Design and Evaluation of a “Gamified” System for Improving Career Knowledge in Computing Sciences

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dc.contributor.author Scholtz, Brenda
dc.contributor.author Raga, Larissa
dc.contributor.author Baxter, Gavin
dc.contributor.other https://www.researchgate.net/profile/Brenda_Scholtz
dc.contributor.other https://www.researchgate.net/profile/Gavin_Baxter
dc.date.accessioned 2016-10-31T15:40:37Z
dc.date.available 2016-10-31T15:40:37Z
dc.date.issued 2016-10-31
dc.identifier.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 en_ZA
dc.identifier.issn 2077-7205 (print version)
dc.identifier.issn 2077-7213 (online version)
dc.identifier.uri http://hdl.handle.net/10539/21322
dc.identifier.uri https://doi.org/10.23962/10539/21322
dc.description.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. en_ZA
dc.language.iso en en_ZA
dc.publisher LINK Centre, University of the Witwatersrand (Wits), Johannesburg en_ZA
dc.subject computing sciences (CS); gamification; Mechanics, Dynamics and Aesthetics (MDA) classification framework; usability; user experience (UX); educational usability en_ZA
dc.title Design and Evaluation of a “Gamified” System for Improving Career Knowledge in Computing Sciences en_ZA
dc.type Article en_ZA
dc.journal.volume Issue 18, 2016 en_ZA
dc.journal.title The African Journal of Information and Communication (AJIC) en_ZA
dc.description.librarian CA2016 en_ZA
dc.citation.doi https://doi.org/10.23962/10539/21322
dc.citation.issue 18 en_ZA
dc.description.url http://www.wits.ac.za/linkcentre/ajic en_ZA
dc.orcid.id https://orcid.org/0000-0002-0844-1383


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