an additional account for parents, where they can
see the progress of their children and their activity.
3.3
Ambrasoft School - Mijnklas
Mijnklas6 (translation: MyClass) is a online educational game collection. It
offers different packages aimed at math and spelling/reading. A user can
select what they want to train and have different kind of games for each
subject.
3.3.1
Interface
The interface of mijnklas can be divided into two compartments:
• Game selection
• Report
6
http://www.ambrasoft.nl/school/ambrasoft-school/wat-is-ambrasoft-school
12
REWARD STRATEGIES
Game selection
The game selection interface is the main page of the application, here the
user selects the kind of problem they want to solve. They can chose between
math, practise multiplication, language, verbs, reading or relaxing. When
the user selects the corresponding tab, the interface, which is designed to
look like a cupboard, will display different educational games which the user
can practise.
Report
The report is where the user can find their results, ranging from 0 - 100%.
Also the progress can be seen. Lastly there is a top 3 of best scores of users
using the software and thereunder the users score with the corresponding
current position held by the user.
3.3.2
Difficulty and age
The ambrasoft school package is for students from grade 4 to 8. All exercises
are available to all students, but they are required to pick the assignments for
their own level. For instance math exercises are divided from exercises until
10, 20, 100 or 1000. This way the users can pick a difficulty in accordance
to their own level.
First the user has to do a starting test, from this test the current level
of the user is measured and in accordance to the performed level. When the
test is completed, new exercises will appear that are relevant for the user.
3.4
Agteres
Agteres began as a supplier of educational posters. These posters consisted
of math tables or maps of countries and many more. They now supply digital educational games in a lot of different educational fields. What separates
Agteres game from the previously mentioned games is that the actual game
aspect is less present and that it uses the more conventional method of teaching children, namely first showing the educational load which can be studied,
and afterwards testing the skill/progress.
13
REWARD STRATEGIES
3.4.1
Interface
The interface of Agteres is a little different from the previously mentioned
games, the different parts of the interface are:
• Topic selection
• Learning screen
• Test screen
• Other functions
Topic selection
The Agteres begin screen is not very playful, it starts with a few buttons that
state different topics that a user can select. In the math selection this could
be, among others, practising percentages and fractures. The user has to press
a certain button which will bring the user to the practise environment.
Learning screen
In this screen the famous posters of Agteres are presented. Here the user can
learn the topic selected. This could be a posted presenting all the different
kind of fractures ranging from 1/1 to 1/10. This screen is presented in
different colours and styles.
Test screen
The test environment is where the information that is stated on the poster is
put to the test. It uses a fill in the gap method to complete the equation. For
instance 75% = ? x 25% where the user has to fill in an integer. After filling
in the gap, the answer will be checked and a big green check-mark or red X
will appear. After all the answers have been filled in, a summary screen will
appear, presenting the users with their results and asking them to call the
teacher to put the results in the student tracking system.
Other functions
The game allows for users to print certain screens, this could come in handy
for instance when learning a certain topic. Furthermore it also comes with a
practise environment, where users can train before they do the test.
14
REWARD STRATEGIES
3.4.2
Difficulty and age
The Agteres software was made for grades 3 to 8, so difficulty is selected by
topic, as students will only select the topics they are currently busy with.
The game however does not allow for selecting difficulties within a certain
topic.
3.5
Rewarding
In chapter 2 the distinction between tangible and intangible rewards is made.
However in digital games this distinction is less obvious, as it all takes place
in a digital world which is intangible by definition.
However this does not mean that the road ends here, as the receiving of
virtual rewards can be as powerful as real rewards. Berkovsky et al. found
that using virtual rewards they could motivate people to do real physical
activities [1], furthermore when users partake in a digital game, rewards
offered in the form of digital currency could be viewed as tangible for the
digital self. Interesting therefore is to see if these rewards also have the same
effects as physical tangible awards on intrinsic motivation.
For comparison purposes, the previously mentioned games and their reward structures will all be discussed separately.
3.5.1
Rekentuin
As mentioned in section 3.1, rekentuin is an educational game which aims
at math. Using a garden users can practise certain mathematical problem
they want to solve, or skills they want to develop and the adaptive algorithm
will change difficulty in accordance to the user. This algorithm has been
developed at the University of Amsterdam.
The first thing that should be mentioned is that the rekentuin works with
a time-based system. When performing math exercises, a timer is counting
down the time the user has to give a solution.
Once the solution is given, the remaining time will be added as a score.
When all the exercises are finished, the user will get a bonus amount because
they completed all the exercises. The score will be transformed into virtual
coins.
The coin system in rekentuin is fairly simple, for each performed exercise
the user gets coins depending on how fast the answer was given. With coins
15
REWARD STRATEGIES
the user can buy trophies or items for the trophy cabinet (see section 3.1.1),
all trophies have a different cost and some can be bought multiple times.
These kind of rewards offered to the user can be classified as completion
contingent rewards. This because the reward is only awarded when the task
is completed and there is a certain time frame in which the assignment must
be completed.
Another important facet of the reward structure in the rekentuin, is the
bonus factor and the fact that coins are only rewarded when the task is
performed correctly. These rewards based on competence or performance
can be classified as performance contingent.
3.5.2
Squla
Squla has a more complex reward structure, as it offers multiple kind of
rewards. One being coins and the other being xp (experience points); the
former being used to buy certain items and the latter are used to unlock
more games.
With Squla there are a lot of different ways to earn coins and xp. Most
of the rewards depend on the game the user plays; but the basics are that
you earn experience points and coins for completing levels and answering
questions right, even if you do not finish the level. Bonus experience points
can be received when the user answers the question faster or better than
other players.
Another way to earn both experience points and coins is to log in daily,
no strings attached, as long as you log in once a day.
From this it can be inferred that Squla uses multiple reward structures.
Completion contingent is used for most games where the user gets rewards
for finishing the game, and there is a correlation between how fast the user
answers the question and the amount of points rewarded.
Furthermore Performance contingent awards are used for multi-player
games, where the top players receive a lot of points and coins, so depending
on the performance of the user a reward is offered.
Engagement contingent rewards are used as the user will obtain coins
and experience points for each question answered correctly, there is no performance or completion restriction, just engaging in the process will yield
the user the reward.
Lastly, if the user logs in once a day, they will get coins and experience,
regardless of whether they play a game or not. This is an example of task
16
REWARD STRATEGIES
non-contingent reward
3.5.3
Ambrasoft - MijnKlas
When using the MijnKlas software package, the user selects the kind of exercises they want to perform. The exercises can be categorized in math and
language exercises.
When performing the exercises there is no time limit, a user can take
all the time they need. The reward system in MijnKlas is based upon how
many questions the users answer correctly. All points earned by the users
are added together into a grand total.
When using the report interface of MijnKlas, the user can see the progress
so far and a few bar graphs which are filled up to a certain percentage in
accordance to the progress.
Another feature in the report section, is the highscore list where users
can see their own score and the top 3 users of MijnKlas. Here the user also
finds their position in the ranking list.
Exercises of MijnKlas are divided in different parts, every part will test the
educational content in different ways. The score is kept below the exercises.
Green symbolizes correct answers and red the incorrect ones. Points will
only be added to the grand total if the entire exercise is made. Therefore the
reward structure used is completion contingent.
3.5.4
Agteres
Agteres is based upon the principle of first getting the information needed,
and afterwards testing how well the user can put this information into practise. When making the exercises, there is no immediate reward, in contrast
to previously mentioned games where users get points or coins.
The feedback provided by the game is a big red cross or green checkmark, from which the user can deduct whether or not the question has been
answered correctly.
After the exercise has been completed, a summary will be presented.
This report like summary contains the amount of questions answered, the
correct amount and a score which can be put into the administration of the
school. As this program does not use time, nor does it require to complete
the exercise it does not put any constraints on the task. Moreover, there are
no rewards offered to the user of any kind.
17
REWARD STRATEGIES
3.6
Other findings
A basic assumption and prerequisite of the CET, is that there is a basic
intrinsic motivation to start with. Thus in order to relate the CET to the
reward structures used in educational games, there must be an intrinsic motivation to start with.
Whilst researching the different games to analyse in a Montessori school,
students can plan their own day and how to spend it. Interesting is to see
that when students spend their time behind the computer, they themselves
chose to play the previously mentioned educational game. Even though they
are constrained by the teachers to spend their time on the computer with
educational software, the fact remains that they pick their own game and
start playing it. This leads to believe that there is a basic intrinsic motivation
that compels students to play the educational games, however a critical note
must be made, that even though they can chose to play a certain game, the
initial motivator is by a third person, thus extrinsic.
Another finding is the way the rekentuin ensures users to keep playing
the game. The goal of the game is to get the plants, which corresponds to
different math exercises, in bloom. The more the user plays, the bigger the
plants get. However, when the user stops playing for a while, the plants
slowly wither and a watering can appears. This might motivate users to
continue to play more regularly than they normally would. In Table 1 a
tabular overview of the educational games is presented.
3.7
Motivation
All of the mentioned games, are extrinsically motivated, for instance Squla is
played by a lot of children, however the game must be purchased by the parents and is used for children to practise school work at home. Furthermore,
Rekentuin, Agteres and MijnKlas are all played because of either a teacher
telling them to practise using educational software, or parents wanting their
children to pratise.
This leads to believe that all the analysed games make use of extrinsic
motivation. When we look at the cognitive evaluation theorem, intrinsic
motivation can be very powerful when used for education. Not a single game
that has been analysed, uses intangible rewards and intrinsic motivation.
This is the reason why for this thesis an additional game has been created,
called MathWorm, that will be covered in the next section.
18
REWARD STRATEGIES
A critical note must be made to the purpose of the game, if this is to test
the users knowledge rather than to practise, motivation is not relevant as the
users has to perform the test regardless of their motivation.
19
Agteres
7 to 12
One difficulty for all
Lay-out not so clear
Little
graphical,
posters have nice colors and quizzes have
some
illustrations,
no moving images or
game aspects
Notification if the Feedback is provided Feedback is given by Feedback is provided
answer is correct to notify the user if a red and green box using a green checkor not, information the answer is cor- with a number on it, if mark or a red cross
can be given when rect.
Information question is correct the next to the answer.
answer is wrong
about subject can be integer in green box
provided if answer is is increased, otherwise
wrong
the red one.
PC
TNC, EC, CC, PC
CC
NR
Extrinsic
Extrinsic
Extrinsic
Extrinsic
MijnKlas
8 to 12
Depending on users
level
Easy to use
Semi graphical, nice
illustrations but no
moving objects or dynamic game aspects
PC = Performance contingent, TNC = Task non-contingent, EC = Engagement contingent, CC = Completion contingent,
NR = No reward
a
Rewarda
Motivation
Feedback
Usability
Graphical
& Dynamics
Age
Difficulty
Rekentuin
Squla
All ages
8 to 12
Adaptive algorithm Based upon CITO requirements
Easy to use
Easy to use
Semi
graphical, Graphical, games have
flowers grow and moving objects
wither,
no dynamics or game
aspects
Table 1: Overview: Analysed educational games
REWARD STRATEGIES
20
4 DEVELOPING AN EDUCATIONAL GAME - MATHWORM
4
Developing an educational game - MathWorm
In this section there will be an elaboration on the creation process of MathWorm. First the goal of the game will be discussed, secondly the different
reward structures are presented, to conclude with a section about the coding
aspects that are used within the game.
