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Gamification of a Virtual Lab Training : = Effects of Providing Visual Motivational Feedback.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Gamification of a Virtual Lab Training :/
Reminder of title:	Effects of Providing Visual Motivational Feedback.
Author:	Mangal, Metali.
Description:	1 online resource (50 pages)
Notes:	Source: Masters Abstracts International, Volume: 85-04.
Contained By:	Masters Abstracts International85-04.
Subject:	Motivation. -
Online resource:	click for full text (PQDT)
ISBN:	9798380489867

Gamification of a Virtual Lab Training : = Effects of Providing Visual Motivational Feedback.
Mangal, Metali.

Gamification of a Virtual Lab Training :Effects of Providing Visual Motivational Feedback. - 1 online resource (50 pages)

Source: Masters Abstracts International, Volume: 85-04.

Thesis (M.Sc.)--Purdue University, 2023.

Includes bibliographical references

Virtual reality (VR) provides students with a platform to train in a 3D environment where their lab experiments can be replicated. By performing repetitive training, trainees can learn better in the Virtual Environment along with the benefits of the cost-effectiveness. The study focuses on two research questions: 1) Are there differences in the performance and errors committed by subjects in gamified vs. non-gamified educational labs? 2) Does the attitude of students matter in the gamified and non-gamified environment? This study examines the difference between gamified and non-gamified training environments' effectiveness in training performance and motivation in the VR training. During this study, the participants were provided with one of the two platforms - gamified and non-gamified and were asked to perform a micro-pipette experiment, where the users used a micropipette to transfer liquid from one container to another. The gamified environment has the visual elements for providing positive feedback to the users, and the nongamified environment does not have these elements. During the experiment, the participants' performance metrics like damage caused to the pipette and time taken to complete the experiment were captured. After the experiment, the participants were asked to answer a questionnaire related to the pipette usage, and then self-report their motivation during the experiment in the VR training. Based on the collected data, it was found that while the participants did seem more motivated in doing the gamified experiment, there were no differences between the performance in the gamified experiment and the non-gamified experiment. The participants were however more enthusiastic about the gamified experiment and were even able to provide suggestions to add more game elements. Suggestions for further research and more information on their feedback is also provided.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380489867Subjects--Topical Terms:

655186
Motivation.
Index Terms--Genre/Form:

554714
Electronic books.

Gamification of a Virtual Lab Training : = Effects of Providing Visual Motivational Feedback.
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520 $a Virtual reality (VR) provides students with a platform to train in a 3D environment where their lab experiments can be replicated. By performing repetitive training, trainees can learn better in the Virtual Environment along with the benefits of the cost-effectiveness. The study focuses on two research questions: 1) Are there differences in the performance and errors committed by subjects in gamified vs. non-gamified educational labs? 2) Does the attitude of students matter in the gamified and non-gamified environment? This study examines the difference between gamified and non-gamified training environments' effectiveness in training performance and motivation in the VR training. During this study, the participants were provided with one of the two platforms - gamified and non-gamified and were asked to perform a micro-pipette experiment, where the users used a micropipette to transfer liquid from one container to another. The gamified environment has the visual elements for providing positive feedback to the users, and the nongamified environment does not have these elements. During the experiment, the participants' performance metrics like damage caused to the pipette and time taken to complete the experiment were captured. After the experiment, the participants were asked to answer a questionnaire related to the pipette usage, and then self-report their motivation during the experiment in the VR training. Based on the collected data, it was found that while the participants did seem more motivated in doing the gamified experiment, there were no differences between the performance in the gamified experiment and the non-gamified experiment. The participants were however more enthusiastic about the gamified experiment and were even able to provide suggestions to add more game elements. Suggestions for further research and more information on their feedback is also provided.
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