Gamifying Learning Assignments with Micro Design Approach

Ahmed Hosny Saleh Metwally

, Ahmed Mohamed Fahmy Yousef

and Wang Yining

School of Information Science and Technology, Northeast Normal University, Changchun, China

Faculty of Specific Education, Educational Technology Department, Fayoum University, Egypt

School of Media Science, Northeast Normal University, Changchun, China

Keywords: Gamification, Micro Design Approach, Design Framework, Gamifying Assignments, Homework.

Abstract: There are convenient sets of design approaches that have been used to design different kinds of resources in

Human-Computer Interaction (HCI). Many schools and educators are facing a formidable challenge that is

how to make homework a valuable and interesting part of the learning process. This paper introduced a micro-

design approach to support students in not only doing their homework, but also, learning from the assigned

exercises that led to the extraction of the procedures for gamifying assignment with the approach, and a

suggested conceptual design model called “Snowflake”. The “Snowflake” model is based on the idea of

integrating raw resources and behaviours with the elements of gamification to form a micro gamified

experience, which combines many items that lead to gamified assignments on the macro level. The most

obvious finding to emerge from the design is that micro-level analysis has a positive impact on gamified

assignment, which begins with the identification of raw objects such as quizzes, lessons, learning objects, and

tools. Moreover, the linking of raw objects and gamification elements reflecting in a micro-gamified task,

operation, exercise and assignment.

1 INTRODUCTION

Design-based learning is a term that describes how

learners absorb, process and retain knowledge during

learning. In recent years, there has been an increasing

interest in the development of gamification in almost

every field. Gamification seeks to promote

motivation and learning engagement with applying

game features in a non-game context. A dynamic area

of interest across all levels of global education is the

use of technology to enhance the student learning

experience. Education and training are fields in which

gamification has taken a wide interest. The use of

classroom gamification can turn a traditional class

into an engaging and motivated one. There are two

types of effect which result when learners utilize

gamification software. Firstly, gamification provides

an immersive learning experience using experience

points, badges, avatars, and leaderboards. Secondly,

it promotes additional learning experiences where

learners can interact, collaborate, and take ownership

of their learning.

The

generalisability of much published research

https://orcid.org/0000-0002-9545-5870

https://orcid.org/0000-0003-0522-0734

on gamification design included many approaches

and frameworks. However, few of them are had a

clear vision of the design aspects. The most known

gamification design frameworks, MDA with the

design components: Mechanics, Dynamics, and

Aesthetics (Hunicke, Leblanc, & Zubek, 2004, p.23).

Octalysis framework which included 8 Core Drives:

(1) Epic Meaning & Calling, (2) Development &

Accomplishment, (3) Empowerment of Creativity &

Feedback, (4) Ownership & Possession, (5) Social

Influence & Relatedness, (6) Scarcity & Impatience,

(7) Unpredictability & Curiosity, (8) Loss &

Avoidance (Chou, 2019). Besides, the 6D framework

contains the following steps: defining business

objectives, delineate target behaviours, describing the

players, devising the activity loops with thinking of

the fun, and finally, deploying the gamification

system with the appropriate tools (Werbach &

Hunter, 2012, p.86). SDT framework based on Self-

Determination Theory is a common framework in

gamification design with the following steps:

discovering, identifying players’ profiles and

motivational drivers, setting up goals and objectives,

describing skills, tracking and measuring, defining

710

Metwally, A., Yousef, A. and Yining, W.

Gamifying Learning Assignments with Micro Design Approach.

DOI: 10.5220/0009818707100717

In Proceedings of the 12th International Conference on Computer Supported Education (CSEDU 2020), pages 710-717

ISBN: 978-989-758-417-6

lenses of interest, desired outcomes, play-testing, and

polishing. Given another example, the proposed

approach of a conceptual framework for designing

gamification structured in four phases: declaration,

creation, execution, and learning (Mora, Zaharias,

González, & Arnedo-Moreno, 2015). However, the

number of gamification design frameworks in

education is a matter of discussion (Mora, Riera,

González, & Arnedo-Moreno, 2017). There is an

urgent need to address designing issues and models

for developing a more holistic understanding

(Koivisto & Hamari, 2019).