4.1
Goal
The main goal of MathWorm is to have users perform different math exercises
within a certain scenario. The game consists of two different scenarios, where
the objectives differ (see 4.2 and 2.4.3).
The game takes place on a farm; the atmosphere is western-like, this,
and the worm and horse are chosen because they can relate to children their
fantasy. The user controls a worm that can be moved around the scene and
interact with objects. Other characters in the game are a horse named Karel
and an alien that is stranded on the farm.
Karel is the most important non-player character (NPC), he guides the
users around and tells them what to do in an informative way, for instance
saying “I saw something near the barn, maybe you should check that out”.
The alien that is stranded is another NPC, however it only interacts in
an alien language, represented by random sounds between asterisk’s (*).
4.2
Rewarding
The two different versions of MathWorm both use the same character, scene
and exercises. However they differ on one fundamental aspect, the rewards.
The first version of MathWorm has an objective that entails collecting as
many coins as possible. These coins are awarded by correctly solving math
problems. The faster the user answers the questions right, the more coins are
awarded. This reward structure can be classified as performance or completion contingent, depending on the prerequisites of the game; if the users are
told only to receive a cookie when they score above a certain score it is classified as performance contingent, and when the cookie is awarded no matter
of the score, just finishing the game it is classified as completion contingent.
These reward structure that can be seen in Squla and Rekentuin (see 3.5)
21
Screenshots: Left top: Version 1: Alien; right top: Version 2: Collecting
coins; left bottom: Endscreen version 1; right bottom: presentation of math
problem
and aim for extrinisic motivation.
The second version is more complex, as the reward of the game is not
specifically classified in the CET theorem, but can be seen as intangible
reward therefore the gaim aims to empower the intrinisic motivation of the
user. The reward lies in the game itself and no coins or points are rewarded
for correctly answering questions. In this version the Alien NPC is not static
but the game resolves around this character, as Karel will explain, the alien
is stranded and needs the users help. Once the user has answered enough
questions, the storyline continues and the alien will lift off. This is done twice
until the alien is out of the screen.
The game divided into three different sections or levels. The begin phase
is where the user enters their name and the main storyline is told. After this
22
the user has to walk to the barn and enter it. Once entered the user will be
prompted 10 easy/medium math questions. After answering all questions,
the game will return to the main level where the user is told to have done a
good job, in the alien version the alien will lift off until halfway the screen,
and the game freezes. The user is then asked if they want to continue to
level 2.
Level 2 consists of the same elements as level 1, first the user walks to
the doghouse and has to answer math questions, this time they consists of
harder questions, this has been done to make sure that not all the users
will get maximum score and there is a challenge to calculating the answer.
Also before designing the game, the teacher of the participants class was
asked the level of the participants, in accordance to her guidelines the math
problems were designed. Once completed, the alien will lift off the screen, or
the amount of coins is presented on the screen. After this the game freezes
again and the user is prompted to continue to level 3.
Level 3 does not really exist, it is only a screen with the results, either the
alien thanks the user or the amount of coins are presented. On the bottom
corner a code will be presented in the form of: G##F##T###BB, where
G stands for correctly answered questions, F for wrong answers, T for time
in seconds and BB for two boolean representing the user wanting to continue
to the next level; which is asked two times.
The math problems asked are stated below:
Level 1
1. 2 × 3
3. 4 × 8
5. 6 × 7
7. 7 × 7
9. 9 × 4
2. 5 × 4
4. 9 × 2
6. 8 × 8
8. 8 × 5
10. 3 × 3
1. 12 × 7
3. 16 × 5
5. 15 × 8
7. 98 ÷ 7
2. 9 × 11
4. 19 × 9
6. 66 ÷ 22
8. 126÷14
Level 2
4.3
9. 140 ÷ 4
10. 387÷43
Development
MathWorm was developed in Unity3D, the main reason behind this that the
game can be build to use on many different platforms including Microsoft
Windows, Macintosh OS and Linux.
23
5 RESEARCH METHODOLOGY
The images used to create this game are not created by me but rather
found and taken from Google images as this game will only be used for
research purposes.
The game consists of 6 different scenes, the first scene offers a screen
where the characters are introduced. The user is asked to fill in a name that
is stored in the GetUsername script as a public variable to use in later scenes.
The next scene is an introduction where Karel explains the game. This
is done using a JavaScript script that contains an array of strings that are
printed into the guiText GameObject. Once the story is told, the character
control script is activated. This C# script controls the movement of the
player and activates the animation and orientation of the worm.
The math exercises are presented in two separate levels/scenes, the math
problem and the answers are both created in two different JavaScript scripts.
These are used in the Calculate script to check the input of the user with the
correct answer.
The timer GameObject is a small rectangle with a counter inside it that
counts down. The amount of time left on the counter when the user answers
a question correctly, is added as coins to the score. If the counter reaches 0,
the next question is presented.
The most relevant scripts are attached to the appendix.
5
5.1
Research methodology
Aim
This thesis aims to investigate the question of how reward structures can
influence the intrinsic motivation of the user, or more specific, how will adding
a physical extrinsic reward influence the self-perceived motivation to play
an educational game. To test this, MathWorm has been created, with two
versions where the difference lies in the reward structure of the game (see
section 4).
The experiment was conducted in a primary school, where I used 58
participants divided into three different groups (20,20,18). Because this research does not aim to significantly test quantitative data, but rather aims to
discover possible trends in a more qualitative fashion, the participants were
asked to play one version of the game and afterwards answer a few questions.
In previous sections the CET theory has been explained, which states, in
24
short, that when users receive physical external rewards this negatively influences the intrinsic motivation of the user. Therefore the hypothesis of this
experiment is that offering users an external reward for playing an educational game, such as MathWorm, will negatively influence the self perceived
motivation. This since in the CET theorem, external rewards are generally seen as a negative influence to the assumed basic intrinisc motivation of
the users. Self perceived motivation is the motivation that the participants
claim they have, this is deducted from their answers if they want to continue
playing, or play at home, and the statistics gained from the game.
5.2
Groups / Participants
The participants came from the sixth and seventh grade of the primary school
Montessori school Stad in Almere. The ages vary between 9 and 12, both
female and male students. To prevent possible differences in math strength
within testgroups, all the students from 3 different classes were asked to
play the game, since the classes all consist of strong and weaker students.
Assumed in this experiment is that there is no significant difference between
male and female in their math capabilites or motivation.
5.3
Set up
The first group was asked to play the alien version of the game, this means
that the participants were not offered a reward for their efforts. The second
group played the version where the objective was to get as many coins as possible,
also these participants were not offered a reward.
The third group were asked to play the coin
version, but this time they were told that
they would get a cookie if they would score
above a certain amount of coins, thus performance contingent.
The experiment was conducted in a
closed environment, where two participants
where asked to play the game at the same
time. However an obstacle was placed in
between the two users so they were not able
to look on each others screen, see figure 1.
25
Figure 1: Participants playing
MathWorm
Also they were supervised so they would not
discuss the questions or the game.
MathWorm registered the amount of correctly / incorrectly answered questions and
also the time taken to complete the game.
After playing the game, the participants
were asked the following questions, categorised into two sections, the first part (1-5) being about the game and
the second part (6-9) about their self-perceived motivation.
1. What did you think of the game?
2. Was the game clear?
3. What did you think of the level of the math questions?
4. What did you like and dislike about the game
5. What would you change about the game?
6. Would you play the game in your free time?
7. Would you like to play another level?
8. If you could play the game at school, would you?
9. If you could play the game at home, would you?
26
6 RESULTS
6
Results
In this section, the results obtained from the experiment will be presented.
6.1
Accuracy
The total amount of math problems that the participants had to solve was
20, since the total participants are approximately 20 per group, outliers can
greatly influence the average of the group, furthermore the data is not normally distributed, therefore the results are presented in a boxplot to show
variation and results:
Figure 2: Boxplot representing the amount of correctly answered questions,
within testgroups
27
6 RESULTS
6.2
Time
The game measures the time it took for the users to play the entire game.
However, within the game there are periods of time where the story is told
and where the user is not able to move, this idle time is subtracted from the
obtained values. The idle time for the alien version is 76 seconds and for the
coin version 36 seconds. Also 1 participant stopped playing after the first
level, this time (in italic) is excluded when calculating the mean and median.
A complete overview of all the time records can be found in the Appendix.
Figure 3: Histogram showing distribution of time for all versions
6.3
Statistics on levels
In this section a short overview will be presented on whether the participants
wanted to continue to level 2 or to level 3, these statistics were generated by
the game depending on the button the users pressed (J to continue to the
next game and N for stop playing), see Table 2 for the overview.
6.4
Interviews
In this subsection there will be a summary of the answers given by the participants. Each subsection will consist of 2 parts, one being results given
about how they liked the game, and one being about their self-perceived
motivation. The raw data of the interviews can be found in the appendix.
28
6 RESULTS
Table 2: Overview of participants pressing continue in MathWorm
Level
Level 1 to
Level 2
Level 2 to
Level 3
6.4.1
Alien
20 (100%)
14 (70%)
Coin - no reward Coin - with reward
17 (94%)
20 (100%)
12 (67%)
17 (85%)
All versions
During the experiment and interview, a couple of things happened with regards to the game with all versions. The first being that it was not clear
for most people where to type their names in the begin screen. This a design flaw of the game, as the participants expected an input box where they
could type their names. After explaining the participants that they should
just begin typing it became clear.
Another commonality was that the exercises in level 2 were considered
difficult by nearly all participants.
6.4.2
Version 1: Alien
Results on game
The overall opinion about the game is that it is fun to play and not boring
(17/20). Two participants found the game too hard and therefore not fun to
play, one participant found the game too slow and thus boring to play.
All participants stated that the game was clear to play, with the exception
to the fact that it was not very clear at the beginning, where they had to
type their name, see 6.4.1.
Most participants (18/20) found the math exercises in level 2 (very) hard
to solve, especially division was hard to do. This resulted in 7 participants
stating they did not like the math aspects of the game.
The participants listed a lot of different reasons why they liked the game,
but most common were: the fact that the worm was able to move towards
the levels, the way the characters were depicted, and that the worm had to
help the alien to get back to his home planet.
When the participants were asked what they would change themselves to
the game, answers were: add more levels to the game, make the game (levels)
29
6 RESULTS
bigger, add games that can be played for fun, make the game more realistic,
and include other educational topics e.g. spelling, reading.
Results on motivation
When the participants were asked if they wanted to play another level, thus
continue playing, 14 out of 20 participants answered that they wanted to continue playing another level, 3 participants did not want to continue playing
because they feared that the game would become too difficult.
18 out of 20 participants answered yes/sometimes when asked if they
would play the game if they could play it in school.
