How Can Mechanics Stimulate Behaviour, Motivation, And Engagement Levels in Learning and Training Applications?

Abstract

This aim of this paper is to report on a preliminary research study investigating a quiz-based cyber awareness game-based application and its impact on consumers’ knowledge, awareness, and behaviour regarding e-commerce fraud and scams. A pilot inter-group experiment involving N=46 participants was conducted to gauge users’ attitudes, behaviour and motivation towards protection from e-commerce fraud and online scams. Participants chose between a traditional quiz (control group = 16) and a quiz-style role-playing game (treatment group = 30). The effectiveness of the game application was evaluated using the risk behaviour diagnosis (RBD) methodology. Results of the experiment show that interest in games, e-commerce usage frequency, and fear of victimisation are the key motivators for the treatment group to improve their awareness of e-commerce fraud and scam prevention. From a design perspective, calibrating and balancing game mechanics is essential to maintaining user motivation and engagement. The design of the application focused on four key techniques: flow, meaningful choices, incentives, and task duration. This work in progress paper discusses and reflects on how these techniques were utilised in the design process of the features cards (i.e. Tutorial cards, Shield cards, Shield Cards) of the gamified application; and how its associated rewards were effective for learner motivation and overall game experience. Based on an additional pilot study, feedback from the treatment group (N=30) on the game’s mechanics showed that 86.7% of the players felt that the feature cards offered them sufficient freedom to progress during the game. Further, 33.3% of the players found the choices afforded were meaningful, and 46.7% of the players viewed the choices given as quite meaningful. The user study results and proposed balanced mechanics techniques can provide insights to broader applications designs related to micro-credentials and gamified applications for professional training. Based on research into learner engagement, we explore how flow, meaningful choices, incentives, and task duration can be applied to stimulate behaviour, motivation, and engagement levels.