Towards Increasing peer to peer and self-driven motivation and mental wellness
Contextual Gamification of a spatial
engagement platform for Srishti Manipal
Overview
A podcast about the project for a quick listen!!!
Abstract
The project documents our research into motivation and procrastination that led to conceptualizing of a spatial engagement platform via a video-mediated communication system- A platform for Srishti Manipal for productivity, creativity, wellness, and communication. This project was conceived as a means to find better modes of online engagement for university students who faced a lack of social collaborations, mental well-being during Covid 2020.
Music for your ears
Project duration
Two weeks
Project
Transdisciplinary research at
Srishti Manipal
Team
Abinaya Nagappan
Involvement
User research, Concept design, UX, Gamification, Art, Communication design
Introduction
In the last 20 years, technology has transformed our society, our daily lives, and even our economy. The screen can now give us access to multiple parallel lives within a virtual world. But these platforms often ignore the amount of screen time the users are exposed to and how it can affect their mental and physical well-being.
'Why can't I stay motivated to work on my goals that I so badly want to accomplish through online learning?", "Can online learning really affect the learner's motivation levels", "How do distance learning students feel motivated", "How can I stay motivated in these isolated times?", "Why can't my goals be like the assigned missions of a game"? "Can motivation be different from young students to learning adults?" These were the questions that put forth this area of research.
As adults, we live complicated lives with little time to participate in structured learning. Commitment and persistence are a few of the most difficult aspects of designing successful adult literacy training, given the amount of time and practice required to improve one's literacy skills. It is hard to keep striving for the set goals. We are required to keep learning, challenging ourselves, feel inspired, accountable and motivated. The challenge intensifies with online education and pandemic. For many of us, the new medium of learning, lack of structure, personal and mental struggles that may arise with coping with pandemics become factors. Not to ignore those students who thrive in learning through online mediums. Motivation requires our emotional, social, cognitive, and biological forces to come in a balanced state to drive our inner needs to take action.
"Motivation requires our emotional, social, cognitive, and biological forces to come in a balanced state to drive our inner needs to take action."
Questions
1.
How do people cope with procrastination?
Procrastination is something most of us have trouble fighting against. Those internal voices that desire to push deadlines need to be battled from within. Finding how people have developed a habit to overcome procrastination will be a good insight to my research.
2.
How does motivation differ between people?
Each individual has their own coping mechanism to battle their procrastination. Understanding what causes their urge to procrastinate will be insightful.
How can bonding with peers assist students?
3.
Humans are social beings. They rely on cooperation to survive and thrive. Understanding how online community cooperation can succeed or fail would be insightful.
4.
What are the different ways in which a community can help an individual to motivate themselves?
Once a community is engaged, they can come towards a common goal. Getting insights for this would help in creating a meaningful community space.
5.
How to gamify a community of students to deal with procrastination, feeling of loneliness, FOMO?
Learning how to incorporate game-mechanics to contexts that have not traditionally been game-driven.
6.
How can feedbacks motivate students to strive for better?
Feedbacks can foster long-term motivation. Learning how to incorporate that within peers would be helpful.
The process
Our process is based on the Double Diamond Theory and Design thinking process. We aim to incorporate the key phases of Discovery, Define, Ideate, and Implementation in the project.
Understanding the problem
Motivating college students who bring in hope and possibilities for building a better future but are currently unable to get the education they rightly deserve. This notion is what drew us to this idea, coupled with the fact that we saw Srishti students all around us being worried about their education online and how they can make the best of these self-regulated studios.
Most students felt the self-directed nature and the seriousness to which college implemented this - wasn’t understood. They felt a lack of
communal bond between the students. Finding commonality between peers and having to push limits and motivate each other was estranged.
From the insights we received and analyzed, it was clear that students were struggling to find the motivation within a space that offers so much freedom and hardly any regulation or even somewhat of a path to follow. We thought there was scope for building something that can help meet these needs.
"Finding commonality between peers and having to push limits and motivate each other was estranged."
User research activity
An empathizing activity was conducted to understand what drives motivation in students from Srishti Manipal, so as to be able to comprehend different people’s mindsets. We ensured to ask whichever Srishti student we met that: “What motivates you?”
This question may seem irrelevant, but to have someone in an unexpected context reply to this, did give us deep insights into what motivates students in a mostly online college platform.
The responses made us realize the many ways people find motivation; and the fact that we can’t have one solution that’ll work for everybody. There would be a requirement for creativity in this, enough so that there can be opportunities for multiple motivational factors.
Focus group user research
An affinity mapping session was conducted to synthesize the motivational triggers. Through the insights received we decided to conduct focus group interviews to understand their student journey. The goal of the focus group interview was to understand: "how people manage their motivation levels with online classes." Five students from Srishti Manipal masters were chosen for the interview. The question was asked over phone calls, and the interview took 30mins each. The answers were recorded and then analyzed to enable further insights.