15 participants stated that they would play the game at home and another
2 participants would play the game at home, but only when they have to
practise math. 14 participants would play the game in their spare time.
6.4.3
Version 2: Coin - No reward
Results on game
The bigger part of the participants, 13 out of 18 found the game fun to play.
1 participant complained that the game had no goal and therefore boring,
another participant did not understand the reason behind the coins and why
there was an alien.
Most of the participants found the game clear, besides the beginning (see
6.4.1). 5 out of 18 participants found the math problems on a good level or
thought that they could be more difficult, the rest considered the first level
to be at a good level but the second level a bid hard.
2 participant answered that the coins were a good addition to the game
when asked what was nice in the game. Others answered that the worm and
drawings were funny, that they could move around with the worm.
Negative aspects of the game were considered that the math problems
were too difficult, that there was not much happening, thus a bit dull, that
the game moved too slow, that the game did not make a lot of sense, with
regards to the alien and horse.
Changes that would be made by the participants were: more levels,
change difficulty of the math problems, more or different characters and
one participant would make the math problems more difficult.
30
6 RESULTS
10 out of 18 participants would not play the game in their spare time, the
game was more considered something that could be played at school. 4 of
the participants would only play it at home if they had nothing to do.
10 out of 18 participants would not play the game at home. 10 participants did not want to continue playing the game, from these 10, 2 did not
want to continue because they found it too difficult.
14 participants would want to play the game at school, and 1 participant
would play it at school, but only if they had nothing to do.
1 participant did not want to continue playing after level 1 and decided
to quit after the first level.
6.4.4
Version 3: Coin - With reward
Results on game
Nearly all participants, 18 out of 20, rated the game as funny and educational,
they liked playing the game. 2 participants remarked that getting coins for
answering problems was fun. 2 other participants found that the idle worm
animation (moving his head left and right) was annoying and conflicted with
their concentration.
2 participants found the controls not very clear and 1 would rather control
the game with the mouse instead of the keyboard. All other participants
found the game clear.
Besides the usual remarks that level 2 was hard, 7 found the division
problems very hard. 2 participants stated that the math problems were
doable if they had no time pressure.
The participants found the fact that you could control the worm fun, and
the fact that you could earn coins, also the fact that they had to find the
levels before doing the exercises was considered a nice feature.
1 participant complained about the fact that their friend scored more
coins than they did. Another participant noted that the lack of sound was
a negative aspect of the game. Finally one participant did not understand
what the alien and horse were doing in the game
Participants would to change the following: more levels including levels
where the user only has to collect coins without solving math problems and
unlocking new levels, change the background, more time so there is less
31
7 DISCUSSION
stress, less childish, a story around the alien, that the coins could fix the
UFO, change the scenery into a jungle.
13 out of 20 participants would like to play the game in their spare time, 2
of those participants would only play this if they had nothing else to do.
17 participants wanted to continue playing the game. 16 participants
would like to play the game at school and the other 4 would play it if they
had to it.
The majority of the participants, 14 out of 20 would like to play the game
at home, however 1 participant that would like to play at home does add that
they would not play it a lot.
7
Discussion
In this section the results presented in the previous section will be analysed
and possible implications will be discussed. As this thesis aims to discover
possible trends, aspects both conforming and negating the hypothesis that
extrinsic rewards negatively influence the intrinsic motivation will be discussed.
7.1
Time spend on the game
The first outcome of the experiment that will be discussed is time. As can
be seen in Table 3, there is a difference between the alien version and both
the coin versions. To exclude the effect of possible outliers, the median is
also presented.
When the results are presented and a theoretical normal distribution line
is added we see the following results presented in Figure 3.
Judging from the distribution of the time spend on the game, both the coin
versions seem to be somewhat normally distributed. The coin version with
reward is slightly right skewed, thus must time occurrences appear slightly
on the left of the top of the bell curve.
The time taken in the alien version is a lot higher than both the coin
versions. With both the mean and median being more than 1 minute higher
than the coin version, we can deduce that users take a lot more time solving
32
7 DISCUSSION
the math problems. This can be explained by the fact that time does not
have a role in the alien version, whereas in the coin version time is critical.
In the interviews, some participants remarked that they felt pressured
because of the time restrictions. The results of the time taken confirms this,
as participants finished the game a lot quicker when trying to get coins.
If we use a Shapiro normality test, we find that the p values of the datasets
are: version 1 (alien): 0.1227; version 2 (coins no reward): 0.02249; version
3 (coin with reward): 0.489. From this we can conclude that only the coin
without reward meets the requirement of normality. Thus when testing for
a significance in difference between the time Kruskal-Wallis test is needed.
When performing the Kurskal-Wallis test, we find a p value of 0.6784.
Thus not significant; however the Kurskal-Wallis assumes that the the shape
of the distribution is the same, which is not the case as can be seen from
the histograms. However when testing the groups with each other by using
a Mann-Whitney U test, we find the following results:
• Alien - Coin no reward: p = 0.5706
• Alien - Coin with reward: p = 0.9234
• Coin no reward - Coin with reward: p = 0.364
However, time spend on the game is a good indication of motivation, as
users are willing to spend more time practising their math skills. Therefore
adding a reward might negatively influence this, and thus having a negative
effect on the motivation.
7.2
Accuracy and Score
In the previous section we found that participants took a lot more time
playing the alien version and participants felt pressured when playing the
coin version, in this section there will be an analyses on how this affected the
accuracy and score of the participants.
By looking at Figure 2, we find somewhat surprising results, as the coin
version without reward yields the best results. If we look at the highest
value of the amount of good answered questions, we see that the only group
in which participants scored 20 answers right (which corresponds to 100%
accuracy), is in the testgroup of the coin without reward. This score occurred
twice, and with a test group of only 18, this influences the location of the
33
7 DISCUSSION
boxplot. A critical note must be made whether these scores are a result of
the coin version or the difference in math strength of the participants.
However, the results are not very surprising, as the coin without version
could be used very well for testing the users math skill, but with regards to
motivation, other versions score a lot better.
7.3
Overall game sentiment
Nearly all of the participants playing the alien version and the coin version
found the game fun to play. The coin version without reward was perceived
a little less fun in comparison to the other version, but still the greater part
liked playing the game.
This leads to believe that whether or not participants were rewarded, or
if the goal of the game was to collect as many coins or a more altruistic,
helping an alien getting back to his planet, does not influence how the game
was perceived. The reason behind liking the game do differ.
7 of the participants that played the alien version, explicitly stated that
they liked the aspect of helping out the alien in the game. Whereas only
2 participants that played the coin version without reward stated that they
liked the game because they could collect coins. In the coin with reward
version this number was 5.
7.4
Motivation
Looking at motivation we find that 15 participants would like to play the
alien version at home, which is somewhat similar to the coin with reward
version, where 14 participants claimed that that would like to play the game
at home. The coin version without reward however, would only be played by
8 out of 20 participants.
When looking at if participants would like to continue playing, presented
in Table 2, and juxtapose these results with the interviews, we find that the
only difference lies in the coin without reward, where only 8 participants
claim they wanted to continue playing, but 12 participants pressed continue
while playing the game. When looking at the alien version, we find that
14 participants would like to continue, and 3 more if the game would not
become so difficult. Which in total is equal to the coin with reward version.
Since the coin version is exactly the same game, the only difference lies in
the fact that they receive a reward when performing well. But if we compare
34
7 DISCUSSION
the two on their self perceived motivation, continue playing and playing at
home, there is a big difference, which can be explained by the prospect of
receiving a cookie after playing. Participants who did not receive the cookie,
experience the game in a very different matter; since judging from the results
of the same game without the reward, they would not like the game as much
as they might think, especially considering the fact that when they would
play the game in their free time or at home, they would not receive a cookie
afterwards.
From these findings we can deduce that motivation is higher when participants either receive a reward afterwards, or there must be a more altruistic
motive, such as helping someone out. An interesting side note is that an
external award increases the initial motivation, the participants need to be
kept rewarded, as otherwise the motivation will decrease, which we can see
in the coin version without reward.
7.5
Other findings
During the experiment, one participant in the third testgroup, the coin version with reward, kept playing until they reached 200 coins, after this the
participant just typed in random numbers and tried to finish the game as
soon as possible. When asked afterwards why, the participant responded that
when asking around in the classroom, the lowest participant that received
a cookie had 200 coins, thus the participant concluded this was enough for
a cookie. Even though this is a perfect example of “work smart, not hard”
this does give a very good illustration of what the motivation is to play the
game.
Another participant playing the coin version explained in the interview
that they did like to play the game, but was disappointed by the fact that
another participant had received more coins. Which is another side-effect of
rewarding users with a point based system.
Furthermore it is critical to note that users that played version 2 (coin
without reward) had only 1 thing to worry about, which was just to collect
as many coins as possible, whereas version 3 (coins with reward) had not
just collecting a lot of coins, but also scoring high enough to get the reward.
Version 1 (alien) pressured users not to just answer the math problems good,
but also helping out an alien, this could also have impacted how the users
scored on accuracy.
35
7 DISCUSSION
7.6
Implications
Looking at all the results of the experiment combined, we see that users are
rushing when they are playing a point based reward game, because rewards
are based upon the time taken to answer a math problem. For educational
purposes this might not be a good thing, as students should take their time
to answer a question and to fully understand what is being asked. This might
not have a great impact on the results as can be seen from the experiment,
that however only shows what their current level of math is, and does not
teach them to understand new kind of problems.
With regards to motivation we can see that when users have a goal that
lies within the game itself, they are motivated to continue playing, no extrinsic reward or motivator is needed. However when there is no goal in the
game, but users are rather expected to collect as many points as possible,
which is used in a lot of educational games, see Chapter 3; an extrinsic motivator is needed. This is deduced from the fact that there is a big difference
in whether participants wanted to continue playing and their willingness to
play at home or their spare time between the coin versions with and without
reward.
When looking back at the time the users spend on the game, having an
intangible reward within the game can have a positive effect on the motivation, but when we take the interview and statistical representation of the
users pressing continue into account, we find that adding an external reward
to the game also boosts motivation. Therefore a combination of both, which
is done in for instance Squla, might be a good thing, as they aim to intrinsically motivate users with games, but adding an extrinsic reward after playing
for a while to keep users motivated.
If an extrinsic motivator is used, the effects of this over time should also
be taken into account[7]. As this experiment was conducted on a 1 time
basis, and participants were only asked to play the game once, the effect of
the reward over time has not been measured.
In the experiment, participants were given the cookie regardless of their
score. They were told in advance that their score would influence whether
or not they would receive a cookie, and the reward was only given after the
interview, not to influence the outcome. However this does leave the question
on how the users’ motivation would be influenced by not receiving a reward
because they did not meet the requirements.
Furthermore, giving students between the age of 9-12 a cookie as a reward
36
8 CONCLUSION & FUTURE WORK
does increase motivation, however this is labelled as extrinsic motivation.
Adding a goal within the game increases the willingness to play the game
about as much as the extrinsic motivator, but since they were not rewarded,
this can be seen as intrinsic motivation.
