Rob van Roy

TV no longer commands our full attention: Effects of second-screen viewing and task relevance on cognitive load and learning from news

Second-screen viewing-the use of smartphones, tablets, and laptops while watching television-has increased dramatically in the last few years. Using multiple resource theory and threaded cognition theory, this study investigated the effects of second-screen viewing on cognitive load, factual recall and comprehension of news. Second, we examined the effects of relevant (i.e., looking up information related to the news story) and irrelevant (i.e., looking up information unrelated to the story) second-screen viewing on learning from news. Results from an experiment (N=85) showed that second-screen viewing led to lower factual recall and comprehension of news content than single-screen viewing. These effects were mediated by cognitive load: second-screen viewing led to a higher cognitive load than single-screen viewing, with higher cognitive load, in turn, leading towards lower factual recall and comprehension of news content. Contrary to our expectations, we found no statistically significant differences between effects of relevant and irrelevant second-screen viewing.

Why Gamification Fails in Education and How to Make It Successful: Introducing Nine Gamification Heuristics Based on Self-Determination Theory

Gamification, a design technique that uses the motivational elements of games in other contexts, is increasingly looked at as a possible solution to the dropping levels of motivation observed in learners. However, previous research has presented mixed results as to the demonstration of whether gamification in education works or not. To better evaluate the potential of gamification, we argue that it is important to first focus on how gamification works. This chapter contributes to this discussion by asking three research questions, starting by specifying “What is gamification?” (Q1), to then revealing “How does gamification work?” (Q2). Looking at gamification from the perspective of self-determination theory, we show that various types of motivation guide people’s behaviour differently and point to the importance of basic psychological need satisfaction. Furthermore, the answers to our first two research questions will explain why adding game elements as external, meaningless regulations is likely to cause detrimental effects on learners’ intrinsic motivation. Finally, by cumulating these theory-informed insights, we address our last research question “How can gamification design be improved?” (Q3) and define nine gamification heuristics that account for (the interplay between) design, context and user characteristics. As such, this chapter forms a guide for researchers, educators, designers and software developers in fostering a promising future generation of gamified systems that resonates our plea for theory-driven design.

Uses and Gratifications of Initiating Use of Gamified Learning Platforms

Research on gamified educational platforms has chiefly focused on game elements motivating continued engagement, neglecting whether and why people choose to use them in the first place. Grounded in Uses & Gratifications Theory, this study therefore combined use diaries with follow-up interviews to explore the situated reasons for use of 83 students who voluntarily used a gamified online learning platform. Partial data analysis suggested a motivational threshold of gamification: game design elements don»t motivate the initiation of new use sessions per se, but are able to prolong an already started session. Some other pre-existing sought uses and gratifications are required for gamification to work, although gamification may indirectly support these. Main reasons for initiating use of a gamified learning platform were learning, curiosity, fun, need for closure, and competence.