Andreas Janson
Thumbnail Image
Title
Dr.
Last Name
Janson
First name
Andreas
Email
andreas.janson@unisg.ch
Phone
+41 71 224 2592
Homepage
LinkedIn
Twitter
https://twitter.com/janson_andreas

Filters

3 1
4
Reset filters

Settings
Now showing 1 - 4 of 4
  • Publication
    Engaging Minds – How Gamified Chatbots can Support and Motivate Learners in Digital Education
    ( 2024-01-06)
    Dennis Benner
    ;
    Sofia Schöbel
    ;
    Andreas Janson
    ;
    Jan Marco Leimeister
    Blended and online learning is growing, and self-regulated learning is becoming more relevant. Most often, students struggle with organizing their own learning processes, lose focus or procrastinate. Keeping learners motivated and engaged can be a real challenge. Therefore, we present gamified chatbots as a potential solution. On the one hand, chatbots can provide a more engaging learning experience. On the other hand, gamification can provide motivational incentives to keep learners engaged and motivated. So far, not many studies have elaborated on how gamification can be effectively used to make a chatbot interaction more engaging or improve the learning experience. This study uses an experimental approach to distinguish how a combination of badges and a progress bar can support and motivate learners to stay engaged with their learning activities. We elaborate on the effects of gamified chatbots and support practitioners with guidance on how to design gamified chatbots in education.
    Type: conference paper
    Journal: Hawaii International Conference on System Sciences (HICSS)
    URL: https://hdl.handle.net/10125/106383
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/119074
  • Publication
    Gamification of Online Training and its Relation to Engagement and Problem-solving Outcomes
    ( 2019-08-09)
    Schöbel, Sofia
    ;
    Janson, Andreas
    ;
    Hopp, Jennifer Christin
    ;
    Leimeister, Jan Marco
    Online training to teach students problem-solving skills is becoming increasingly important. However, due to the complexity of such training, it is challenging to keep learners motivated and engaged in the learning process. One concept that can be used to motivate and engage learners is gamification. Gamification is about using game elements in non-game contexts. Research is lack-ing on which determinants of gamification promote engagement and improve problem-solving out-comes in learning. Therefore, the goal of our study is to analyze how gamification can impact engagement, problem solving outcomes and their related constructs such as motivation in IT-based training. To achieve our goal, we conducted a randomized experiment by creating a gamified online training program to teach students how to construct and develop value proposition canvases. The results of our study indicate that engagement is a central construct for explaining the effects of gamification on problem-solving outcomes. Our results contribute to theory by explaining the meaning and role of motivation, engagement, and their influence on the problem-solving skills learned by the students. We contribute to practice by offering suggestions regarding the design of online training programs and how to make them more motivating and engaging to learners.
    Type: conference paper
    Journal: Academy of Management Annual Meeting (AOM)
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/98352
  • Publication
    Understanding the Effects of Gamified Feedback in Mobile Learning – An Experimental Investigation
    ( 2018)
    Schneider, Tim
    ;
    Janson, Andreas
    ;
    Schöbel, Sofia
    Mobile learning, offering learning anytime and anywhere, is becoming increasingly important for learning in the working process or on-the-go. However, mobile learning may overwhelm the learner due to its use in physical environments and demand for highly motivated learners. Therefore, gamified feedback is a promising way to both motivate learners and drive learning success. Nonetheless, systematic insights are missing on how to design gamified feedback for mobile learning. To investigate how gamified feedback contributes to motivation and learning success, we first develop a theoretical model based on ARCS and cognitive load theory. Second, we propose an experimental approach to analyze the effects of gamified feedback on motivation and learning success. Overall, we expect to better understand the effects of gamified feedback in mobile learning as a theoretical contribution with our experimental investigation. Finally, we aim to provide practical implications for mobile learning developers on how to use gamified feedback in the learning processes.
    Type: conference paper
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/101555
  • Publication
    Type: conference paper
    Journal: International Conference on Information Systems (ICIS)
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/101576