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Version 3:
"Kyle's Adventure 2.0"

2024 Jan - May

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This design leverages student feedback to enhance engagement and learning. It features an interactive H5P video introduction, distinct trial stages for different learning paths, and a rewarding system with badges. Additionally, a penalty mechanism for incorrect answers adds a layer of challenge and accountability.

Part of the Rulebook explaining the difference of the paths, and demonstrating making a choice to attempt Path X the Achiever Path.

Background

Version 3 of the course retains the core elements of character, plot, setting, and moral from Version 2, focusing on enhancements based on student feedback. Improvements include structured progress tracking, segmented task release, enhanced guidance, adaptive trial stages, a motivational reward system, and stricter assessment penalties.

Design

Version 3 builds on the solid foundation of character, plot, setting, and moral established in Version 2, with no major changes to these core storytelling elements or the adaptive gamification structure. Instead, this iteration focuses on refining the course based on specific feedback from student interviews, aiming to enhance usability and learning effectiveness:
 

  • Structured Progress Tracking: We've implemented clear, weekly milestones for both Achievers (2 tasks) and Explorers (4 tasks) to help students manage their workload and monitor their progress effectively, addressing previous concerns about tracking and overwhelming schedules.

  • Segmented Task Release: Releasing tasks weekly alleviates the pressure of completing multiple tasks at once, making the learning journey more manageable and less daunting for students.

  • Enhanced Interactivity and Guidance: An introductory H5P video now outlines the course rules and scenario more clearly, providing better initial guidance and a structured start.

  • Adaptive Trial Stages: Trial stages for different learning paths have been included, allowing students to experience both Achievers and Explorers paths, which enhances the course’s adaptability as per the feedback.

  • Motivational Reward System: We introduced badges for completing stages and additional recognition for early completions each week, incentivizing progress and engagement.

  • Penalties for Errors: A new penalty system for incorrect answers in more challenging paths raises the academic rigor, responding to feedback for more demanding assessments.
     

These enhancements are designed to directly address student feedback from the previous version, ensuring that Version 3 not only maintains the engaging and educational strengths of its predecessor but also improves on its accessibility and student tracking capabilities.

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Learner Experience Flow and Unlocking Scheme of Kyle's Adventure 1.0. Click to View on Miro

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Summary of the Stage Plot and corresponding Badges as rewards.

Showcasing all the Badges as well as their Criteria Settings

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Result

The intervention was assessed using various metrics, revealing significant impacts on student engagement and learning:

  • Intrinsic Motivation: Measured through the Intrinsic Motivation Inventory survey, students showed enhanced motivation.

  • Learning Performance: A pre-and post-test indicated noticeable improvement.

  • Behavioral Engagement: Analysis of Moodle log files demonstrated increased completion of tasks.

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At the end of the semester, a learning experience survey revealed participants' positive attitudes towards the gamified learning experience in "Kyle's Adventure 2.0", highlighting its effectiveness in enhancing application of knowledge and practicality of the tasks.

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  • Initial Impressions and Engagement:

    • Content and Engagement in Version 3: Learners appreciated the engaging and innovative learning environment created by the visual appeal of cartoons and a dynamic badge system. The introduction of dual quest paths (explorer and achiever) provided a more game-like and interactive learning experience.

    • Comparison with Version 2: Similarly, in Version 2, participants were initially attracted to the novel approach, particularly the integration of comics and real-world scenarios, which made the content engaging and understandable. Both versions effectively used creative elements to draw learners in, though Version 3 expanded on these with more structured gamification elements.

  • Adaptive Learning Experience:

    • Flexibility and Customization in Version 3: The option for learners to choose between different types of quests allowed them to personalize their educational journey, catering to various learning styles and educational goals.

    • Comparison with Version 2: Version 2 also received positive feedback for its adaptability, with students valuing the ability to navigate different paths. This aspect remains a consistent strength in the course design across versions.

  • Problem-Solving Skills:

    • Challenge Levels in Version 3: Responses regarding the challenge level were mixed, with some participants enjoying the intellectual stimulation, while others felt overwhelmed by the increased complexity and length of tasks as the course progressed.

    • Comparison with Version 2: In Version 2, feedback indicated that while some students saw an improvement in their problem-solving abilities, others desired more challenging scenarios. Version 3 addressed this by heightening the difficulty, though this may have led to concerns over task manageability.

  • Concerns over Workload:

    • Version 2 Feedback and Adjustments: Learners preferred a structured release of tasks to avoid accumulation at the semester's end. Version 3 addressed this by implementing a weekly release schedule, ensuring tasks did not pile up and were manageable across the term.

    • Feedback from Version 3: Despite these adjustments, learners in Version 3 reported the workload as still being burdensome. This indicates that while the pacing improved, the overall task volume or complexity may still be too high, suggesting a need for further evaluation and potential reduction in future iterations.
       


The third iteration of "Kyle's Adventure" introduced a structured weekly task release, clear progress tracking, a comprehensive rulebook, trial stages for exploring different learning paths, and a robust badges system. These enhancements effectively sustained high levels of student engagement and provided a clearer framework for learning progression. Despite these improvements, feedback suggests a need to further refine task complexity and improve system functionality to ensure that the course remains both manageable and engaging in future versions.

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