Another thing that should be kept in mind is that the reward of a cookie
can be very useful in the category of participants having ages ranging between
9-12, this however might not yield similar effects on participants of older age.
Concluding from the previously mentioned implications and results, a
deduction can be made that intrinsic motivation is key in educational games
when the objective is to teach students about math, as they spend more
time playing the game. Also an extrinsic motivation can be added to the
game as this increase the willingness of students to continue playing, thus
a combination of the two might be a good solution. When the objective of
the game is to test the current skill of the students, no motivation is needed
as they have to do the test anyway, in this case we find that extrinsically
motivating children without telling them about a reward that is performance
contingent, yields the best results.
8
Conclusion & Future work
This thesis aims to explore the way educational games can be used within
primary schools. Since educational games are currently in uprising and forming their way into our traditional school system, it is important to explore
how rewards can affect the motivation of the users.
When exploring current theories on reward forms, the CET theory distinguishes tangible and intangible rewards. Tangible rewards are classified in
four different kinds that differ on their contingency. The four categories are:
task-non contingent, the reward is offered, independent of the performance
and completion, completion contingent, where the reward is only awarded if
the task is completed, performance contingent, where the reward is offered
when the performance measure is achieved. Lastly there is engagement contingent, where to user will only receive a reward if they are engaged with the
task, but they do not have to finish it.
With regard to motivation two different kinds are distinguished, being
intrinsic motivation and extrinsic motivation, the former being motivation
that lies in the task itself and comes from the user within, and the latter
being motivation that is influenced by external factors.
37
In summary, the CET states that extrinsic rewards undermine the intrinsic motivation, depending on the way they are presented. When the reward
is perceived as controlling, it will influence the locus of causality, which undermines the intrinsic motivation. However intangible rewards can positively
influence intrinsic motivation when presented in an informational way.
The four games that have been analysed, all have different kind of reward
structures, and are all mainly focussing on extrinsic motivation, as the user
that play them are either asked to do so by teachers, or by parents.
Since none of the analysed games make use of intangible rewards and all
are extrinsically motivation, or no reward structure is used at all, a game
was created called MathWorm. This educational game has three different
versions, one being intrinsically motivated by using intangible rewards and
the reward lying in the game itself. The other two versions were extrinsically
rewarded by receiving (virtual) coins as a reward. The difference between
the latter two versions is that one is presented as performance contingent,
where users only get a cookie when performing well enough, and the other
as completion contingent, as users will receive a cookie when they complete
the task, independent of their score.
An experiment was performed with 58 participants, ageing between 9 and
12. They were asked to play the MathWorm game and were interviewed afterwards. The 58 participants were divided among three groups, of 20, 20
and 18 participants, where the assumption was made that since the participants from one group came from the same class, there were equal strong and
weak students in each group. The game MathWorm registered the amount
of correctly / incorrectly answered questions, the time taken and whether
the participants wanted to continue to play the second and third level. The
experiment did not aim to discover significant differences, but rather to discover possible trends, thus whether or not the differences is not relevant for
this research.
Participants playing the first version of the lost alien, took the more time
completing the game, the median of this group was more than 1 minute
longer than the other two versions. Accuracy, which was calculated by the
correctly answered questions was the best in the second version, where the
only objective was to collect as many coins as possible by answering the math
questions correctly. When looking at the data obtained from MathWorm,
we find that the most participants willing to play the third level are the
participants that played the third version, which was performance contingent
and participants were told in advance they could get rewarded with a cookie.
38
Regardless of the version, nearly all participants found the game fun to
play, however this was a little less in comparison to other versions when the
participants played the version with coins without rewards. Self perceived
motivation, which was deducted from the answers participants gave during
the interview, was highest with the alien version and the coin version with
reward, thus participants should either have a goal in the game or they should
be rewarded afterwards, note that motivation over time was not taken into
account as the experiment was only performed once.
From the interviews, similar results were obtained, where users’ self perceived motivation is highest when they are either rewarded extrinsically with
a cookie or when the reward itself lies in the game, thus the task. From this
the following deduction can be made, that when motivation is important;
when users are required to be trained rather than tested, there should be
either an extrinsic reward in this case a cookie, or the reward should lay in
the game. However when testing the user, the reward should be simple and
not pressure the user, thus extrinsic motivation, but aimed at completing
rather than performance.
For further research, I would recommend to test a combination of an
intrinsically motivated game, where after some time the external reward in
the form of a cookie can be added. Also the effects of all the versions of
MathWorm on motivation should be tested over time, since the effect of the
cookie reward could diminish over time. Furthermore, the effects of rewarding
within an educational game should also be explored in different age groups
with appropriate rewards.
39
REFERENCES
References
[1] S. Berkovsky, M. Coombe, J. Freyne, D. Bhandari, and N. Baghaei.
Physical activity motivating games: virtual rewards for real activity. In
Proceedings of the SIGCHI Conference on Human Factors in Computing
Systems, pages 243–252. ACM, 2010.
[2] E. L. Deci, R. Koestner, and R. M. Ryan. Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of
Educational Research, 71(1):1–27, 2001.
[3] E. L. Deci and R. M. Ryan. Intrinsic motivation and self-determination
in human behavior, 1985.
[4] E. L. Deci, R. J. Vallerand, L. G. Pelletier, and R. M. Ryan. Motivation and education: The self-determination perspective. Educational
psychologist, 26(3-4):325–346, 1991.
[5] R. Eisenberger, W. D. Pierce, and J. Cameron. Effects of reward on
intrinsic motivation—negative, neutral, and positive: Comment on deci,
koestner, and ryan (1999). 1999.
[6] J. M. Harackiewicz. Performance evaluation and intrinsic motivation
processes: The effects of achievement orientation and rewards. In Personality Psychology, pages 128–137. Springer, 1989.
[7] J. M. Harackiewicz and C. Sansone. Rewarding competence: The importance of goals in the study of intrinsic motivation. 2000.
[8] M. R. Lepper, D. Greene, and R. E. Nisbett. Undermining children’s
intrinsic interest with extrinsic reward: A test of the” overjustification” hypothesis. Journal of personality and social psychology, 28(1):129,
1973.
[9] J. C. McCullers. Issues in learning and motivation. The hidden costs of
reward, pages 5–18, 1978.
[10] K. O. McGraw. The detrimental effects of reward on performance: A
literature review and a prediction model. The hidden costs of reward,
pages 33–60, 1978.
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[11] K. O. McGraw and J. C. McCullers. Monetary reward and water-jar
task performance: Evidence of a detrimental effect of reward on problem
solving. Paper presented at the meeting of the South eastern Psycological
Assocication, New Orleans, 1976.
[12] A. Rummel and R. Feinbero. Cognitive evaluation theory: A metaanalytic review of the literature. Social Behavior & Personality: An
International Journal, 16(2), 1988.
[13] R. M. Ryan. Psychological needs and the facilitation of integrative processes. Journal of personality, 63(3):397–427, 1995.
[14] R. M. Ryan and E. L. Deci. Intrinsic and extrinsic motivations: Classic
definitions and new directions. Contemporary educational psychology,
25(1):54–67, 2000.
[15] R. M. Ryan and E. L. Deci. When rewards compete with nature: The
undermining of intrinsic motivation and self-regulation. 2000.
[16] R. Schafer. Aspects of internalization. International Universities Press,
Inc, 1968.
[17] B. F. Skinner. Science and human behavior. Simon and Schuster, 1953.
[18] S.-H. Tang and V. C. Hall. The overjustification effect: A meta-analysis.
Applied Cognitive Psychology, 9(5):365–404, 1995.
[19] U. J. Wiersma. The effects of extrinsic rewards in intrinsic motivation: A
meta-analysis. Journal of Occupational and Organizational Psychology,
65(2):101–114, 1992.
41
APPENDIX
A
Results - Time
Table 3: Overview of seconds playing MathWorm
#
Alien
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Mean
Median
423
592
334
387
331
351
385
432
314
413
316
486
326
498
363
272
447
393
650
761
423
390
B
Coin - no reward Coin - with reward
442
294
277
263
408
340
322
405
275
289
338
281
315
378
234
277
372
316
333
369
372
284
273
333
269
288
342
256
322
354
248
223
265
334
(205)
307
298
332
312
311
322
302.5
StoryLine (JavaScript)
42
#pragma s t r i c t
var t e x t = new Array ( ) ;
var nummer : int = 0 ;
var ready : boolean = true ;
var movehorse : GameObject ;
private var maxZin : int = 7 ;
private var seconden : int = 5 ;
function Start () {
MaakArray ( ) ;
}
