Amplifying teachers intelligence in the design of gamified intelligent tutoring systems

Abstract

Researchers are increasingly interested in using gamification along with Intelligent Tutoring Systems (ITS) to motivate action, promote learning, facilitate problem-solving, and to drive desired learning behaviors. In fact, although the desire of teachers to be active users of gamified ITS, these systems are not personalized according to teachers’ preferences. Several research problems might arise when trying to empower teachers in the design of gamified ITS, for instance, the high complexity and variability of features to manage, the need to consider theories and design practices, and the need of providing simple and usable solutions for them. In this work, we propose a gamified ITS authoring tool that supports authoring (fully or partially) of the domain, gamification and pedagogical models of gamified ITS by teachers. We investigate how different versions of the tool are perceived by users assuming the role of teachers. Our results indicate a positive attitude towards the use of the authoring tool, in which participants agreed that they are easy to use, usable, simple, aesthetically appealing, have a well-perceived system support and high credibility.