This work aims at introducing the gamification

micro design approach and promoting a proposed

design conceptual model with presenting the results

of the initial execution on students’ assignments. We

opt for Concept-Driven Approach as a well-

established methodology in human-computer

interaction and interaction design research that

manifests theoretical concepts in definite designs,

start from conceptual/theoretical rather than

empirical (Stolterman & Wiberg, 2010). Thus, the

contribution of this work provides an innovative and

efficient design approach that can support developing

gamification applications and integrate with the other

design frameworks in the educational domain.

2 RELATED WORK

Different theories exist in the literature of

gamification design for discovering the real situation

of the gamification design processes and extracting

the general themes of designing. Particular attention

has focused on analysis the gamification models

using MDA framework and proposed some strategies

for an effective design according to Mechanics,

Dynamics, and Aesthetics (Kusuma, Wigati, Utomo,

& Putera Suryapranata, 2018). In this regard, Mora et

al. (2017) revealed the main aspects and features in

the analysed gamification design frameworks with

significant findings: (1) the interaction basis is

emphasising gamification as a user experience, (2)

most of the frameworks are seen as user-centred

designs, (3) the need for formal design processes that

emerged from case studies instead of ad hoc

experiences, indeed, they proposed three major

approaches in the analysed gamification design

processes which are: user-centered, game-cantered,

and technology-centered.

The more significant findings to emerge from

literature were that “the need for a conceptual specific

learning framework for designing the process” (Mora,

Zaharias, et al., 2015). The importance of designing

successful gamification applications in education to

support behavior changes (Dichev & Dicheva, 2017).

Indeed, Ronsivalle & Metus (2005) indicated that the

learning design process can be classified into two

discrete phases: macro-design and micro-design,

these two phases have different aims, different

specific activities, different outputs. The

microfoundational approach investigates the link

between macrolevel constructs and microlevel

constructs, which works when the relationships

between constructs on a macro level are

inapprehensible (Leclercq, Poncin, & Hammedi,

2020). There is a need for an innovative design

approach like the micro design approach, which could

increase motivation and engagement and contribute

to the field of gamification design. Proposing this

approach was a result of conducting previous design

iterations for gamifying homework assignments and

tracking the results (Metwally, Yousef, & Yining,

2019). We found that students tend to complete the

short-gamified assignments and obtain the rewards,

and dislike the long sequences of assignments which

affect their engagement. We also noticed that there is

an apparent lack of introducing this approach

comprehensively and deeply to describe the

procedures of this design approach. Moreover, the

scarcity of the supported studies discussed the

concept of micro gamification in general without

addressing the aspects of the design.

3 THE GAMIFICATION MICRO

DESIGN APPROACH

The specific objective of the micro design approach is

designing gameful experience and overcoming the

problematic issues with the previous design

approaches. The idea of micro design approach came

from the human being’s preferences of achieving

simple and small tasks besides the boredom feeling

after dealing with routine tasks, especially if these

kinds of tasks lacked the interest. The philosophy

behind our thinking of the micro design approach

emerged from the quote of Creighton Abrams: “When

eating an elephant take one bite at a time”. Take a

small portion to handle it. The micro design works on

the same line to design on small-scale. Instead of

doing the whole task on time, split the big task to

micro tasks. The micro-level design is not a new

concept which has been used many years ago and has

been poorly defined (Snelson & Elison-Bowers,

2007). We argue that the micro design approach is the

new direction in the track of gamification design;

Gamifying Learning Assignments with Micro Design Approach

711

with studying micro design strategies for persuasive

game design that help the designers in gameplay

establishing (Kors, 2015).

