Design and Evaluation of a “Gamified” System for Improving Career Knowledge in Computing Sciences
Date
2016-10-31
Authors
Scholtz, Brenda
Raga, Larissa
Baxter, Gavin
Journal Title
Journal ISSN
Volume Title
Publisher
LINK Centre, University of the Witwatersrand (Wits), Johannesburg
Abstract
“Gamification”, or the use of game elements outside the gaming context, is a recent trend in
learning approaches and has been used to digitally engage and motivate people to accomplish
their learning objectives. The study described in this article investigated components of a
gamification system and the impact of these components on user experience, usability
and education usability. The Mechanics, Dynamics and Aesthetics (MDA) classification
framework for gamification design was used to guide the authors’ design of a gamification
system intended to improve learners’ knowledge of careers in computing sciences (CS).
Criteria for evaluating e-learning systems were derived from literature and used to extend the
MDA framework via addition of criteria for evaluating usability, user experience (UX) and
educational usability of a gamification system. The extended MDA framework was found to
be successful in guiding the design, development and evaluation of the system prototype, and
the results gathered from the summative usability evaluation indicated that positive UX and
educational usability were achieved. The results suggest that gamification designed for UX
and educational usability can potentially play an important role in equipping young people in
South Africa with a knowledge of CS-related careers.
Description
Keywords
computing sciences (CS); gamification; Mechanics, Dynamics and Aesthetics (MDA) classification framework; usability; user experience (UX); educational usability
Citation
Scholtz, B., Raga, L., & Baxter, G. (2016). Design and evaluation of a “gamified” system for improving career knowledge in computing sciences. The African Journal of Information and Communication (AJIC), 18, 7-32. https://doi.org/10.23962/10539/21322