Refine
Document Type
- Conference Proceeding (3) (remove)
Conference Type
- Konferenzartikel (3)
Language
- English (3)
Has Fulltext
- no (3) (remove)
Is part of the Bibliography
- yes (3)
Keywords
- Gamification (3) (remove)
Institute
Open Access
- Closed Access (3)
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.
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.
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.