GAMIFICATION DESIGNS in Wearable Enhanced Learning

for Healthy Ageing

International Conference of Mobile Learning IMCL 2015, 19-11-2015, Thessaloniki, Greece http://www.imcl-conference.org/

Prof. Dr. Ilona Buchem (presenter)Prof. Dr. Jörn Kreutel, Prof. Dr. Agathe Merceron Beuth University of Applied Sciences Berlin Marten Haesner, Anika Steinert Geriatrics Research Group, Charité Universitätsmedizin Berlin

What are wearables?

2Reference: The Nunak Group (2013) Wearable Technology, URL http://www.nunatak.com/media/Nunatak_Update_01_2013_EN.pdf

Wearables are body-worn used when the user is moving or engaging in other tasks (e.g. running). Wearables are a convergence of mobile, internet of

things, augmented reality and big data. The purpose of is to record data and provide contextual information at the point of experience.

Definition:

Current research

3

Key challenges: Creating appropriate interfaces, interaction designs and tackling

privacy related issues!

Research gap: How are senior users interacting with wearables and how to leverage these

technologies for healthy ageing?

Current limitations

4

Currently available fitness trackers have not been able yet to drive long-term, sustained engagement for a majority of users independent of age. Some key barriers:

• limited functionalities (e.g. providing only basic health metrics such as steps taken and calories burnt),

• missing activity triggers (e.g. activity trackers capture data but do not inspire action), and

• missing mechanisms for sustained motivation to keep fit

D. Ledger, D. McCaffrey, “Inside Wearables How the Science of Human Behavior Change Offers the Secret to Long-Term Engagement,” Endeavour Partners LLC, 2014.

• Learning goals: Learn how to age healthily, especially how to improve physical fitness though everyday physical activity

• Design: Wearable-enhanced fitness MOOC with guided workout plans, video content, social interaction, gamification

• Technology: (1) Wearable fitness trackers; (2) Smartphones

5

Fitness MOOC - fMOOCFitness MOOC - a wearable technology enhanced Massive Open Online Course for Healthy Ageing

Learning at the computer Learning with

the computer

Experiential learning

Concrete experience

Rationale: Physical activity as a key factor for healthy ageing

Buchem, Merceron, Agathe, Kreutel, Jörn, Haesner, Marten, Steinert, Anika (2015). Embodied Learning with Wearable Fitness Trackers. CEUR Workshop Proceedings, Workshop on Wearable Enhanced Learning, EC-TEL 2015, Toledo, Spanien.

Course Design

Buchem, Ilona, Merceron, Agathe, Kreutel, Jörn, Haesner, Marten, Steinert, Anika (2015). Wearable-technology Enhanced Learning for Healthy Ageing: Conceptual Framework and Architecture of the “Fitness MOOC”. Journal of Interaction Design and Architectures, Focus

Section on Innovative Designs with Social, Mobile and Wearable Technologies for Creative Teaching and Learning, 2015.

The conceptual design of fMOOC builds on extended Personal Learning Environments (eX-PLE) in sense of permeable physical and virtual spaces, which are constructed dynamically

through the practice of “mobility” across spaces, contexts, concepts and time.

Visit 1 Visit 2

Buchem et al. (2015): Designing for User Engagement in Wearable-technology Enhanced Learning for Healthy Ageing. iLRN 2015.

System design1. Fitness tracker sends data to the fitness tracker app

2. Fitness tracker app sends data to the FT database

4. fMOOC UI displaysfitness data

3. fMOOC service reads data

Gamification design

Buchem, Ilona, Merceron, Agathe, Kreutel, Jörn, Haesner, Marten, Steinert, Anika (2015). Gamification Designs in Wearable-technology Enhanced Learning for Healthy Ageing. IMCL2015: International Conference on Interactive Mobile Communication, Technologies and

Learning, Thessaloniki, Griechenland.

The fMOOC gamification design encompasses the systemic level (e.g. badges, battles) and the experiential level (e.g. gameful learning, social interaction) and aims at

improving daily physical activity through an enjoyable, embodied learning experience.

TrainingBadges Battle

Design elements (1)

Feedback

Comment

Design elements (2)

Data measured• Physical data related to fitness

and health, e.g. steps, movement, balance, strength, endurance, mobility.

• Mental data like a feeling of well-being, satisfaction, challenge, sense of accomplishment.

• Social data related to interactions and communication, e.g. content and tone of comments, reciprocity, social support.

12

Individual balance “sphere” at the intersection of mental, physical and social conditions

Roggen, Arnrich & Tröster (2006)

September 4 weeks

10 seniors

October 4 weeks

10 seniors

User studies - fMOOC@home

20152014iterativedesign

50%50%

All use computers, 86% frequently All use smartphones, 70% frequently

average age = 69 youngest 62, oldest 75

Gamification & orientationHow can gamification enhance orientation, such as improving own fitness?

Endurance training

Strength training

Group training

Recovery day

Training plans

Levels 1 - 3

55% completed all units in training plans 50% found training plans motivating 45% said their fitness improved after fMOOC

92.5% rated trainings positively

Gamification & motivation How can gamification enhance motivation to improve physical fitness?

Perfect Training

Steps

Comments

Feedback

Badges

Correlation between the number of earned badges and motivation to “move more” r(18) = .489; p < 0.5

60% found fitness trackers

motivating

50% found badges motivating

For the majority fMOOC boosted well-being!

Battles

male users vs. female users

Gamification & enjoymentHow can gamification enhance enjoyment, such as the feeling of achievement?

80% enjoyed the fMOOC experience

90% would like to continue

fMOOC

Commenting was more enjoyable than liking posts!

The social element “battle” was the most frequently viewed element of the fMOOC app!

Each user visited the battle on average 18 times per week

Special Interest Group - Wearable Enhanced Learning

17

http://ea-tel.eu/special-interest-groups/well/

Thank you!