Applying gamification design approaches on the

macro level includes the whole process of situation or

context, it could cause the feeling of the heavy task

even with applying the extrinsic motivation

affordances. When implementing the gamification

elements, the user interaction nature with the gameful

experience requires long sequences of actions and

responses for obtaining rewards. On one hand, for

instance, at the beginning of the experience, the users

are interacting with the treatment for discovering and

achieving the goal; during their interaction and

responses; the gamification system is rewarded them

based on their activities. However, their expectation

may exceed the capacity of the gamified system so

they may decide to withdraw gradually. On the other

hand, the micro level of instructional design, using

small units of instruction is essential to reduce the

cognitive load by placing “just in time” information

within complex learning situations (Snelson &

Elison-Bowers, 2007). Regarding User Experience

(UX), micro (UX) concentrates on optimizing of UX

in the following embodiment design stage by

predicting the user’s perception and processing; it can

be achieved with less effort, short-term, with a

sufficient outcome and without influencing existing

development processes (Von Saucken, Michailidou,

& Lindemann, 2013).

The implication of the success factors could be

inspired by the successful practice of the app

“TikTok”

for a short-form mobile video, which

ranked as a most downloaded app in 2019 compared

to YouTube. Both applications provide video

services, but TikTok satisfies the users’ expectations

with an endless stream of short videos. It could be

explained on the micro design approach that the users

tend to the simplicity and shortage of spending time

on watching the video clips as well. In addition, the

curiosity of the unexpected short videos views. The

process of designing using a collection of atoms

(Mora, Riera, Gonzalez, & Arnedo-Moreno, 2015).

This approach could be applied for gamifying

education and motivating students to achieve

complicated tasks or to keep their attention by

innovative designs. With the micro design approach,

the process is simple and more straightforward to

divide the course into units or modules; which have

small chunks of micro content. On the same note,

Yousef, Chatti, & Schroeder (2014) highlighted the

need to design “Self-Assessment utilized short

https://www.tiktok.com

quizzes to help participants formatively assess their

own learning”.

Thus, a good micro-design process requires a

rigorous analysis of content (Ronsivalle & Metus,

2005). Micro content “relates to a single internet

resource, which can be referenced directly by a URL,

and may consist of a slide of a presentation, parts of

an animation sequence, an interview, a test

question….These contents all relate to entities below

the course or lesson level” (Kerres, 2007). Every

module may include some activities, mini tasks,

learning objects, short assignments in which the

gamification elements can be implemented in

different ways. As an example, Butgereit (2016)

aimed at gamifying mobile micro-learning through

enabling the QR code to connect to a short mobile

micro-lesson in less than two minutes to read on a

mobile which included challenge or mission and

game mechanics like onboarding, challenges,

rewards, and competition.

The reward system considers awarding the

students on the activity instead of the activities which

are categorized and separated on different milestones

instead of calculating the total points. The micro

gamification design isolates units or items like grade

book, assignment, mini-stories, syllabus, activity

while behavior changes are limited to the unit/item

level comparing to macro gamification which

gamifies the environment or the activities (Jones,

2014).

This approach is working with the other design

approaches accordingly and can be integrated with

them to design gamification applications. It looks at

the process from the microlens. This approach gives

each unit a unique design. It means that the game

elements may be varied in each unit or lesson besides

the strategy of playing, dynamics, and mechanics.

The design enforces the flow experience and

perceptions of gamification elements that motivate

and reward the response continuously and

immediately after answering the small chunks of the

assignment. It could reduce the cognitive load of

students. The design is directed from down to up,

from objects level to the course level counter to the

typical design practices.

