=Paper=
{{Paper
|id=Vol-3804/short2dc
|storemode=property
|title=Ontology modelling for gamification of feedback in higher education: Integrating game elements through the MDA framework
|pdfUrl=https://ceur-ws.org/Vol-3804/short2dc.pdf
|volume=Vol-3804
|authors=Tomas Novotny
|dblpUrl=https://dblp.org/rec/conf/bir/Novotny24
}}
==Ontology modelling for gamification of feedback in higher education: Integrating game elements through the MDA framework==
https://ceur-ws.org/Vol-3804/short2dc.pdf
Ontology modelling for gamification of feedback in higher
education: integrating game elements through the MDA
framework
Tomas Novotny1
1
Prague University of Economics and Business, nám. Winstona Churchilla 1938/4, Prague, Czech republic
Abstract
Gamification is a broad topic that is being discussed in many areas, with a large increase in the volume of research
after the COVID-19 pandemic. Together with the ongoing digitalisation of almost everything, gamification has
its solid ground in all scales of different areas as well as in the area of higher education, where this paper belongs.
As gamification becomes more popular, the quality of its outcomes may deteriorate. This paper proposes the
connection between gamification and game design by proposing an ontologically based model for classifying
game elements based on the Mechanics, Dynamics and Aesthetics (MDA) framework. This theoretical model
linking these two fields should provide a clearer tool for selecting the right game elements during the gamification
process. Together with this theoretical model, the ontology model of feedback in higher education is proposed.
Finally, the case study is designed to verify the theoretical model of connections between gamification and game
design by using the proposed model within the process of gamification feedback in higher education in the
form of a gamified application. Furthermore, the link with the Gamification Tutoring Ontology (GaTO) model is
proposed to further advance research in this area. With this theoretical model created and the validation method
proposed, the next step of the research would be to carry out the validation with the case study designed in this
paper.
Keywords
ontoUML, gamification, higher education, MDA framework, game elements, GaTO
1. Introduction
The concept of gamification is a popular concept used in various fields stretching from general business
to education. Not so explored is gamification used in the areas of higher education and especially in the
area of feedback process in the field of higher education. In general, when talking about gamification,
we are talking about using game principles and game elements in different contexts than in games. We
can use the definition by Karl Kapp [1] to fully grasp the basic principle of what gamification is about.:
“Gamification is using game-based mechanics, aesthetics and game thinking to engage people, motivate
action, promote learning, and solace problems.”
The primary goal of this paper is to establish a theoretical connection between game design and
gamification by proposing an ontology-based categorization of game elements, utilizing the MDA
framework from game design theory. Additionally, it aims to outline the foundational ontology of the
feedback process in higher education. This model characterizes the elements used within feedback and
explores the potential for gamifying this process.
The formulated research question in the paper is the following: Is a game design framework such as
the MDA framework usable in designing game elements in the gamification process?
The gamification should incorporate game elements characterized by the proposed MDA framework-
based categorization. Models are based on the principles of the ontoUML modelling language designed
by Guizzardi [2] and created with the help of using OntoUML lightweight editor as a modelling tool.
Since the OntoUML modelling language specializes in describing ontologies and is based on the UML
language, it has been chosen for model creation.
BIR-WS 2024: BIR 2024 Workshops and Doctoral Consortium, 23rd International Conference on Perspectives in Business Informatics
Research (BIR 2024), September 11-13, 2024, Prague, Czech Rep.
$ novt12@vse.cz (T. Novotny)
0009-0008-7036-6231 (T. Novotny)
© 2024 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR
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Workshop ISSN 1613-0073
Proceedings
The benefit of the proposal of an ontology-based categorization of game elements utilizing the MDA
framework is in the novelty of the approach, which connects the gamification area with the game design
area on the theoretical level in the deeper understanding of used game elements in the gamification
process. The importance of closely connecting gamification with game design is clear to many authors.
[3, 4] The reason is to maximise the benefits of gamification while minimizing the possible harmful
effects.
The motivation for undergoing this process is to enhance understanding of the mentioned game-based
mechanics and elements and to develop a comprehensive framework for gamification of the higher
education sector. This framework is intended to serve as a set of recommendations for implementing
gamification in higher education to boost student motivation and outcomes. Moreover, the framework
should be applicable across various fields of higher education and be more general in nature. Therefore,
the ontology-based conceptual models for describing the mentioned terms could provide valuable
insights in the future.
