In order to respond to the challenges arising from the widespread use of new technologies in education and training systems, a team of researchers from the Faculty of Science and Technology of the University of Coimbra (FCTUC) and Mindflow has developed Artificial Intelligence (AI) tools to accelerate the process of creating educational materials.
In order to respond to the challenges arising from the widespread use of new technologies in education and training systems, a team of researchers from the Faculty of Science and Technology of the University of Coimbra (FCTUC) and Mindflow has developed artificial intelligence (AI) tools to accelerate the process of creating educational materials.
This document presents the platform SmartEDU, which allows users to generate multiple- choice questions and drafts of slide presentations from any text.
In the process of multiple-choice question generation, different methods are often considered for distractor acquisition, as an attempt to cover as many questions as possible. Some, however, result in many candidate distractors of variable quality, while only three or four are necessary. We implement some distractor generation methods for Portuguese and propose their combination and ranking with language models. Experimentation results confirm that this increases both coverage and suitability of the selected distractors.
Technology is becoming increasingly important in today’s world, with computational applications in practically every aspect of people’s lives. This is the case of education, where slideshows are one of the most widely used tools, when it comes to introducing new topics to an audience. Creating slides, on the other hand, can be a complex and time-consuming task, because it is often necessary to read and summarise several documents related on the target topic. To help with the process, machine learning and natural language processing can be explored, allowing teachers, and presenters in general, to make better use of their time by only having to edit certain elements rather than preparing full presentations from scratch.
In today’s rapidly evolving work landscape, remote work has become the new norm. Distributed teams are now commonplace, and organizations face unique challenges in engaging and connecting their employees. With the rise of mobile learning and the need for innovative training solutions, gamification has emerged as a powerful tool for enhancing remote workforce productivity and collaboration. At Mindflow, we are a company specialized in gamification applied to distance learning, face-to-face training, and gamification consulting. Our products, Mindflow Academy and our AI assistant, revolutionize how organizations train their employees and teach educational content to their students. In this blog post, we will explore how gamification, combined with mobile learning, can transform training for remote workforces.
Enhancing Training through Gamification
Training is an integral part of any organization’s success, and with remote work, it becomes even more crucial. Traditional training methods may not effectively engage employees who are geographically dispersed and lack face-to-face interaction. This is where gamification comes into play. By incorporating game elements, such as challenges, rewards, and leaderboards, into training programs, organizations can create immersive and enjoyable learning experiences.
Gamification makes training interactive and promotes active participation. It taps into employees’ natural inclination for competition, achievement, and collaboration, fostering a sense of purpose and motivation. Through gamified training, employees can acquire new skills, reinforce knowledge, and stay engaged, irrespective of their physical location. Mindflow’s flagship product, Mindflow Academy, transforms training content into mobile gaming apps, allowing employees to learn while having fun. With customizable branding and advanced analytics, organizations can tailor the gamified training experience to their specific needs.
One of the primary challenges of remote work is maintaining a sense of connection and collaboration among team members. Gamification bridges this gap by providing a shared platform for engagement and interaction. Leaderboards and achievements create healthy competition, driving employees to excel and encouraging collaboration. Employees can celebrate milestones together, even when physically separated, fostering a sense of camaraderie and teamwork.
Mindflow Academy’s BackOffice for trainers complements the mobile learning experience by providing comprehensive tools for managing and monitoring the gamified training process. Trainers can track trainee progress, identify areas for improvement, and provide personalized feedback. The analytics features offer valuable insights into employee performance, allowing trainers to refine training strategies and optimize learning outcomes.
In the era of remote work, gamification emerges as a game-changer for training and employee engagement. By leveraging the power of mobile learning and incorporating gamified elements, organizations can overcome the challenges of training distributed teams. Mindflow’s expertise in gamification applied to distance learning, face-to-face training, and gamification consulting ensures that you have the right tools and strategies to engage and connect your remote workforce effectively.
Take the first step towards transforming your remote training initiatives with Mindflow Academy and our AI assistant. Revolutionize how you train your employees or teach educational content to your students, regardless of their physical location.
Technology has revolutionized the way we learn, and Artificial Intelligence (AI) systems are leading the way. AI-powered e-learning tools are transforming the learning experience, making it more engaging, personalized and accessible. In this article, we’ll explore how AI systems are revolutionizing e-learning, and how to implement them to improve student/trainee performance.
AI systems, or Artificial Intelligence systems, refer to computer systems that are designed to simulate human intelligence and decision-making. They use advanced algorithms and data analysis techniques to learn from large datasets, recognize patterns, and make predictions or decisions based on that analysis. AI systems are programmed to think, learn and act like humans do, so they can be used to automate processes and solve problems more efficiently than ever before. AI systems can be applied in various fields, including e-learning, healthcare, finance, and many others.