f u n c t i o n Update ( ) {
i f ( ready ){
ZegIets ( ) ;
}
}
function ZegIets () {
ready = f a l s e ;
guiText . t e x t = t e x t [ nummer ] . ToString ( ) ;
i f ( nummer == 3){
movehorse = GameObject . Find ( ” h o r s e ” ) ;
movehorse . t r a n s f o r m . p o s i t i o n = Vector3 ( 7 , −3.046233 , 0 ) ;
seconden = 4 ;
}
i f ( nummer != maxZin ){
nummer++;
}
e l s e i f ( nummer == maxZin ){
guiText . t e x t = ” Gebruik de p i j l t j e s t o e t s e n om t e bewegen ” ;
}
y i e l d WaitForSeconds ( seconden ) ;
ready = true ;
}
43
f u n c t i o n MaakArray ( ) {
text . length = 3;
t e x t [ 0 ] = ”Worm: H a l l o ” + GetUsername . Spelernaam ;
t e x t [ 1 ] = ” A l i e n : ∗Beep Bee Boo Boep∗” ;
t e x t [ 2 ] = ”Worm: Huh? Een a l i e n ? Wat doet d i e h i e r ? ” ;
t e x t [ 3 ] = ” Karel : Als i k h et goed b e g r i j p , i s z i j n b e n z i n e op ! ” ;
t e x t [ 4 ] = ”Worm: Hoe kan i k hem h e l p e n ? ” ;
t e x t [ 5 ] = ” Karel : I k heb wel e e n s gehoord dat sommen o p l o s s e n h e l p t ! ” ;
t e x t [ 6 ] = ” Karel : I k zag i e t s b i j de schuur , m i s s c h i e n dat daar ”
+ ” sommen z i j n ” ;
t e x t [ 7 ] = ” Gebruik de p i j l t j e s t o e t s e n om t e bewegen ” ;
}
C
Trigger effects(C#)
using
UnityEngine ;
u s i n g System . C o l l e c t i o n s ;
p u b l i c c l a s s T r i g g e r D e t e c t i o n : MonoBehaviour {
p u b l i c GUIText t e x t b o x ;
bool ingedrukt = f a l s e ;
void Update ( ) {
ingedrukt = f a l s e ;
i f ( Input . GetKey ( ”up” ) ) {
ingedrukt = true ;
}
}
void OnTriggerStay2D ( C o l l i d e r 2 D c o l ) {
i f ( c o l . gameObject . t ag == ” S p a r k e l ” ) {
t e x t b o x . t e x t = ”Druk op P i j l Omhoog om h et ” +
” l e v e l te starten ” ;
i f ( ingedrukt )
A p p l i c a t i o n . LoadLevel ( ” L e v e l 1 ” ) ;
}
}
}
44
D
ScoreCalculation (JavaScript)
static
var antwoord : int ;
var antwoorden : int [ ] ;
var k l a a r : boolean = f a l s e ;
var magTypen : boolean = f a l s e ;
var vraagNummer : int = 0 ;
var Sommen : Sommen ;
var a a n t a l : int = 1 0 ;
var S c o r e : S c o r e ;
var Timer : Timer ;
var somText : GameObject ;
var p l u s I s : GameObject ;
var v e r h a a l l i j n : GameObject ;
var i n g a v e : int ;
function Start (){
MakeArray ( ) ;
}
f u n c t i o n Update ( ) {
i f ( magTypen ){
for ( var c : char i n Input . i n p u t S t r i n g ) {
// Backspace − Remove t h e l a s t c h a r a c t e r
i f ( c == ”\b” [ 0 ] ) {
i f ( guiText . t e x t . Length != 0 )
guiText . t e x t = guiText . t e x t . S u b s t r i n g ( 0 ,
guiText . t e x t . Length − 1 ) ;
}
// End o f e n t r y
e l s e i f ( c == ”\n” [ 0 ] | | c == ”\ r ” [ 0 ] ) {
k l a a r = true ;
i f ( int . TryParse ( guiText . t e x t , i n g a v e ) ) {
storeUser ( ) ;
}
else {
guiText . t e x t = ”” ;
}
45
}
else {
guiText . t e x t += c ;
}
}
}
}
function storeUser (){
antwoord = p a r s e I n t ( guiText . t e x t ) ;
i f ( k l a a r ){
i f ( antwoord == antwoorden [ vraagNummer ] ) {
guiText . t e x t = ”Goed ! ” ;
y i e l d WaitForSeconds ( 4 ) ;
TimeAndScore . j u i s t e A n t w o o r d e n += 1 ;
Sommen . NieuweSom ( ) ;
NieuweScore ( ) ;
VolgendAntwoord ( ) ;
}
e l s e i f ( antwoord != antwoorden [ vraagNummer ] ) {
guiText . t e x t = ” H e l a a s ! ” ;
guiText . t e x t = ” Het was ”
+ antwoorden [ vraagNummer ] . ToString ( ) ;
TimeAndScore . fouteAntwoorden += 1 ;
VolgendAntwoord ( ) ;
Timer . ResetTimer ( ) ;
Sommen . NieuweSom ( ) ;
}
}
46
}
f u n c t i o n MakeArray ( ) {
antwoorden = new int [ a a n t a l ] ;
antwoorden [ 0 ] = 6 ;
antwoorden [ 1 ] = 2 0 ;
antwoorden [ 9 ] = 9 ;
}
f u n c t i o n MagTypen ( ) {
magTypen = true ;
}
f u n c t i o n VolgendAntwoord ( ) {
i f ( vraagNummer != a a n t a l −1){
vraagNummer++;
}
else {
Timer . s t a r t = f a l s e ;
somText . guiText . t e x t = ”” ;
p l u s I s . guiText . t e x t = ”” ;
v e r h a a l l i j n . guiText . t e x t =” Karel : Goed gedaan ! ”
+ ” Dit z a l de a l i e n z e k e r h e l p e n ! ” ;
A p p l i c a t i o n . LoadLevel ( ” SceneNaLevel1 ” ) ;
}
}
47
f u n c t i o n NieuweScore ( ) {
var t i j d : int ;
t i j d = Timer . t i m e r ;
S c o r e . Addscore ( t i j d ) ;
Timer . ResetTimer ( ) ;
}
48
E
Interviews: Alien version - no reward
49
Leeftijd: 10!
M/V: V!
Code: G13F7T494TrueTrue!
!
SPEL:!
!
Wat vond je van het spel?!
leuk, alleen deelsommen moeilijk. Niet saai.!
!
Vond je het spel duidelijk?!
Begin was niet duidelijk, wist niet wat ze moest doen.!
!
Vond je de sommen moeilijk of makkelijk of precies goed?!
Moeilijk!
!
Wat vond je leuk aan het spel?!
Hoe het eruit ziet!
!
Wat vond je niet leuk aan het spel?!
Dat er niet zo heel veel gebeurd, niet heel spannend!
!
Wat zou jij zelf aan het spel veranderen?!
Andere soort dingen doen, reizen en over een paar heuvels en dan pas weer
sommen maken!
!
MOTIVATIE:!
!
Zou je het spel in je vrije tijd willen spelen?!
Ja, omdat het best wel goed is om te oefenen, en niet saai is!
!
Zou je nog een level willen spelen? (had je graag nog doorgespeeld)!
Ja!
!
Zou je het spel op school mocht spelen, zou je dat dan doen?!
Ja!
!
Zou je het spel thuis willen spelen? (controle vraag)!
Ja, denk het wel !
50
Leeftijd: 10!
M/V: Man!
Code: G10F10T668true true!
!
SPEL:!
!
Niet slecht, saai, moeilijk!
!
Duidelijk, de tekst beetje snel!
!
Moeilijke sommen, level 2 moeilijk, level 1 makkelijk!
!
Poppetje dat kon lopen!
!
De sommen!
!
Groter land, taal sommen erbij voegen en het "kosmisch" maken.!
!
!
MOTIVATIE:!
!
Ja sommen ZIJN MOEILIJK maar kan wel veel van leren!
!
Wel nog doorspelen!
!
Ja!
!
Nee!
!
!
!
!
!
51
Leeftijd: 9!
M/V: M!
!
SPEL:!
!
Leuk, voor hem een beetje saai want hij is heel goed in keer sommen. Sommige
heel moeilijk en soms schatte hij wat in en bleek het goed. !
!
Ja!
!
Sommige waren moeilijk maar meeste makkelijk!
!
Dat ding laten bewegen,vond het grappig dat hij een worm was!
!
1 ding was verassend, vraag van wil naar level drie maar die was er niet.!
!
Meer levels en meerdere dingen die je moet helpen. Het echter eruit laten zien, het
ziet er heel getekend uit.!
!
!
MOTIVATIE:!
!
Denk het wel!
!
Ja!
!
Denk het wel, als hij moest kiezen voor een oefen spel!
!
Ja, maar speelt ook veel andere spellen, dus hij zou maar weinig tijd hebben
52
Leeftijd: 11!
M/V:m!
Code:g15f5t463tf!
!
SPEL:!
!
Grappig, iets bij de sommen niet alleen rekenen. Niet zo saai.!
!
Duidelijk, door de verhaallijn was het duidelijk!
!
Level 1 makkelijk level 2 was moeilijk. Level 3 zou niet lukken was te moeilijk
daarom niet door!
!
Bewegen, dat er een spel element aan zat!
!
niets!
!
niets!
!
!
MOTIVATIE:!
!
Soms, als ik lui ben dan zou ik het spelen als ik veel energie heb dan niet!
!
Nee zou te moeilijk zijn!
!
Ja, !
!
Ja, soms.!
!
!
!
!
!
53
Leeftijd: 11!
M/V: M!
!
SPEL:!
!
Grappig, leuk, niet saai, tweede deel was moeilijk !
!
Ja, hij geeft het aan!
!
Precies goed!
!
Vooral die alien en het gezicht van het paard, heel leuk dat je een worm bent en
met sommen de alien kan redden!
!
Die sommen als ze moeilijk waren, level 2!
!
In plaats van worm dan als Arjen Robben zijn!!
!
!
MOTIVATIE:!
!
Ja!
!
Ja, omdat het grappig was met de alien!
!
Dit spel is veel leuker dan andere spellen hier op school!
!
Ja, naast Minecraft, anders met elastiekjes spellen
54
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M/V:m!
Code: g15f5t427truetrue!
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SPEL:!
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Grappig, heel veel fantasie, hoe kan je met sommen de alien helpen? En het paard
kan niets.!
!
Ja duidelijk dat je sommen moest maken, begin was het niet duidelijk wat je moest
doen.!
!
Level 2 was moeilijk, level 1 was makkelijk, verschil groot!
!
Dat de worm de alien moest helpen was grappig!
!
Niets, behalve moeilijke sommen!
!
Niets, misschien een varken die hoi zegt.!
!
!
MOTIVATIE:!
!
Soms, als ik moe ben wel energiek ga ik naar buiten!
!
Ja ik denk wel dat ik veel fout zou maken!
!
ja!
!
Ja.!
!
!
!
!
!
55
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SPEL:!
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Leuk, leerzaam, beetje moeilijk!
!
Ja!
!
Sommige makkelijk en sommige wel moeilijk!
!
De dieren!
!
Het rekenen!
!
Dat je ook andere dingen kunt doen, taal en lezen. En spelletjes zonder het leren.
Hoe het eruit ziet was goed!
!
!
MOTIVATIE:!
!
Ja, omdat je veel leert en dan heb je thuis wat te doen!
!
Ja!
!
Ja, het andere spel kon je niet zelf kiezen of je spel mocht doen!
!
Ja, eigenlijk kijkt ze meer muziek en films, maar zou het best willen doen!
56
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Code:g8f12t508tt!
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Wel leuk eerste sommen waren makkelijker en daarna moeilijk (gedeeld door) wel
leuk gemaakt!
!
Duidelijk, !
!
Makkelijk en moeilijk gedeeld door, keer moeilijk en makkelijk!
!
Plaatjes vond ik grappig, niet alleen maar sommen ook lezen en bewegen. Ik vond
het leuk om zelf mee te kunnen lezen!
!
niets!
!
Meer kan doen, niet alleen sommen maar ook bijvb een spelletje!
!
!
MOTIVATIE:!
!
Ja, wel makkelijk om te oefenen voor school!
!
Ik vond het wel leuk dus ja !
!
Ja zeker wel!
!
Minder maar ook wel, thuis kan ook buiten spelen, dit meer als huiswerk.!
!
!
!
!
57
Leeftijd: 10!
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Code: G14F6T395TrueFalse!
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SPEL:!
!
Saai, langzaam, als je op de enter knop drukt moet je best wel lang wachten
voordat er iets gebeurd!
!
Ja!
!
Precies goed!
!
Niks!
!
Nieuwe en oude sommen blijven lang staan, als je het fout hebt komt de nieuwe
vraag er al. Best wel sloom spel!
!
Ander verhaal, het was een beetje saai. Zou graag het spel veranderen dat ze iets
moet op lossen, een code raden/raadsel !
!
!
MOTIVATIE:!
!
Nee!
!
Nee!
!
Nee, want ze vind het andere spel leuker. Er staat bij het andere spel bij hoe je de
som moet uitrekenen!
!
Nee
58
Leeftijd: 9!
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Code: g14f6t489tt!
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SPEL:!
!
Leuk, de alien was grappig, de dieren vond ik leuk!
!
Ja was duidelijk!
!
Level 2 werd moeilijk maar viel ook wel mee!
!
Dat het paard praatte, en bewegen van de worm. Level 3 plaatje die kleuren
(eindscherm)!
!
Dat je niet zag waar het antwoord kwam, (waar in te voeren)!
!
