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Poster communications

A design space for the exploration of motivational affordances continuity in hybrid learning environments

Abstract : Hybrid environments in education can alter the notion of space and time for learners who may have difficulty making links and perceiving complementarity between the different times, places, spaces and tools they use. This discontinuity can have negative impacts on learners' motivation. Classical approaches to support motivation, such as gamification, are usually designed for a given context (or situation) and are not well adapted to support students with breaks in space and time. Some works inspired by tangible interfaces and data physicalization are emerging and try to fill in the gap between these different spaces. However, their design still raises lots of questions. In this article we propose to structure the reflection around the design of such objects by proposing a design space. Based on an exploratory study and the literature review, we propose to consider three dimensions of motivation (spatial, temporal and social) and seven properties to consider in order to design objects that ensure the continuity of motivation. Finally, we detail the next steps of this work and research avenue to consider.
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Contributor : Audrey Serna Connect in order to contact the contributor
Submitted on : Monday, May 10, 2021 - 9:24:46 PM
Last modification on : Tuesday, March 1, 2022 - 3:30:00 AM
Long-term archiving on: : Wednesday, August 11, 2021 - 8:15:38 PM


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  • HAL Id : hal-03223402, version 1



Audrey Serna, Elise Lavoué. A design space for the exploration of motivational affordances continuity in hybrid learning environments. 32ème conférence internationale francophone sur l'interaction homme-machine, Apr 2021, Metz, France. ⟨hal-03223402⟩



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