2. Gamification in higher education
Gamification is described by many definitions and theories. In this paper, the theory by Karl Kapp [1]
used in the introduction part is used. Several studies were published on the effect of gamification in
the field of higher education. Usually, a case study is created with an experimental verification part
conducted in order to prove the benefits of gamification in university studies. As an example, the field
experiment by Welbers [5] and colleagues can be stated. The tailored feedback is being used there as a
feature to increase the engagement of students.
Great overview of work published in the field of gamification is provided by Subhash and Cudney [6]
in their systematic literature review. This review identifies key frameworks and usages of various game
elements.
In detail, the domain this paper is set into is higher education and its gamification. More precisely, it
is the feedback process of higher education and the possible gamification usage in this process. The
benefit of the formal representation of gamification used in higher education feedback is a clearer
overview of the possible automation of this process with the use of gamification. Thus, the overall
improvement of the process.
2.1. MDA framework and game elements
MDA framework is a framework used in the game design process. The MDA stands for “mechanics”,
“dynamics”, and “aesthetics”. MDA represents a formal approach to understanding games. This approach
attempts to bridge the gap between game design, game elements and their development and technical
game research and criticism. [7] By shifting across the three levels of abstraction within MDA framework,
we can grasp how game systems behave dynamically. Viewing games as dynamic systems aids us
in devising methods for iterative design and enhancement. This approach enables us to mitigate
unintended consequences and adjust for desired behaviour. [7]
Game elements are basic principles of gamification since gamification can be defined as the usage of
game elements outside of the game environment [3]. Using the theory proposed by this framework
in the gamification process could prove highly valuable. The main contribution of this paper is the
proposal to categorize game elements based on the MDA framework theory. This can facilitate a
stronger connection between gamification engineers and game designers at the theoretical level. Since
it would provide a theoretical connection between gamification and game design itself, it would provide
a basis for further research in the area of connecting gamification with game design.
2.2. Feedback in higher education
The general topic of gamification in higher education is refined into the field of university feedback.
Adcroft [8] suggests that university students and their tutors hold different perceptions of feedback.
Based on these different perceptions, it is valuable to describe the university feedback model by the
ontoUML model. OntoUML is selected because the possibility to define the basis of the ontology and
display basic characters of used terms within the feedback concept in higher education. There are not
many articles describing gamified feedback, but there are papers touching ICT supported feedback
processes such as the following:
• Description of online tools for feedback [9]
• Online vs Offline feedback [10]
• Digitize feedback process [11]
Based on those papers it is safe to say that ICT is a valid tool to be used in the support of feedback
processes. What remains a possibility to improve is engagement in filling out the feedback and handing
it over. If gamification is a valid tool to be used to increase the engagement of the feedback process and
overall motivation to provide meaningful feedback, it is still a problem that needs to be fully understood
and described.
3. Conceptual and ontology modelling
In this paper, conceptual modelling is employed as a principle. To correctly understand it, the following
definition was considered:
"Conceptual modelling is the activity of formally describing some aspects of the physical and social
world around us for purposes of understanding and communication. Such descriptions, often referred to as
conceptual schemata" [12] The aspects of the world around us, in terms of this paper, are the gamification
elements and the feedback elements described in the forms of ontology-based models. Conceptual
models, in general, allow us to describe and represent different parts of the real world. They can be
utilized to enhance understanding of a problem and facilitate communication about a specific problem
or area [12].
3.1. OntoUML
OntoUML is an ontologically well-founded language for conceptual modelling based on Ontology,
developed as an UML extension using Unified Foundation Ontology (UFO). Its origin can be traced back
to Giancarlo Guizzardi‘s PhD thesis: “Ontological Foundations for Structural Conceptual Models”, [2]
where UFO was introduced and applied to improve a part of UML 2.0. metamodel for better conceptual
modelling and domain ontology engineering.
OntoUML has been extensively utilized by academic, corporate, and governmental organizations
worldwide for creating conceptual models in diverse fields. It has been considered for the OMG SIMF
(Semantic Information Model Federation) [13] Request for Proposal and is explicitly recognized as the
basis for the "Data modelling Guide (DMG) For An Enterprise Logical Data Model (ELDM)" initiative.