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4 HOW TO APPLY MICRO

DESIGN APPROACH TO

GAMIFY ASSIGNMENT

This section demonstrates how to apply this approach

when gamifying learning assignments according to

the validated processes of gamification design. Most

of the gamification design processes in the literature

mainly include similar processes that emerged from

the conventional model of instructional design

ADDIE. Thus, we adopted the validate method with

the seven phases, which is comprehensive and

detailed of the main processes (Morschheuser,

Hamari, Werder, & Abe, 2017). The design processes

contain the following phases: (1) preparation, (2)

analysis, (3) ideation, (4) design, (5) implementation,

(6) evaluation, (7) monitoring. Gamifying specific

and particular educational context like gamifying

homework is one of the remarkable seeks which has

been addressed in the literature (Metwally et al.,

2019); (Goehle & Wagaman, 2015); (Hakulinen,

Auvinen, & Korhonen, 2015). Thus, we demonstrate

how to implement the micro design approach for

students’ assignments and showing the comparison

between the micro and macro approach (see

table 1)

according to our experience in gamifying homework.

4.1 Preparation

This phase starts with identifying the problem which

likely concerns with motivation and engagement that

evolve, defining the goal of gamifying assignments

besides the related conditions and the requirements.

The general educational objectives should be divided

into specific objectives (sub-objectives). The

outcome of this process is the objectives list from the

general objectives (macro level) to the specific

objectives (micro level). Thus, the objectives of

gamifying students’ assignments are more

concentrated and precisely defined to gamify an

exercise by applying specific gamification elements.

4.2 Analysis

It aims at analysing the context and users. The context

analysis in education will narrow down the analysis

scope to include the module level regardless of the

grade, semester, and course. The hierarchy analysis

includes the small component of the assignments that

likely is the target. The micro gamification approach

recognizes the context of gamifying the assignments

where gamification should be applied.

4.3 Ideation

The innovative and creative ideas are required to

promote the micro design into gamification

experience. It could necessitate developing new

methods and techniques to generate the ideas of micro

design when intending to design micro assignments

and come up with the gamification elements in an

attractive way.

Table 1: Comparing the Main Activities of the Design

Processes between the Macro and Micro Level.

Activities of

Macro level

Phase Activities of

Micro Level

General

objectives

Preparation

Specific

objectives

Start from user

needs

Existing

product design

The Macro

analysis of

context (Course)

Analysis

The micro

analysis of

context

(module,

concept, skill)

Using the

methods and

tools to find new

ideas

Ideation

Developing the

strategies and

tools for

generating ideas

Prototype of

designing

activities, tasks

Design

Prototype of

designing micro

activities, micro

tasks

Educational

Resources

Learning

Objects

Designing the

gameful

experience with

the gamification

elements

Developing the

gameful

experience with

the micro

gamification

elements

Unify

gamification

system

Implementation

Divergent

gamification

systems

Progression

stairs cycle

Engagement

loops cycle

Long cycles Evaluation Short cycles

Improvement list Monitoring Improvement

list

Effective

gamification

apps.

Result

Efficient

gamification

apps.

Long term Time Frame Short term

4.4 Design

This phase is the core of the micro design approach.

Gamifying Learning Assignments with Micro Design Approach

713

Designing the prototype of the gamified assignments

is a bit different as a result of changing the scope of

the design to the microlens. Indeed, we can develop

prototypes of micro tasks, micro activities, micro

exercises, which would be simple with claiming short

action of the students. It would be worthy of investing

the learning objects in the design of micro

assignments that have specific objectives and

reusable in different contexts. Thinking of the ways

of applying the gamification elements into the micro

assignments should be applied in the design of

prototypes, designing gamification mechanics in a

different way to fit with these assignments. In this

phase, it is crucial to come up with developing new

elements or advancing the way of applying these

elements, especially with a new approach. Planning

the use cases will be varied from the common

practices, including the users’ activities, actions, and

responses to the gamified system owing to the nature

of the micro activities.