Nog meer huisjes meer diepte in het spel (voor en achter)!
!
!
MOTIVATIE:!
!
Als het niet goed gaat met rekenen dan wel of als ik moet oefenen!
!
Ja !
!
Alleen als ik tijd over zou hebben!
!
Ja want ik moet thuis oefenen met rekenen.!
!
!
!
!
!
59
Leeftijd: 9!
M/V: V!
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SPEL:!
!
Wel leuk spel, vond het wel goed dat de sommen langzaam waren, dat er geen
tijdlimit op zat!
!
Ja!
!
Deelsommen waren moeilijk, die van de tafel van 14 die heeft ze nog niet geoefend!
!
Grappig dat het om een alien ging. Grappig getekend!
!
Sommige sommen waren heel erg moeilijk!
!
Meer levels hebt. Kan niet echt wat bedenken!
!
MOTIVATIE:!
!
Nee!
!
Ja!
!
Op school wel!
!
Nee, liever buiten spelen!
!
!
!
60
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Wel leuk,de poppetjes tweede deel wel moeilijk!
!
Ja !
!
Tweede deel moeilijk, eerste deel ging wel!
!
Het idee dat de oplossingen hielpen om de alien omhoog te krijgen.!
!
niets!
!
niets!
!
!
MOTIVATIE:!
!
Ja, als ik thuis kom en wat heb gedronken zou ik wel leuk vinden om het spelletje te
spelen!
!
Nog wel willen proberen ik vond het wel leuk om te doen!
!
Ja!
!
Ja niet elke dag maar bijvb 2/3 keer in de week.!
!
!
!
!
!
61
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Wel leuk, maar bij level 2 waren veel moeilijk sommen. Wel grappig deze manier
van leren!
!
Wel grappig dat de dieren het gingen uit leggen, was wel begrijpelijk!
!
Deelsommen waren wel moeilijk!
!
Sommen maken om de alien te helpen was heel leuk!
!
Het beeld ging steeds van donker en dan licht, dat was vervelend!
!
Het echter willen laten lijken, de dieren vooral. De sommen ietsje makkelijk maken,
zelf een niveau kunnen kiezen, niveau 6 voor mensen uit groep 6.!
!
!
MOTIVATIE:!
!
Nee, heeft wel een leer spel, squla, maar doet dat niet graag in de vrije tijd!
!
Ja, maar als de sommen moeilijker werden dan niet!
!
Niet altijd, heel soms!
!
Alleen als ze moest oefenen!
62
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Wel grappig, leuk gemaakt met de alien en het wormpje!
!
Ja eigenlijk wel onderop stond wat ik moest doen!
!
Sommige moeilijk en sommige makkelijk!
!
Alien vond ik leuk en die kip vond ik ook leuk!
!
niets!
!
Wat echter maken nu is het getekend, ik zou het realistischer maken!
!
MOTIVATIE:!
!
Ik denk het soms wel als ik bijvb achterloop met rekenen!
!
Ik had graag doorgespeeld maar wou graag ook andere een kans geven (een
beurt)!
!
Ja!
!
Soms wel ja.!
!
!
!
!
!
63
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SPEL:!
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Wel leuk, je kan er wat van leren. Level 2 werd wel moeilijk!
!
Ja, er werd goed gezegd wat je moest doen!
!
Level 2 was wel echt moeilijker!
!
Lopen om dan ergens sommen te maken!
!
Niet echt wat bedenken!
!
Meer kleur erin doen, misschien zelf poppetjes kunnen kiezen!
!
!
MOTIVATIE:!
!
Ja, soms!
!
Ja!
!
Ja!
!
Ja hoor!
!
!
64
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Code:G16f4t348TT!
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SPEL:!
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Op zich wel leuk, sommen boven de x10 daar leer je nog wel wat van. !
!
Ja duidelijk!
!
Sommige moeilijk andere makkelijk!
!
De sommen vond ik leuk, dat je kon lopen met de worm!
!
Dat er zo veel gepraat werd (het verhaal)!
!
Minder gepraat, sneller naar de sommen, niet te moelijk maar dat je er wel van leert!
!
MOTIVATIE:!
!
Als ik kon wel, omdat je ook er van leert. Sommige mensen kunnen de tafels niet
zo goed dus is wel handig om te oefenen!
!
Ja graag willen doorspelen!
!
Ja !
!
Ja ook.!
!
!
!
!
!
65
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Leuk, level 2 was wel moeilijker!
!
Ja redelijk!
!
De laatste sommen waren wel moeilijk!
!
Sommen maken om een alien te helpen was leuk!
!
Geen idee!
!
Geen idee!
!
!
MOTIVATIE:!
!
Ja, soms!
!
Als de sommen moeilijker worden dan niet nee!
!
Ja!
!
Ja, want soms moet hij wel oefenen met rekenen en dan is dit wel ok!
!
!
!
!
!
66
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SPEL:!
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Wel leuk, wel grappig met de alien. Soms wel beetje saai, soms waren de sommen
wel lastig!
!
Op het begin niet, daarna wel!
!
Begin perfect, daarna iets te lastig!
!
Weet ik niet!
!
Weet ik niet!
!
Weet ik niet!
!
MOTIVATIE:!
!
Nee, beetje saai !
!
nee!
!
soms!
!
Ook soms.!
!
!
!
67
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SPEL:!
!
Moeilijk. Vond het een beetje leuk. Soms ging de tekst iets te snel!
!
Ja!
!
Moeilijk!
!
De poppetjes waren leuk!
!
Sommige sommen. !
!
Dat als je goed antwoord dat je niet verder hoeft, beloond wordt met stoppen met
sommen. !
!
MOTIVATIE:!
!
Nee!
!
Ja, had best nog een level gespeeld!
!
Nee, een spelling spel (Bloon) was eerst wel leuk maar nu snel al niet meer!
!
Nee!
!
!
68
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Moeilijk. Zeker niet het leukste spel wat hij heeft gespeeld maar was wel leerzaam. !
!
Ja, alleen bij de schuur niet!
!
Sommige heel makkelijk en sommige heel moeilijk!
!
De worm was heel leuk!
!
De sommen waren heel groot en lang!
!
Meer kan lopen, meer gebied. Dat er niet zoveel sommen zijn maar wel nog van
leert. Meer levels!
!
!
MOTIVATIE:!
!
Nee!!
!
Nee!
!
Om te oefenen wel !
!
Alleen voor bijles!!
!
!
!
!
69
F
Interviews: Coin version - no reward
70
Willem!
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Code:G15F5T478TF!
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SPEL:!
!
Beetje saai: duurde heel lang, de tekst was langzaam. Wel goed niveau!
!
Wist niet of ze op enter moest drukken of klikken!
!
Goed!
!
Het verhaal!
!
Er gebeurde niet veel!
!
Nog leuker verhaal van maken. Soms tussen door sommen doen in plaats van naar
verschillende levels gaan!
!
!
MOTIVATIE:!
!
Nee!
!
Nee!
!
Nee!
!
Nee!
!
!
71
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Code: g14f6t313tt!
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SPEL:!
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Wel leuk, begin heel makkelijk, daarna heel lastig. Grote getallen – delen was
lastig, keer was goed te doen. !
!
Ja, begin snapte ik niet wat ik moest doen. De tekst zag ik eerst niet.!
!
Begin makkelijk, daarna level 2 was delen was erg moeilijk (keer makkelijk)!
!
Poppetjes waren grappig!
!
Niet echt!
!
Meer keuzes, soorten sommen en niveau!
!
!
MOTIVATIE:!
!
Weet ik niet echt, het is echt voor school om beter te leren. We hebben nu ook iets
op school waar je keuzes kon maken!
!
Level 2 vond ik al erg lastig, dus denk niet dat ik 3 zou halen!
!
misschien!
!
!
Nee thuis niet.!
72
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Niet heel leuk, maar wel leuk om te doen. Het werd wel moeilijker!
!
De tekst moet een stuk langzamer!
!
Moeilijk!
!
De eerste sommen. Ziet er grappig uit!
!
De moeilijke sommen!
!
Alleen de sommen minder moeilijk maken. Ziet er wel kinderachtig uit!
!
!
MOTIVATIE:!
!
Niet altijd, zou wel kunnen !
!
Nee!
!
Nee, liever Ambrasoft!
!
Ja!
!
!
!
!
73
Leeftijd: 9!
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Code:g10f10t358tt!
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SPEL:!
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Wel leuk, spel werd erg snel moeilijk. Er had nog een level tussen moeten zitten!
!
Op het begin niet, daarna wel, tekst ging iets te snel!
!
Begin makkelijk, daarna erg snel moeilijk.!
!
Dat je een rups was!
!
Dat het snel moeilijk werd!
!
Meer levels toevoegen en dan pas level 5 moeilijk!
!
!
MOTIVATIE:!
!
Alleen als ik aan het werk moest, niet tijdens pauzes!
!
ja!
!
ja!
!
nee!
!
!
!
!
74
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Code: g15f5t311tt!
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SPEL:!
!
leuk, tweede level moeilijk..!
!
ja, alles was duidelijk!
!
eerste level was makkelijk maar tweede niet!
!
weet ik niet!
!
weet ik niet!
!
weet ik niet!
!
!
MOTIVATIE:!
!
soms, als ik niets te doen heb!
!
nee, omdat het anders te moeilijk wordt!
!
ja!
!
ja soms.!
!
!
!
!
!
75
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Code:g5f15t374tf!
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SPEL:!
!
Best wel leuk, ook leerzaam!
!
Ja wel duidelijk, op het begin niet duidelijk daarna wel!
!
Gedeeld door was erg moeilijk, de rest was goed!
!
Dat je steeds naar ander level kon en punten verdiende.!
!
De sommetjes!
!
Meer poppetjes, soms een paar grapjes erbij om het gezellig te maken!
!
MOTIVATIE:!
!
Soms wel, bijvoorbeeld als ik er zin in heb dan wel, als ik andere dingen te doen
heb dan niet!
!
nee!
!
ja!
!
Misschien wel, weet ik niet,!
!
!
!
!
76
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grappig alleen ging het snel van level 1 naar level 2 (moeilijkheid)!
!
Ja,!
!
precies goed, level twee werd het moeilijk!
!
dat het duidelijk was. !
!
dat de zinnen heel langzaam gingen of dat ze niets zeiden!
!
ik weet het niet, ik vond het wel goed!
!
!
MOTIVATIE:!
!
ja, als ik niets op school te doen heb of als ik uit school kom!
!
mwa, het werd snel moeilijk. liever wat rustiger opbouwen !
!
ja !
!
ja!
!
!
77
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Stom, je kon alleen maar wat sommetjes doen, ik snapte niet wat de munten deden
en ik snapte niet waarom er een alien stond!
!
Ja, !
!
Eerste heel makkelijk, tweede stuk moeilijker!
!
Dat je het level kon zien waar je heen kon lopen enzo!
!
Dat het sloom ging, na het antwoord moest je lang wachten totdat je een nieuwe
kreeg!
!
Meer levels maken, tweede level iets makkelijker, derde level toevoegen, meer
dingen op de achtergrond!
