This document summarizes a study that examined how game mechanics and extrinsic motivation can be used in group awareness tools for collaborative learning. It describes how group awareness tools provide social, behavioral, and cognitive indicators about a group's contributions and goals. The study used the Learning Mechanics-Game Mechanics framework and Self-Determination Theory to analyze a specific group awareness tool called PyramidApp. The tool used feedback and behavioral momentum game mechanics to motivate participation. Students using the tool had higher participation rates and found the awareness features useful. The document proposes additional game mechanics like avatars, progression, and cooperation/competition that could further improve engagement.

1. Examining Game Mechanics and Extrinsic Motivation in a
Group Awareness Tool for Collaborative Learning
René Alejandro Lobo Quintero
Davinia Hernández-Leo
Please cite as: Lobo, R., Hernández-Leo, D., Examining Game
Mechanics and Extrinsic Motivation in a Group Awareness Tool for
Collaborative Learning, LASI Spain, Madrid, 29-30 June 2023.

2. Outline
2
• Group Awareness Tools (GAT)
• LM-GM framework
• Self-Determination Theory
• Analysis of a GAT under the LM-GM

3. Group awareness tools (GAT)
Visual indicators designed to show the
behaviors, goals, and contributions of a
group to its members, improving the
knowledge building process
(Sangin, Molinari, Nüssli, Dillenbourg, 2011).
Social
Behavioral
Cognitive
Examples:
● Visual displays of previous
knowledge -> Cognitive
● Interactive maps to show group
interactions -> Social
● Participation levels -> Behavioral (Ma et
al., 2020; Strauß and Rummel, 2021)

4. Group awareness tools (GAT)
Behavioral GAT examples (Ma et al., 2020; Strauß and Rummel, 2021)

5. Learning mechanics - Game mechanics (LM-GM) Framework
Maps game mechanics and
pedagogical elements that were
abstracted from literature on game
studies and learning theories (Arnab, et
al.,2015; Proulx, Romero, and Arnab, 2017)
By identifying the game mechanics
embedded in GATs, we can develop a
deeper understanding of how these
tools can be leveraged to stimulate
learning dynamics, thereby optimizing
student engagement and learning
outcomes

7. Self-Determination Theory (SDT)
Adapted from (Deci & Ryan, 2020)

8. The case of a GAT in PyramidApp
Theophilou, E., Sanchez-Reina, R., Hernandez-Leo, D., Odakura, V., Amarasinghe, I., Lobo, R., (2023) The effect of a
group awareness tool in synchronous online discussions: studying participation, quality and balance, Behaviour &
Information Technology, https://doi.org/10.1080/0144929X.2023.2200543

9. Game Mechanics identified in the analysis

10. Game Mechanics identified in the analysis
Feedback Behavioral momentum
Shows the users what they
have just done, giving them
a kind of instant
gratification.
This game mechanic
relates to the “shadowing
and feedback” learning
mechanics in the LM-GM
Provides instant visual
indicators of the students
level of participation and
how it relates to the overall
group participation.
Is related with the
“repetition and instruction”
learning mechanic.

11. Game Mechanics identified in the analysis
Students in the
experimental group
achieved the highest
participation level in
comparison to the control
group (87% vs 78%).
Students in the
experimental group found
the tool useful: 64.2% felt
that their participation was
supported by the tool and
50.7% felt the need to
participate.
Feedback Behavioral momentum
External
regulation
Introjection Identification Integration

12. Potential improvements using GM
Avatars to communicate the awareness analytics.
Can be amplified even more by the sharing of
analytics related to the status of the other groups.
Visual cues or messages that give personalized
feedback based on the accumulated progress and
the status of the discussion within the group.
Ownership
Progression
Cooperation and
competition

13. LASI 2023 June 29, 2023
Thank you!