1 – AI systems in e-learning:
AI systems are capable of processing large amounts of data and identifying patterns that can be used to personalize learning. Some of the ways AI is being used in e-learning include:
a. Machine learning for personalized learning
AI-powered e-learning platforms use machine learning algorithms to analyze student/trainee performance data and provide personalized learning recommendations. Machine learning can also be used to adapt the learning experience to each student’s/trainee’s needs and preferences.
b. Automated grading and feedback
AI systems can also be used to grade assignments and provide immediate feedback to students/trainees. This helps them learn from their mistakes and improve their performance.
Gamification is the process of incorporating game-like elements into non-game activities to make them more engaging and enjoyable. AI can help make gamification more effective by:
a. Intelligent content creation and adaptation
AI systems can analyze student/trainee data to create and adapt learning content that is tailored to each student’s needs and preferences. This makes the learning experience more engaging and personalized.
b. Adaptive learning paths
AI-powered e-learning platforms can use adaptive learning paths to guide students/trainees through the learning experience based on their progress and performance. This helps students/trainees stay motivated and engaged.
c. AI to Monitor and Improve Gamification in E-Learning
AI can provide valuable insights into how well students/trainees interact with gamified elements of an e-learning platform through heat maps or real time analysis tools that monitor usage patterns over time. With access to this type of information, teachers/trainers will have greater control over their courses and be able modify lessons according to how much enjoyment participants experience while playing different mini games found within it.
Mobile Learning is a form of learning that takes place on mobile devices such as smartphones and tablets. It allows students/trainees to access educational/training materials from virtually anywhere, making it an incredibly convenient way for learners to stay up-to-date with their studies. This has become increasingly popular, especially among younger generations. AI can help make mobile learning more effective by:
a. Personalized recommendations
AI-powered mobile learning platforms can use student/trainee data to provide personalized recommendations for learning content and activities. This helps students/trainees stay engaged and motivated while ensuring that all users have access to material which meets their individual needs and abilities. .
b. Intelligent assessments
AI-powered mobile learning platforms can use intelligent assessments to measure student/trainee progress and identify areas for improvement. This allows students/trainees to receive feedback on their performance in real-time and helps teachers/trainers to identify which students/trainees may require additional support or resources.
AI systems are revolutionizing e-learning, making it more engaging, personalized and accessible. By implementing AI-powered e-learning tools and platforms, teachers/trainers can improve student/trainee performance and help them reach their full potential. Whether you are interested in gamification, personalized learning, or mobile support, there is an AI-based e-learning solution that can meet your needs. As AI technology continues to evolve and become more sophisticated, we can expect to see even more innovative and effective e-learning solutions in the future. By adopting AI-based e-learning, we can ensure that education/training remains a powerful tool for personal and professional growth, and that learners/trainees of all ages and backgrounds can achieve their goals and realize their full potential.
Did you know that this whole concept was born in the 1970s? That’s right!
In that decade Roy Trubshaw and Richard Bartle developed MUD1, called the “embryo of online games” and, years later, the potential of online games began to be recognised, taking into account their role in intrinsic motivation based on challenge, fantasy and curiosity!
Then, already in the 90’s, Fun takes hold and is noted as a fundamental requirement of any software project and here, in the XXI century, namely in 2002, the word Gamification is born.
How was Gamification Defined?
It was considered that gamification “is to apply a game-like accelerated user interface design to make electronic transactions enjoyable and fast“.
And after that?
Then, in 2005 the first Gamification platform was born, designed to increase user engagement on websites (Bunchball) by adding a layer of game mechanics. After the first bestseller on Gamification was published, “Gamification by Design”, entirely dedicated to how game elements and mechanisms can be used to increase motivation and performance in other activities, totally distinct from the activity of playing, the word gamification becomes really popular!
Subsequently, an intense growth of scientific publications on Gamification occurs all over the world, mainly due also to the creation of the “Gamification Research Network”, as a consequence of the development of the whole concept.
In 2015, the interest of Human Resources departments in Gamification begins, due to the fact that they want to solve the problem that only 31% of employees are committed to their work, with millennials , the holders of the worst results.
Nowadays, most applications are gamified, gamification being present not only for language learning and exercise issues, but also in meditation applications, to-do lists, job applications, rubbish collection, etc.
And today?
Today, it can be said that gamification, “the application of lessons learned in the game domain to non-game activities, with the intention of making them more engaging”, is present everywhere!
Contact us and find out how you can use gamification to your advantage!
In this article Mindflow in partnership with the University of Leeds will answer 2 questions:
1. When the purpose of Gamification intersects with the fun of the game, how does this affect the motivation profile of the users of the gamified system?
2. Gamification elements do not influence everyone in the same way. But are there any that increase engagement in the game the most?
To answer to the first question, the University of Leeds and Mindflow have developed a research partnership.
This team, led by Joana Pereira, published in 2018 the results of their research with students from the University of Leeds Business School.