Regarding the gameful experience, it is expected

that increasing the students’ motivation when they

answer the micro homework assignments, which is

different from the gamified homework in the macro

gamification systems. In other words, providing the

assignment with the micro approach would reduce the

cognitive load of students and perceptions of

gamification elements that motivate and reward

continuously and immediately after answering the

small chunks of the assignment. It could support the

learning achievement by completing the learning

assignments. This approach will encourage

developing new shapes of scenarios to serve the

micro gameful experience. Moreover, human

motivation and interaction, game design,

gamification system design, and psychology are

substantial knowledge for the instructional designer.

4.5 Implementation

In this phase, developing the prototype and use cases

based on the iterative procedures in the development

cycle, and thinking of the implementation tools are

crucial. According to the prototype of gamified micro

assignments, the development process will consider

the type of resources as well. H5P



is a free tool based

on JavaScript, aims to create, share and reuse

interactive content which may be embedded in any

platform that supports embedded content (iframes).

Seppo



is a promising online tool for creating

educational games to help the instructors for creating



https://h5p.org/

https://seppo.io/

educational tasks and developing gamification

experience for their students. These tools support

developing the gamification applications especially

with following the micro approach. It does not require

programming skills so the teachers and the beginner

users can create their applications easily. Regarding

the activity cycles shown in figure 1, both of Werbach

and Hunter mentioned that there are two kinds of

cycles, the engagement loops which can be described

at a micro level (what and why players do, and what

the system does in response), and progression stairs

which provide a macro insight on the player’s journey

of progression (Werbach & Hunter, 2012, p.94).

Managing the implementation is pivotal to follow,

and testing the design approach is essential. It can be

achieved by conducting the usability tests and some

experiments to detect the errors and bugs.

Figure 1: Activity Cycle (Werbach & Hunter, 2012).

4.6 Evaluation and Monitoring

It aims at assessing whether the developed

gamification micro approach attained the defined

objectives, and monitoring the implementation. It

applies the quantitative and qualitative methods aside

from the formative and summative evaluation

methods with considering the scope of the micro

level. According to the results of the empirical

investigation, the design will be improved with

iteration cycles.

5 THE PROPOSED MODEL

“SNOWFLAKE”

Snowflake model is a proposed model inspired by the

natural phenomenon “Snowfall” (Metwally, Yousef,

& Yining, 2020). Simulating what is happening in

this phenomenon could be embodied in the micro

approach. The Snowflake is an essential part of the

snow, which has different constituent shapes resulted

from the occurred combination. According to the

micro level analysis, the process of gamified

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714

assignment starts in the first phase from recognizing

the raw objects like quizzes, modules, learning

objects, and resources. Planning of the gamification

elements including mechanics, dynamics, and

aesthetics is required in this phase for designing the

prototypes which include the interfaces, functions,

and game elements. The second phase is the result of

combining the raw objects and gamification elements

in light of the prototypes which lead to micro

gamified task, activity, exercise, and assignment. At

this phase, the micro gamified assignments have been

composed. The micro gamified task or micro

gamified activity is simple and short with a specific

objective and reward mechanism. The central

gamified system is distributed to sub-systems for

managing the gamified assignments. The Snowflakes

or the micro gamified assignments could entangle and

form to another shape, which is the macro gamified

assignments in the third phase. Assembling macro

gamified items and objects could build a gamified

course. The design and development cycle might

work again if the snow melted and turned into the

original items of the row objects as shown in figure 2.

The proposed design model is not isolated from the

other gamification design frameworks and models; it

can be integrated with another approach like MDA

framework. This approach is constant and flexible, it

looks at the situation from the microlens with

reconstructing the design to be shorter and more

effective instead of long and monotonous.

