This technology allows app creators to make the tedious learning process hassle-free and entertaining. The importance of play in the educational process also has a scientific rationale; in this research paper, Pho and Dinscore support that brains make new synapses faster through game-based learning.
importance of play in the educational process has scientific rationale,
friendly digital helper is a good idea in digital products for children. Designing a virtual helper, cool and cute character that will help children to navigate through the product, can make the user experience smoother and more interactive.
You can use this insight as a base for online educational platforms for children. For example, include design elements that show progress and achievements.
What are some top UX design principles when designing for kids?Some important UX design principles when designing for kids are as follows. Simplicity and clarity Interactive and engaging elements Age-appropriate content Safety and privacy Consistent feedback and rewards
There's 5 in this list and there was 4 in the other - I think Safety and Privacy is the one additional but it's also in my proposal because I am concerned about it too.
These used to be part of a reward system
"Rewards" are extrinsic motivators - like the carrot and the stick. Make every session an Awesome Gym Day and let Ss reward themselves by achieving goals they set for themselves. Give them some autonomy and be patient with those who just want to play. They need time.
Anderson, Ian, and Wendy Wood. ‘Habits and the Electronic Herd: The Psychology behind Social Media’s Successes and Failures’. PsyArXiv, 23 November 2020. https://doi.org/10.31234/osf.io/p2yb7.
Both can be effective, but research suggests that extrinsic rewards should be used sparingly because of the overjustification effect. Extrinsic rewards can undermine intrinsic motivation when used in certain situations or used too often
while both [[intrinsic motivation]] and [[extrinsic motivation]] ca be useful, [[extrinsic motivation]] tends to rely on [[extrinsic rewards]]
[[extrinsic rewards]] should be used sparingly - they can undermine the effectiveness off [[intrinsic motivation]], they can also lose value over time if used too often - and at times, relying too heavily on [[extrinsic rewards]] can be seen as coercion or bribery
ads that reward viewers for watching them — the next step in its ambitious push towards a consent-based, pro-privacy overhaul of online advertising
Most people think of loyalty programs as an airline that gives miles to frequent fliers, a hotel that gives points toward a stay or a restaurant that offers a punch card incentive. While these may be called loyalty programs, I’ll argue that they are actually marketing programs disguised as loyalty programs. And while I don’t have a problem with this concept, we need to have a clear understanding of the differences between loyalty and marketing.
Nonetheless, the costs of disseminating one’s best work on an SDG are considerable.Academic success demands that scholars make contributions to the body of knowledge intheir research area. However, electronic outlets like SDGs provide little basis upon which tovalidate this success. SDGs have not been in existence long enough to instill confidence intheir institutional permanence. This is further complicated by ambiguous copyright law andcitation conventions, making the establishment of one’s claim to original ideas unclear.Unlike electronic journals, it is still unclear how institutional rewards will be distributed forthe kind of collaborative electronic scholarship takes place in ListServ-based communities.Unless lists gain more of a scholarly legitimacy, it is likely that little of traditional academicvalue, or that which can compete with the more traditional forms of scholarly production
Problem with listservs as academic dissemination means
Instead they would be dismissed as being a waste of a colleague's time, or as beside the point, or as uninformed, or simply as unprofessional. This last judgment would not be a casual one; to be unprofessional is not simply to have violated some external rule or piece of decorum. It is to have ig- nored (and by ignoring flouted) the process by which the institution determines the conditions under which its rewards will be given or withheld. These conditions are nowhere written down, but they are understood by everyone who works in the field and, indeed, any understanding one might have of the field is inseparable from (because it will have been produced by) an awareness, often tacit, of these con- ditions
On the role of professionalism in enforcing community standards:
[T]o be unprofessional is not simply to have violated some external rule or piece of decorum. It is to have ignored (and by ignoring flouted) the process by which the institution determines the conditions under which its rewards will be given or withheld. These conditions are nowhere written down, but they are understood by everyone who works in the field and, indeed, any understanding one might have of the field is inseparable from (because it will have been produced by) an awareness, often tacit, of these conditions
This is very applicable to scientific authorship
ntrinsic and Extrinsic Motivations: Classic Definitions andNew Directions
Ryan, R M, and E L Deci. 2000. “Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions.” Contemp. Educ. Psychol. 25 (1): 54–67.
addition, when the feed-back was administered in a controlling manner (e.g., saying that students per-formed as they “should” have performed), the effects were even worse (–0.78).Thus, Deci et al. concluded that extrinsic rewards are typically negative becausethey “undermine people’s taking responsibility for motivating or regulating them-selves” (p. 659). Rather, they are a controlling strategy that often leads to greatersurveillance, evaluation, and competition, all of which have been found to under-mine enhanced engagement and regulation (Deci & Ryan, 1985)
Control, surveillance, evaluation, and competition all undermine enhanced engagement and regulation [!]
ngiblerewards significantly undermined intrinsic motivation, particularly for interestingtasks (–0.68) compared with uninteresting tasks (0.18). I
Tangible rewards lower motivation
Extrinsic goals (i.e. trying to get a reward or avoid punishment) are most strongly related to mal-adjustive student behaviour in the poorest performing students. I.e. marks make the poorest students doubt themselves more, be less-likely to seek help, and more likely to cheat.
In addition to broad economic trends affecting domestic politics evenly, Fisher also notes the uneven distribution of effects stemming from intellectual property rights (1999, Sect. II. C.). The positive effects of intellectual property rights accrue strongl y to a small number of rights - holders (the paper assumes that there are no significant negative effects to rights - holders); for this reason, rights - holders have significant motive (and potentially greater means) to overcome the significant barriers to acti ve political lobbying.
the proposition that diverse motivations animate human beings, and, more importantly, that there exist ranges of human experience in which the presence of monetary rewards is inversely related to the presence of other, social-psychological rewards.
The first analytic move.