Additionally, the fundamental theories that underpin OntoUML have influenced other widely-used
conceptual modelling languages, such as ORM 2.0.
4. OntoUML models and discussion
In the following part, two ontoUML models were created. The model for the general feedback process
in higher education was created. This model was enhanced by gamification and how gamified feedback
can influence the model. The second model is dedicated to game elements and their characterisation
based on the MDA framework used mainly in the game design.
4.1. Gamified feedback model
The first step in developing an ontology-based model for feedback in higher education is to define
relevant terms for inclusion in the model. These terms can be categorised into two groups: feedback-
related and higher education-related.
The identified terms in the first group are the following:
• Feedback
• Personal feedback
• Academic feedback
• Gamified feedback
• Positive feedback
• Negative feedback
• Neutral feedback
• Gamification element.
The second group is represented by the following terms:
• Student
• Tutor
• Person
• Study
• Academia.
Figure 1: Fragment from the OntoUML Org Ontology (O3) by Marek Suchanek
Based on those identified terms, the ontology model of the feedback in the area of higher education
was created in figure 2 by author. This model describes how feedback is being filled from students’
perspectives towards their tutors. It identifies students and tutors as roles of the kind identified
Figure 2: Gamified feedback
as a person. Those roles are connected together by the common relator, which is study, and they
are part of the common collective, which is academia. Another kind the feedback was identified as
a kind representative of a second group of terms. Feedback also connects students and tutors by
characterisations since one gives the feedback and the other receives it. The feedback modes were
specified regarding an example by Suchanek in ontoUML specification in figure 1 [14]. In similar sense
the feedback is defined with joint generalisation into one general feedback mode that is connected to
feedback kind via characterization.
Feedback is divided into several subkinds, such as personal or academic feedback, and it has several
modes, such as negative or positive feedback. In this group of modes of feedback, they are connected
together and only one of them can be used at the same time. On the other hand, there is also a second
mode group which contains only one mode of feedback that is gamified feedback. So even though
feedback can always be gamified, it can only be positive, negative or neutral. The key mode that is
described here is sole standing gamified feedback. This feedback mode is powered by game elements
represented by another kind called game element. This gamified feedback is connected with the
student’s role through characterisation. This characterisation should represent the student’s motivation
to provide feedback towards the tutor, that is increased by gamification used in gamified feedback mode
(thanks to the game elements).
This model provides an overview of feedback in higher education and the influence of gamification
on this process. Gamification is characterised by gamification elements that are also described in the
following model.
4.2. Gamification elements classified by MDA framework
The MDA framework described in the previous part created by Leblanc and colleagues [7] is a valuable
tool to assess the gamification frameworks and to design games. The assessment of gamification
frameworks by the MDA framework was already done in some papers. For example, Kusuma [15]
and colleagues looked at several gamification frameworks and tried to assess them using the MDA
framework. They found out that the best way forward is to use mechanics and dynamics to boost the
aesthetics to the maximum in order to boost motivation and engagement. For example, giving in-game
Figure 3: Classification of game elements based on MDA framework
points and rewards in the form of badges or trophies could give students a sense of achievement and
greatly increase their motivation to use the app and, at the same time, learn the subject. The global goal
here is to substitute money-based motivation in processes where it is not possible.
The main proposal here is to use MDA framework to describe game elements used in the gamification
process. The ontological model of game elements and their categorisation was created to achieve this.
In this model in proposed in figure 3 by author, game elements are stated as a collective of elements
used in gamification. This collective contains 3 kinds:
• Mechanics element
• Dynamics element
• Aesthetic element
Each of those kinds is also related to several subkinds that are the concrete types of game elements.
Since concrete elements may always differ, the ontological conceptual model makes sense in this case.
To display the general overview and connection between game elements categories. The categories
proposed in the model reflect the three components of the MDA framework. During the gamification
process, this classification should guide the selection of game elements to address various aspects
of a non-game environment. Each element corresponds to a different pillar of the MDA framework,
representing diverse user perspectives on the process. The benefit of this approach is the minimization
of incorrect game element selection within specific subprocesses of the gamified process.