6 FIRST IMPLEMENTATION

Based on the foregoing design principles, processes,

and the model, we implemented a preliminary

execution for gamifying students’ homework

regarding the micro gamification approach. We

targeted gamifying the homework of sixth-grade

primary schools in the English course of the first and

second semesters of the academic year 2019/2020 in

Egypt. We divided the homework of the course into

independent and separate units, each unit divided into

objects. The micro gamification design approach has

been applied to unit five and unit six, which focused

on the micro exercises of the homework. This

implementation resulted from students’ feedback of

previous iterations of gamified homework exercises

which indicated to the long players’journey of the

gamified assignments. We achieved unit five and

collected the feedback and reflections then we

developed unit six in light of these concerns for

improving the design, and for our desire of promoting

the homework as an enjoyable task and simple to

overcome the negative attitudes of perceiving

homework assignments (as presented in figure 3).

The gamification system of these units is independent

of the primary system for each unit, where the

calculation reward system is not connected and

consecutive. The advantage of using this approach is

that the students could answer the exercises without

thinking of their score in the last units, especially the

Figure 2: The Proposed Model “Snowflake” (Metwally et al., 2020, in press).

Gamifying Learning Assignments with Micro Design Approach

715

Figure 3: Examples of the micro gamified exercises.

low achievement students if they failed to collect

points and badges. Completing the homework is more

interesting because the micro assignments give the

feeling of the easy task with the inspiration of

collecting more points when answering more

exercises, taking into consideration the availability of

editing the answer for enhancing the score. The

gamification elements like badges, leaderboard,

levels, challenges, locked items, and feedback make

the learning assignments more enjoyable. It can

promote extrinsic and intrinsic motivation.

After developing the English units, we invited the

English teachers and some researchers to use and test

the treatment. This test was useful to track any

possible errors during their use and for collecting

feedback for enhancing the design. It has been

observed that some researchers were enthusiastic

about collecting the maximum number of points and

keen to answer the questions many times to advance

their score if they answered wrong.

As a result, they appreciated the design and

expressed their positive comments in the gamified

homework. The English teacher expressed an

appreciation of the homework design. Thus, we

achieved the implementation with (14) students of

sixth-grade primary school. We invited them with

supporting of the teachers to complete their

homework on the platform and respond to the

questionnaire. The findings resulted from students’

feedback on the platform beside their responses to the

questionnaire. The most significant finding showed

that the micro design approach has reinforced the

perception of motivation, enjoyment, and satisfaction

with completing the gamified homework. Below are

the positive comments made by the researchers, and

the students.

“I liked these exercises. Especially their simplicity

and attractive design. Questions in each unit were

given accordingly matched for their topic.”

“This app is very good I love it so much. I think I get

all the badges. I had some fun while I did it. Thank

you very much.”

“It was very motivating and innovating. Keep adding

more tasks.”

“I like these exercises. I got badges. I really enjoy

doing homework. I like all the parts.”

“I liked very much. Badges were nice. I enjoyed doing

the homework.”

7 FINAL REMARKS

This work presented a micro design approach for

designing gamification of learning assignments,

resulted in extracting the procedures of gamifying the

assignment with the micro design approach, and a

proposing a conceptual design model called

“Snowflake”. The approach is based on the micro

insight of designing and delivering the gameful

experience besides the assumption that the motivation

and achievement rates can be increased if we divided

the gamified task into gamified small tasks. It gives a

great value to the small components and simple units

for achieving the objectives gradually. The

“Snowflake” model is based on the notion of

combining the raw resources and activities with the

gamification elements to form a micro gamified

experience, which combines many items that lead to

gamified assignments on the macro level. Then, it

could be moved to the raw shape again in a cycle. We

followed our approach with a pilot and initial

implementation of the gamified assignment. As future

work, we consider the expansion of the execution of

different learning activities and contexts. The

validation through implementing the proposed

approach and investigating the results is worthy of

considering in the future.

ACKNOWLEDGEMENTS

The authors would like to thank Northeast Normal

University for providing initial funding for this study.

GonCPL 2020 - Special Session on Gamiﬁcation on Computer Programming Learning

716

We are also immensely grateful to Seppo team for

their helpful advice on various technical issues and

providing us with an open license with unlimited

usage during our investigation.

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