The result of the study revealed 3 types of profiles:
LEARNERS: Represent those players who show more intrinsic motivation for learning, focusing mainly on reaching the next level to unlock a new set of questions in order to continue learning. They were observed to often ignore the other gamification elements.
“I play the game to learn, I don’t care about the medals, I just want to play. I know people play just to get the achievements, but I’m not like that (…) I didn’t challenge my classmates; I just wanted to play by myself.”
GAMERS: The main motivation for installing and using the App was that they liked the ‘fun’ of the games and the challenge of the competition. Very motivated by rankings, points and medals, they like to challenge players and even wake up early to win certain time-based medals. Overall, they are the ones who promote the game the most. Gamers can also lose motivation if the distance with the players on the “podium” gets too big and the competition becomes less realistic.
“The medals motivated me a lot. They changed when I used it and the way I used it. I would play at night to achieve the Night Owl medal, for example (…) And I was really determined to get the ‘Sprinter’, I really tried hard, and it made me frustrated.”
HYBRIDS: Motivated by both learning and competitive goals. Although their intrinsic motivation was learning, throughout the game they appreciated the gamification elements (calling them fun and “enjoyable”), which raised their levels of engagement throughout the game. They adhere to both visual and verbal elements.
“I played to review the course content because you can answer the questions and know right away if it’s right or not, but I used to stop playing during the day and resume at 7pm, just to get Night Owl medal.”
Curiously, in our research, the person who came in first place had a Hybridprofile and particularly valued the recognition, which gamified learning allowed him to achieve.
“I felt very motivated with the prize, thank you for the chocolates! (…) I always need to be motivated, no matter what the motivation is, even a ‘thank you’ is fine. On the bag they gave me, where it was written ‘FIRST’, I wrote the date, the name of the course unit and your name (teacher’s name) and I stapled it to the bag and will keep it.”
From this feedback, the teachers involved were inspired by the importance given to the experience. Because of this, the following year they created an event with students from Leeds University, where ‘diplomas’ were awarded to all those who had distinguished themselves in the gamified activity.
2. Gamification elements do not influence everyone in the same way. But are there any that increase engagement in the game the most?
To answer this question, Mariana Gonçalves used data from hundreds of students at the Mindflow Academy of IPAM (European University Institute of Management and Marketing) course was used to analyse the amount of time people played immediately after a gamification element occurred.
The results showed that “Power ups” were the gamification element with the greatest engagement power.
What characteristics of this gamification element might have contributed to an increased desire to continue playing?
They appear randomly (ensuring the surprise factor)
They support learning (they help you to answer, give you more time to think about your answer or give you an extra bonus when you are sure of your answer)
They guarantee autonomy (the person is free to use the special power at different times or not use it if they don’t want to)
These results underline the difference between motivation in a game context and motivation in gamified learning. When there is a purpose beyond fun, the elements directly related to that purpose may have a stronger power than elements that only promote fun.
Are Points, Medals and Trophies useful for Motivation in Gamification or Not?
The neurobiology of motivation can help us clarify and explore this question in more detail, in particular by analysing how dopamine explains motivation.
Dopamine: The Powerful Motivator
Dopamine is a neurochemical, much referenced in studies on gamification, and is considered to be the neurotransmitter of motivation. The pleasure of winning is due to the release of dopamine in the brain. When we win, our brain releases this neurochemical, which causes a feeling of pleasure and motivates us to repeat the action in search of more pleasure. (Additive behaviours are explained through this vicious cycle).
We are tempted to conclude that it is enough to create reward systems with points, medals and trophies to ensure that people feel pleasure in playing, continuing to be involved and motivated in gamified activities. And it is this hastiness that has led to the failure of many gamified systems.
Although it is seen as a “reward neurochemical”, it is necessary to understand that dopamine can have different consequences on motivation. We now know that dopamine acts to drive the feeling of “desire” associated with reward.
How can I use rewards in gamification in order to produce dopamine release?
By creating unpredictable rewards: when you are surprised by a reward that you did not expect;
By creating repeated reward opportunities, so that the brain “learns” to anticipate the reward, because the probability of getting it is high;
Ensuring clear and immediate feedback, so that the brain has no doubts about the behaviour that generated the reward or why it did not get it.
And when a reward is “promised”, is it more motivating?
It may not be, because when the reward is expected there is a certain area of the brain that is activated and that will decide whether the reward is valuable enough to justify the effort.
So points, medals and trophies can be motivating and reinforce certain behaviours if:
Allow positive feedback, so that people learn and perceive the outcome as dependent on themselves;
They occur spontaneously, surprising people;
Are valuable enough to justify the effort.
Considering that what makes a reward “valuable” is not the same for everyone, you need to diversify the nature of rewards, according to each person’s profile.
If fun and the meaning of the task are associated with intrinsic motivation, and rewards and punishments with extrinsic motivation, the use of points, medals and trophies should be used in conjunction with other gamification elements, so that they result in intrinsic motivation or autonomous extrinsic motivation.
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