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We present the design outline of a context-aware interactive system for smart learning in the STEM curriculum (science, technology, engineering, and mathematics). It is based on a gameful design approach and enables "playful coached learning" (PCL): a learning process enriched by gamification but also close to the learner's activities and emotional setting. After a brief introduction on related work, we describe the technological setup, the integration of projected visual feedback and the use of object and motion recognition to interpret the learner's actions. We explain how this combination enables rapid feedback and why this is particularly important for correct habit formation in practical skills training. In a second step, we discuss gamification methods and analyze which are best suited for the PCL system. Finally, emotion recognition, a major element of the final PCL design not yet implemented, is briefly outlined.
What emotional effects does gamification have on users who work or learn with repetitive tasks? In this work, we use biosignals to analyze these affective effects of gamification. After a brief discussion of related work, we describe the implementation of an assistive system augmenting work by projecting elements for guidance and gamification. We also show how this system can be extended to analyse users' emotions. In a user study, we analyse both biosignals (facial expressions and electrodermal activity), and regular performance measures (error rate and task completion time).
For the performance measures, the results confirm known effects like increased speed and slightly increased error rate. In addition, the analysis of the biosignals provides strong evidence for two major affective effects: the gamification of work and learning tasks incites highly significantly more positive emotions and increases emotionality altogether. The results add to the design of assistive systems, which are aware of the physical as well as the affective context.
In this work, we investigate how gamification can be integrated into work processes in the automotive industry. The contribution contains five parts: (1) An introduction showing how gamification has become increasingly common, especially in education, health and the service industry. (2) An analysis on the state of the art of gamified applications, discussing several best practices. (3) An analysis of the special requirements for gamification in production, regarding both external norms and the mindset of workers in this domain. (4) An overview of first approaches towards a gamification of production, focusing on solutions for impaired workers in sheltered work organizations. (5) A study with a focus group of instructors at two large car manufacturers. Based on the presentation of three potential designs for the gamification of production, the study investigates the general acceptance of gamification in modern production and determines which design is best suited for future implementations.
Gamification implies the application of methods and design patterns from gaming to non-gaming areas like learning or working. We applied an existing gamification design to production processes in an organization which provides sheltered employment for impaired persons. In contrast to existing work, we investigated not only a short period but a complete workday to measure the effects on the work performance. The study indicates that gamification has (1) a negative effect on workers with considerable cognitive impairments, (2) no significant effect on workers with medium cognitive impairments and (3) a positive effect on workers with mild cognitive impairments.
Deafblindness is a condition that limits communication capabilities primarily to the haptic channel. In the EU-funded project SUITCEYES we design a system which allows haptic and thermal communication via soft interfaces and textiles. Based on user needs and informed by disability studies, we combine elements from smart textiles, sensors, semantic technologies, image processing, face and object recognition, machine learning, affective computing, and gamification. In this work, we present the underlying concepts and the overall design vision of the resulting assistive smart wearable.
Applications helping us to maintain the focus on work are called “Zenware” (from concentration and Zen). While form factors, use cases and functionality vary, all these applications have a common goal: creating uninterrupted, focused attention on the task at hand. The rise of such tools exemplifies the users’ desire to control their attention within the context of omnipresent distraction. In expert interviews we investigate approaches in the context of attention-management at the workplace of knowledge workers. To gain a broad understanding, we use judgement sampling in interviews with experts from several disciplines. We especially explore how focus and flow can be stimulated. Our contribution has four components: a brief overview on the state of the art (1), a presentation of the results (2), strategies for coping with digital distractions and design guidelines for future Zenware (3) and an outlook on the overall potential in digital work environments (4).
Tactile Navigation with Checkpoints as Progress Indicators?: Only when Walking Longer Straight Paths
(2020)
Persons with both vision and hearing impairments have to rely primarily on tactile feedback, which is frequently used in assistive devices. We explore the use of checkpoints as a way to give them feedback during navigation tasks. Particularly, we investigate how checkpoints can impact performance and user experience. We hypothesized that individuals receiving checkpoint feedback would take less time and perceive the navigation experience as superior to those who did not receive such feedback. Our contribution is two-fold: a detailed report on the implementation of a smart wearable with tactile feedback (1), and a user study analyzing its effects (2). The results show that in contrast to our assumptions, individuals took considerably more time to complete routes with checkpoints. Also, they perceived navigating with checkpoints as inferior to navigating without checkpoints. While the quantitative data leave little room for doubt, the qualitative data open new aspects: when walking straight and not being "overwhelmed" by various forms of feedback in succession, several participants actually appreciated the checkpoint feedback.
Towards a gamification of industrial production: a comparative study in sheltered work environments
(2015)
Using video game elements to improve user experience and user engagement in non-game applications is called "gamification". This method of enriching human-computer interaction has been applied successfully in education, health and general business processes. However, it has not been established in industrial production so far.
After discussing the requirements specific for the production domain we present two workplaces augmented with gamification. Both implementations are based on a common framework for context-aware assistive systems but exemplify different approaches: the visualization of work performance is complex in System 1 and simple in System 2.
Based on two studies in sheltered work environments with impaired workers, we analyze and compare the systems' effects on work and on workers. We show that gamification leads to a speed-accuracy-tradeoff if no quality-related feedback is provided. Another finding is that there is a highly significant raise in acceptance if a straightforward visualization approach for gamification is used.
Design approaches for the gamification of production environments: a study focusing on acceptance
(2015)
Gamification is an ever more popular method to increase motivation and user experience in real-world settings. It is widely used in the areas of marketing, health and education. However, in production environments, it is a new concept. To be accepted in the industrial domain, it has to be seamlessly integrated in the regular work processes.
In this work we make the following contributions to the field of gamification in production: (1) we analyze the state of the art and introduce domain-specific requirements; (2) we present two implementations gamifying production based on alternative design approaches; (3) these are evaluated in a sheltered work organization. The comparative study focuses acceptance, motivation and perceived happiness.
The results reveal that a pyramid design showing each work process as a step on the way towards a cup at the top is strongly preferred to a more abstract approach where the processes are represented by a single circle and two bars.
We present the design of a system combining augmented reality (AR) and gamification to support elderly persons’ rehabilitation activities. The system is attached to the waist; it collects detailed movement data and at the same time augments the user’s path by projections. The projected AR-elements can provide location-based information or incite movement games. The collected data can be observed by therapists. Based on this data, the challenge level can be more frequently adapted, keeping up the patient’s motivation. The exercises can involve cognitive elements (for mild cognitive impairments), physiological elements (rehabilitation), or both. The overall vision is an individualized and gamified therapy. Thus, the system also offers application scenarios beyond rehabilitation in sports. In accordance with the methodology of design thinking, we present a first specification and a design vision based on inputs from business experts, gerontologists, physiologists, psychologists, game designers, cognitive scientists and computer scientists.