!
MOTIVATIE:!
!
Nee!
!
Nee!
!
ja!
!
Nee.!
!
!
!
!
78
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Code:g12f8t408tt!
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hartstikke saai, er was niets aan het waren gewoon sommen. Er was geen doel.!
!
begin niet, daarna wel!
!
eerst makkelijk, tweede level wel erg moeilijk !
!
niets leuk!
!
ik vond het nergens op slaan, je doet niets behalve sommen oplossen, je kan het
net zo goed in je schrift doen.!
!
andere figuren, een doel in het spel. Met dingen zoals leveltjes, niet alleen maar
sommen.!
!
!
MOTIVATIE:!
!
nee, ik ken wel leukere spellen.!
!
nee!
!
nee!
!
helemaal niet.!
!
!
79
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Het was wel leuk, ik snapte het niet zo heel goed, ik wist niet precies wat je moest
doen, maar uiteindelijk kwam ik bij de sommen en was het wel leuk.Leuk bedacht
met de munten. Dan heb je een doel om te halen, dat maakt het leuker. Als je het
dan speelt, dan heb je het niet door dat je die sommen doet, dus het doel maakt het
leuk.!
!
Ja, ik snapte niet goed wat er met die alien was, die stond daar maar, toen zei dat
paard daar is de alien, ik wist niet waarom die alien er dan was, misschien voor de
leuk.!
!
Sommige waren lastig, andere waren makkelijk.!
!
Dat jee door de sommen te maken munten kreeg.!
!
Er was een alien en een paard, maar die hadden niet veel zin. Het was een beetje
klein.!
!
Ik zou die dieren veranderen, geen paard en worm (andere dieren of mensen). Ik
zou die hondenhok en boerderij wel zo houden. !
!
MOTIVATIE:!
Nee, het is niet zo leuk om na school te doen. Het is niet super leuk, je bent net van
school en dan ga je weer sommen maken of leren. Dan zou ik het misschien wel
later willen spelen maar niet terug van school!
!
Ja dat wel!
!
ja!
!
80
nee
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SPEL:!
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ik vond het grappig, sommige vragen waren lastig, was wel leuk!
!
ja !
!
sommige waren wel moeilijk, de rest wel oké!
!
ik vond alles wel leuk!
!
sommige sommen waren erg lastig!
!
weet ik niet!
!
!
MOTIVATIE:!
!
als ik niets anders te doen had wel!
!
maakt me niet zo veel uit!
!
ja!
!
ja!
!
!
!
!
81
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SPEL:!
!
Ik vond het leuk, soms wel moeilijk, andere keer makkelijk. Maar wel leuk!
!
ja!
!
Gewoon goed, voor elke leeftijd geschikt!
!
De tekeningen en de poppetjes, !
!
niets!
!
Iets minder sommen per level!
!
MOTIVATIE:!
!
Ja, je kan er van leren. Het is leuk!
!
Ja, omdat het leuk is!
!
ja!
!
ja!
!
!
!
!
82
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Code:g12f8t305tt!
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!
level 1 was leuk, ik vind keer tafels niet zo leuk of deel tafels, level 2 was erg lastig.
delen door 9 en keer 12 was moeilijk. was leuk om een keer te doen!
!
ja ze zeiden niet wat je moest gaan doen met keer tafels, er werd alleen gezegd
sommen!
!
level 2 was wat moeilijker level 1 makkelijk!
!
het was grappig met de worm en karel het paard en de verdwaalde alien.!
!
geen idee!
!
zeggen wat voor sommen het zijn. Misschien level 2 sommen wat makkelijker!
!
!
MOTIVATIE:!
!
misschien wel misschien niet. Afhankelijk van buitenspelen enzo. je kan het ook op
school doen als leer spelletje. thuis zou ook kunnen.!
!
ik had wel willen doorspelen!
!
ja!
!
ja, niet de hele tijd.!
!
!
!
83
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SPEL:!
!
ik vond het leuk, dat je ermee kunt oefenen als je het niet goed weet. het was wel
mooi gemaakt.!
!
ja!
!
ik vond dat ze in het begin een beetje moeilijker mocht zijn.!
!
dat je er mee kunt oefenen. ik zou het niet alleen op school doen, leuker dan alleen
op een blaadje!
!
weet ik niet!
!
sommen wat moeilijk maken!
!
!
MOTIVATIE:!
!
ja, in de middag als ik van school kom!
!
ja!
!
denk het wel ja!
!
ja ook wel.!
!
!
!
!
84
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SPEL:!
!
ik vond het leuk, maar het was wel leerzaam maar duurde ook wel lang na elke
som. de praatjes waren leuk gemaakt maar de uitleg die mag wel duidelijker. !
!
waar je naar toe moet verder duidelijk!
!
was leuk dat het van makkelijk naar moeilijk gaat. Niet te moeilijk, op het einde wel
lastiger maar niet te moeilijk!
!
hoe het gemaakt was, hoe je er op bent gekomen om met een worm en paard te
gaan. dat vond ik grappig!
!
weet ik niet!
!
dat als je bij het volgende level kwam dat je dan een parcours kwam en dat je
daarna pas bij het volgende level bent. een tussen spelletje!
!
!
MOTIVATIE:!
!
ik zou het eerder op school doen!
- Waarom?!
!
nee niet echt, maar ben wel tot het einde gegaan!
- Waarom?!
!
ja dan wel!
!
Zou je het spel thuis willen spelen? (controle
85 vraag)!
nee!
Leeftijd: 10!
M/V: v!
Code: g7f13t284tt!
!
SPEL:!
!
ik vond het wel grappig, ik vond het wormpje wel grappig.!
!
ja duidelijk maar wel makkelijk (behalve de sommen)!
!
later waren ze moeilijk, begin makkelijk!
!
weet ik niet!
!
weet ik niet!
!
weet ik niet!
!
!
MOTIVATIE:!
!
niet echt, omdat het meer op school hoort!
!
nee!
!
ja!
!
nee!
!
!
!
!
!
86
Leeftijd: 10!
M/V: m!
Code:g20f0t301tf!
!
SPEL:!
!
leuk spelletje, op een leuke manier rekenen. anders is het zo in een schrift, dit is
leuker.!
!
ja duidelijk.!
!
niet zo heel moeilijk.!
!
ik vond het leuk dat je kon lopen, met de worm. !
!
niets!
!
!
!
!
MOTIVATIE:!
!
denk het niet!
!
ja dat wel!
!
ja!
!
niet!
!
!
!
!
!
87
Leeftijd: 11!
M/V: M!
Code: G7F3T245FalseFalse!
!
SPEL:!
!
Saai, omdat je moet rekenen en dat hoort niet bij een spel!
!
Ja!
!
Sommige waren heel makkelijk maar sommige moeilijk!
!
Niks, alleen de worm was leuk. Houdt alleen van >18 jaar spellen!
!
De sommen!
!
Je zit op mars, in een gevecht met aliens om te schieten. !
!
!
MOTIVATIE:!
!
Nee!
!
Nee!
!
Misschien, als hij niets te doen had!
!
Nee!
!
!
!
!
!
88
G
Interviews: Coin version - with reward
89
Leeftijd:11!
M/V: V!
!
SPEL:!
!
Wel leuk. In het begin had ze het niet echt door, dacht dat ze sneller door kon, tikte
2 keer het antwoord in. Het begin was makkelijk, level 2 was moeilijker. HAD HET
WEL GEKUND ALS ER GEEN TIJD OP ZAT!
!
Nee. !
!
Precies goed!
!
Leerzaam maar leuk!
!
!
De deelsommen iets makkelijker. Het was iets kinderachtig voor deze leeftijd! !
!
!
MOTIVATIE:!
!
Misschien wel, als ze moest leren dan wel!
!
Zou je nog een level willen spelen? (had je graag nog doorgespeeld) Ja was benieuwd naar level 3!
!
Ja!
!
Ja, alleen voor bijles!
!
!
!
!
90
Leeftijd: 9!
M/V: v!
Code: g13f7t299tt!
!
SPEL:!
!
Leuk, leerzaam, creatief!
!
ja!
!
Deelsommen lastig de rest niet!
!
Zo snel mogelijk het antwoord was leuk!
!
Dat ik zo snel moest stoppen want ik vond het leuk!
!
!
Meer dingen bij, ander soort sommen, een paardenstal meer levels.!
!
MOTIVATIE:!
!
Ja, omdat je bezig blijft!
!
Ja had nog wel een level willen spelen!
!
ja!
!
Ja maar iets minder, he book een hoop andere dingen die ik moet doen.!
!
!
!
!
91
Leeftijd: 10!
M/V: v!
Code: g14f6t376tf!
!
SPEL:!
!
Wel leuk, maar bij de tweede level waren de sommen veel groter.!
!
ja!
!
Bij de tweede moeilijker maar wel goed!
!
Dat je kon rondlopen, wat je kon zien!
!
Weet ik niet!
!
Dat je eerst een level speelt waar je alleen loopt en munten haalt zonder sommen.!
!
MOTIVATIE:!
!
Soms wel soms niet, na school heb ik geen zin in leren.!
!
Nee niet echt!
!
ja!
!
Ja ook wel.!
!
!
!
!
92
Leeftijd: 9!
M/V: m!
Code:g13f7t441tt!
!
SPEL:!
!
Wel grappig met die worm, eerst waren er moeilijk en makkelijke vragen, daarna
werden ze erg moeilijk. leerzaam!
!
Ja, ik wist even niet hoe je de worm moest bewegen!
!
Moeilijk en makkelijk, eerst makkelijk daarna moeilijk!
!
Dat die alien er was, maar wist niet wat hij was.. Ik denk dat de meeste kinderen
het ook wel leuk vonden. !
!
Helemaal niets!
!
Meer levels, ook met min en plus sommen!
!
!
MOTIVATIE:!
!
Ja, omdat het ook kinderen kan helpen met rekenen. !
!
Ja dat wel!
!
ja!
!
Ja soms als het kan.!
!
!
!
!
93
Leeftijd: 12!
M/V: m!
Code: g13f7t325tt!
!
SPEL:!
!
Beetje kinderlijk, het uiterlijk. De vragen waren wel op niveau.!
!
Ja, !
!
Ik vond er eentje moeilijk (373:43) !
!
Kinderlijke was leuk. Leuk dat het soms lastig was. !
!
niets!
!
Iets meer leuker maken, de achtergrond!
!
MOTIVATIE:!
!
Ja een keer in de week!
!
Ja graag!
!
ja!
!
Een keer in de maand.!
!
!
!
!
94
Leeftijd: 11!
M/V: v!
Code: g14f6t317tf!
!
SPEL:!
!
Leuk heel leuk, ik wou zelf wel oefenen om beter te kunnen rekenen!
!
Ja!
!
In level 2 moeilijk, level 1 makkelijk!
!
De worm en munten halen.!
!
Die alien en het paard snapte ik niet!
!
Alien en paard weg, iets anders plaatjes veranderen iets leukere plaatjes!
!
!
MOTIVATIE:!
!
Nee, dan kan ik niet buiten spelen misschien tijdens werk tijd!