Interesting discussions can revolve around the term "game elements." In the initial model of the
feedback process in higher education, this term is referred to as "kind." However, in the model of
game elements, it is generalised into the “collective”. Kind is described as a representation of rigid
concepts that provide an identity principle for their instances and do not require a relational dependency.
However, the «Collective» construct is also used to represent rigid concepts that provide an identity
principle for their instances.[14] By those descriptions from ontoUML documentation, it can be seen
that both constructs can describe similar things. Thus, it depends on the context in which the model is
created.
The GaTO model seen in figure 4 [16] (Gamification Tutoring Ontology) already proposed the usage
of dynamics and mechanics in terms of gamification and game elements. Dermeval and colleagues [16]
created an ontology dedicated to gamification in tutoring systems. In this ontology, they stated game
element terms to be generalised from Mechanics and Dynamics. However, they are not concerned with
aesthetics in this model, and they are not working with the MDA framework at all. For further research,
it could be valuable to add aesthetics based on the MDA framework also into the GaTO ontological
model together with the authors of GaTO. Instead of the Aesthetics, they are using “Components”
Figure 4: Gamification tutoring ontology by Diego Dermeval and his colleagues
described by Werbach and Hunter as more specific forms that mechanics or dynamics can take. [17] So,
taking the MDA framework into account and connecting it with the GaTO and general gamification
theory can be a valid way forward.
5. Verification
A case study is proposed to verify the connection between gamification and game design. Although
the case study has not yet been executed, its design is detailed in this section of the paper, and future
results are pending.
The objective of the case study will be to verify the proposed connection between gamification
and game design; a case study is designed to evaluate the effectiveness of game element selection
based on the MDA framework classification. The focus is on enhancing user motivation to provide
feedback through a mobile application used by university students. A mobile application designed to
provide feedback to university tutors has been selected for this case study. The goal is to increase user
engagement and motivation to complete feedback forms by integrating game elements. The selection
of game elements will be guided by the proposed MDA framework classification. Each category of the
MDA framework will be addressed by a different game element to meet the varied expectations of users.
The reasoning behind the selection of these elements and how they fit within the MDA framework will
be detailed in the subsequent sections of the case study.
The final step of the case study involves qualitative research, specifically through focus groups
with university students who use the application. These focus groups will compare the gamified and
non-gamified versions of the app. Additionally, the students will compare the gamification proposal
based on the MDA framework with a proposal that does not use this framework. This comparison will
help assess the effectiveness of the MDA framework in guiding game element selection for gamification.
The case study aims to provide insights into the effectiveness of using the MDA framework for
selecting game elements in gamification. It will evaluate whether this approach better meets user expec-
tations and enhances their motivation compared to a non-framework-based gamification strategy. The
findings from the focus groups will be used to validate the proposed connection between gamification
and game design, pending future results.
6. Conclusion
This paper is dedicated to conceptual modelling and ontological modelling of gamification and feedback
in the area of higher education. In the first part, the ontological and conceptual modelling theory is
outlined. Models are created using ontoUML notation and created in OntoUML lightweight editor.
In the second part of the paper, the feedback process is discussed, with the possibility of gamifying
this process in order to increase the engagement and motivation of students to provide feedback to
the university. The second model is dedicated to game elements and their categorisation. Since game
elements are an essential part of gamification, it is important to categorise them and formerly display
them. The MDA framework is proposed to be used as an outline of the categorisation of game elements.
This has not yet been done in any papers, but similarities were found in the Gamification Tutoring
Ontology created by Dermeval et al.. The proposal of using the MDA framework seems to be promising
since it links game design theory with game elements as a crucial part of the gamification process.
In conclusion, the theoretical answer to the stated research question in the introduction part of the
paper is that the MDA framework is indeed a usable concept in designing and selecting game elements
within the gamification process. However, this will need to be confirmed by the proposed case study
from the previous chapter.
In terms of further research, primarily the execution of the proposed case study should be done.
Also, the investment in creating a proper taxonomy of game elements and their categorisation is
recommended. Since there are several points of view on how to categorise them. The ontology model
proposed here can be used in this effort. Also, the GaTO or MDA framework or others can be used. The
potential connection of this model with the GaTO model could be possible by contacting the authors of
the GaTO model and discussing the ontology with them.
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