!
Ja, maar werd te moeilijk!
!
ja!
!
Soms, niet als ik na school kom, wel ‘s avonds na het eten.!
!
!
!
!
95
Leeftijd: 11!
M/V: v!
Code: g17f3t414tt!
!
SPEL:!
!
Wel leuk om te doen!
!
Ja!
!
Eerste makkelijk, laatste waren moeilijk!
!
Een keer wat anders dan wat we normaal doen op de computer, meestal met keer
doe je een paar sommen en niet voor punten oid. Met punten is leuker!
!
Dat je een bepaalde tijd had en dus haastig te werk ging!
!
De tijd wat langer dus minder stress. Dat de punten level unlocken. (spelletjes)!
!
!
MOTIVATIE:!
!
Ja denk ik wel, net na school of als ik huiswerk moet oefenen!
!
Ja!
!
Ja !
!
Soms, als ik soms tijd heb na sport of s avonds een beetje oefenen.!
!
!
!
!
96
Leeftijd: 9!
M/V: m!
Code:g14f6t313tt!
!
SPEL:!
!
Wel leuk, dat je verschillende levels had die steeds moeilijker werden!
!
Ja !
!
Sommige waren moeilijk, maar sommige waren makkelijker !
!
Dat het niet alleen sommetjes waren maar ook animatie bij zat.!
!
niets!
!
niets!
!
!
MOTIVATIE:!
!
Niet vaak alleen als ik moet leren voor de tafels of delen!
!
Ik had wel door willen spelen!
!
ja!
!
Ligt eraan, als ik moet leren of als ik moet oefenen.!
!
!
!
!
97
Leeftijd: 11!
M/V: v!
Code:g14f6t352tt!
!
SPEL:!
!
Ik vond het wel grappig, hoe die poppetjes deden, heel raar!
!
Ja best duidelijk!
!
Deel sommen waren moeilijk, keer was makkelijk!
!
Dat je muntjes kon verdienen, !
!
De deelsommen!
!
De deelsommen makkelijker maken, !
!
MOTIVATIE:!
!
Ja dat wel zodat ik kan oefenen!
!
Ik had graag nog doorgespeeld!
!
Ja denk het wel!
!
Ja soms, andere dingen zijn ook leuk, en wil niet de hele dag achter de computer
zitten.!
!
!
!
!
98
Leeftijd: 10!
M/V: v!
Code:g13f7t405tt!
!
SPEL:!
!
Leuk spel, eerst het verhaal, dan moet je ergens heel en je weet niet waar, en dan
moet je sommen beantwoorden!
!
ja!
!
Beetje moeilijk!
!
De sommen!
!
niets!
!
Weet ik niet!
!
MOTIVATIE:!
!
Ja, ik heb meestal niets te doen, en dan kan ik meteen mijn tafels oefenen!
!
Ja !
!
ja!
!
ja!
!
!
!
!
99
Leeftijd: 10!
M/V: v!
Code:g14f6t320tt!
!
SPEL:!
!
Leuk, grappig en leerzaam!
!
Ja !
!
Alleen de laatste twee waren moeilijk!
!
Ik vind rekenen wel leuk dus vond het leuk om te doen!
!
niets!
!
niets!
!
MOTIVATIE:!
!
Ja !
!
Ja zeker!
!
ja!
!
Ja !
!
!
!
!
100
Leeftijd: 10!
M/V: v!
Code: g13f7t369tt!
!
SPEL:!
!
Ik vond de worm erg irritant omdat hij bewoog, daar werd ik van afgeleid. Op zich
vond ik het wel een leuk spel, maar niet een van mijn favorite spellen!
!
Mwa, de tekst maakte het duidelijk!
!
Keer sommen vond ik makkelijk, delen wat moeilijker. !
!
De keer sommen, de tekst onderin!
!
De deelsommen vond ik lastig!
!
Ik zou het zo laten!
!
MOTIVATIE:!
!
Nee, er zijn leukere spelletjes!
!
Mwa ik was bij level 2 gestopt!
!
Hangt er vanaf, als ik moeite had met keersommen!
!
Nee dan lees ik heel graag.!
!
!
!
!
101
Leeftijd: 11!
M/V: m!
Code:g13f7t324tt!
!
SPEL:!
!
Ik vond het wel leuk om een keer te doen, maar met 1 personage met de worm die
de hele tijd heen en weer ging hielp me niet met concentreren op de som.!
!
Ja, je kon de letters goed zien. Je zag eronder wat ze zeiden dus het viel wel op!
!
Keer ben ik goed in, maar delen was erg moeilijk.!
!
De achtergrond was leuk, de personages vond ik ook leuk!
!
Dat er geen geluid was, dat de tekst gesproken werd.!
!
Nog een andere achtergrond, was ook wel een beetje suf.!
!
MOTIVATIE:!
!
Nee, ik ben druk met boekbespreking. Het lijkt me suf als je vaak speelt.!
!
!
Ja voor deze keer wel, andere keer misschien niet.!
!
Als ik de opdracht daartoe kreeg, maar uit mezelf niet!
!
Nee.!
!
!
!
!
102
Leeftijd: 11!
M/V: v!
Code: g14f6t292tt!
!
SPEL:!
!
Leuk, die muntjes verdienen vond ik leuk.!
!
Ja!
!
De deelsommen waren moeilijk!
!
Ik wist de sommen wel, dat ik veel munten heb verdiend.!
!
niets!
!
Dat er een verhaal hoort bij de alien, ik snapte niet waarom hij er bij was. De
muntjes zijn om het vliegtuig te maken dat zou leuk zijn.!
!
MOTIVATIE:!
!
Ja, als ik me verveel!
!
Ja ik zou nog wel een level willen spelen!
!
Ja.!
!
Ja.!
!
!
!
!
103
Leeftijd: 11!
M/V: m!
Code: g18f2t390tt!
!
SPEL:!
!
Ik vond het wel grappig, ik vond het leuk omdat je moest zoeken waar het level zat.!
!
Ja was duidelijk!
!
De ene moeilijk en andere moeilijk, maar niet echt heel lastig!
!
Dat je moest zoeken, en met de koe dat ie aan kwam.!
!
Een aantal sommen, omdat ze moeilijk waren!
!
Een verhaaltje toevoegen!
!
MOTIVATIE:!
!
Nee, speel liever voetbal!
!
Ja dat wel!
!
ja!
!
Nee. !
!
!
!
!
104
Leeftijd: 10!
M/V: v!
Code: g10f10t259tt!
!
SPEL:!
!
Ik vond het wel gaan, deel twee gingen de sommen snel weg, de tijd was op. Ik
vond het wel geinig, het was wel snel afgelopen, had weinig muntjes. Aan de ene
kant was het leuk dat je muntjes kon verdienen, maar mijn vriendin had meer
muntjes dus dat is wel jammer!
!
Een beetje, je moest de tekst lezen, dat duurde lang, je kon niet op enter drukken
om de tekst te skippen, dat was onhandig, had liever met de muis bestuurd.!
!
!
Eerste deel ging lekker, tweede deel was moeilijk, (deelsommen). !
!
Dat je muntjes kon verdienen, dat maakt het motiverend.!
!
De tekst, en dat er moeilijke sommen bij zaten!
!
Ik zou de poppetjes mooier maken, ik had een olifant gemaakt, en in een jungle of
bos en de sommen makkelijker maken. Dat je per groep kan instellen (niveau).!
!
MOTIVATIE:!
!
Misschien, als ik iets leukers te doen heb dan niet, als ik tijd over had dan wel.!
!
Ja wou level drie nog spelen!!
!
Dan had ik het vaker gespeeld, moet nu de hele tijd leren, doe nu mijnklas taal, dus
dit is wel leuk voor rekenen.!
!
Zou je het spel thuis willen spelen? (controle
105 vraag)!
Licht era an ik speel vaak spelletjes erop maar geen leer dingen.!
Leeftijd: 10!
M/V: m!
Code: g12f8t370tf!
!
SPEL:!
!
Ik vond het leerzaam, de vragen waren bij het begin te doen, maar daarna erg
moeilijk, duurde niet te lang. Het was leuk met muntjes verzamelen. Wel grappig. !
!
Ja!
!
Begin makkelijk, daarna werd het moeilijk.!
!
Ik vond het leerzaam dat vond ik wel goed, de plaatjes. !
!
Dat het bij het volgende level (2) erg moeilijk was.!
!
Ik zou bij level 2 makkelijker maken, maar niet te makelijk, dat het meer uitdaging
heeft, maar niet te moeilijk!
!
MOTIVATIE:!
!
Als ik niets te doen heb, dan wel!
!
Ja, maar ik wist dat het te moeilijk was, ik ben neit zo goed in rekenen, dus daarom
wou Ik niet door.!
!
Als ik een leerspel moest spelen dan wel.!
!
Ja. !
!
!
!
!
106
Leeftijd: 10!
M/V: m!
Code: g12f8t343tt!
!
SPEL:!
!
Grappig, die worm. Dat je een worm bent en sommetjes moet oplossen leuk op een
leerzame manier!
!
Ja !
!
Eerste level was makkelijker, daarna werd het moeilijker. Wel oke dus!
!
Weet het niet, vond het gewoon leuk !
!
niets!
!
Misschien taal toevoegen, spelling!
!
MOTIVATIE:!
!
Liever dan huiswerk!
!
Ja ik zou nog wel graag willen spelen.!
!
Ja !
!
Ja ook. !
!
!
!
!
107
Leeftijd: 9!
M/V: v!
Code: g12f8t334tt!
!
SPEL:!
!
Ik vond het wel grappig, maar soms een beetje moeilijk. Het tweede deel.!
!
Ja, aan het begin was het even onduidelijk dat ik onder moest lezen en dat ik de
pijltjes moest gebruiken om heen en weer te gaan!
!
Level 1 vond ik makkelijk, maar level 2 verschilde het een beetje, sommige moeilijk
andere makkelijk!
!
Dat het heel veel plaatjes waren,!
!
niets!
!
Nog een level 3 maken!
!
MOTIVATIE:!
!
Nee, ik hou niet van dat soort spelletjes, ik hou meer van spelletjes dat je meisjes
moet aankleden !
!
Zou je nog een level willen spelen? (had je graag nog doorgespeeld?!
Nee niet echt, ik vond het een beetje te moeilijk worden!
!
Als het moest wel anders niet. Niet zo vaak!
!
Nee. !
!
!
!
!
108
Leeftijd: 10!
M/V: M!
!
SPEL:!
!
Leuk. Wel een beetje saai, maar wel grappig idee dat je een worm bent en dat er
een verdwaalde alien is, en dat een paard je helpt!
!
Ja!
!
Wel makkelijk maar de deelsommen waren wel moeilijk!
!
Vooral het idee!
!
Vond niet leuk dat er maar 2 levels waren!
!
!
Meer levels!
!
MOTIVATIE:!
!
Waarom?!
Ja!
!
Waarom?!
Ja!
!
Ja!
!
Denk het niet heel veel!
109

Educational Serious Gaming - Department of Computer Science

Transcription

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