Some of the guidelines we used to create the questions:
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Respect the privacy of the students.
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Begin by explaining the purpose of the interview.
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Address the value of the data collected and how it will be
used. -
Make the student comfortable to open up by carrying out
an ‘ice breaker’ exercise. -
To not interrupt the flow of the participants' thought process
while they talk. -
One should ask questions and the other moderator
should take down notes. -
Moderator may probe for an extra question if they feel
that the participant could give more insights or clarify. -
Interesting quotes must be captured during note taking
Insights
Wellness team Interview
To gain insights regarding mental wellness during a pandemic, we prepared a set of questions to ask a member of the Srishti Manipal wellness team. The image on the right shows the brainstormed questions.
We got the opportunity to have a discussion with Rebekah Athaide, a Psychological counselor. During the conversation, more questions arose.
Speaking to her, led to the following insights.
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Consultations by students to the wellness team for issues have increased during the pandemic.
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Pre-covid the consultations peaked during exams, project submissions, etc. Now, the pandemic has contributed to mental stress through a variety of factors: environmental, personal, or family issues, stress, sadness, anxiety, etc.
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Some students are struggling due to the pandemic and the anxiety that this has caused, while others are just thriving in this freedom and reduced amount of work in terms of traveling, dressing up, etc. But this defers between individuals.
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We are social beings, we are likely to feel lonely. This is because more than just random social interactions (which are also important for humans), the quality of these interactions matters.
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Loneliness vs Time alone: A lot of individuals are able to thrive in the pandemic. This is because of the freedom that’s offered by working from your laptop screen. Pre-covid people are busy with their lives, social lives, jobs, traveling, etc that they miss out on their time alone. Since not everyone is meeting people in person due to covid and can attend their classes or work online, they are able to carve out more
time for themselves.
What we learned thereafter
To understand motivation, its triggers, we started researching behavior science, types, and components of motivation, psychological theories including, 'Incentive theory motivation', 'Self-determination theory', 'Cognitive evaluation', 'Goals content', and 'Flow theory'.
We also tried to learn strategies to understand motivation and procrastinations such as 'the overjustification effect', 'Snowball effect', 'Power of clarity', and 'Journaling'.
Gamification
Questions we have:
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To what extent gamification and social elements improve user motivation and lead to short-term positive behavior change?
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Intrinsic motivation and individual goals can enhance short-term positive behavior change. How do we implement intrinsic motivation through the app?
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How to achieve a social UX strategy to drive a positive behavior change through gamification?
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Does Gamification add value to UX?
Octalysis framework (For human-centered
gamification and behaviour change)
Octalysis framework by Yu-kai Chou contains 8 core drives. Human motivation and decisions can be traced back to one / more of these core 8 drives. It is used to gamify contexts and bring some required sense of play and fun into these apps.
Couple of ways we will implement Octalysis within our feature list:
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Clans: To appeal to the social influence and relatedness factor, by being part of clans people are motivated to think beyond themselves and work on Group Quests (GT #22), & conformity anchors (GT #58) which is a gamification technique to influence behavior change.
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Group chat: This would be a way to implement Watercooler (GT #55) where just for the chance of talking to people, one would open this app and possibly meet project partners and friends.
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Progress bar: The progress bar (GT #4) is a way to get people excited about completing a task and the recurring showcase of this would get them psychologically motivated.
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Badges: Achievement symbols (GT #2) are a great way to make someone feel rewarded when they achieve a win-state, this should not be overdone and should only be triggered when an appropriate level of effort / large task was completed.
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Avatars: In the Empowerment of creativity and Feedback, meaningful choices (GT #11) are one way to make someone feel intrinsically motivated and keep them interested since the choices they made
reflect who they are. -
Feedback: Instant feedback is a great way for someone to care about the tasks and their importance it (CD #4).
A brief of the above mentioned learnings
Having understood pain points from students, from having spoken to the wellness team, and with the research into areas of motivation and gamification: we started to ideate on what all could be possible ways to solve the problem that students were facing. From our research, we knew that young adults felt the loneliest, out of everyone else during the pandemic. This combined with the fact that people find both intrinsic and extrinsic motivation triggered while attempting to feel social bonds and relatedness to others; made us want to involve this ‘social’ aspect strongly in our solution.
Our research into Octalysis and behavioural design helped us look at Gamification beyond just points and how that can bring about behavior change. So we agreed to keep these two elements at the core of our solution. Considering how the pandemic pushed everything to be digital, we felt this was the only way to reach people in a safe way. We also felt a digital solution can easily supplement the academic situation. After jotting down several random ideas, we felt drawn towards creating a spatial engagement platform for the students of Srishti Manipal.
The following image shows our ideas and reviews given to each other.
Through research and learning, I was able to look much deeper into the underlying reasons for procrastination and motivation. Here are few areas of learning I gathered through the project:
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Education has become easier to reach than in the olden days through applications that deliver an entire curriculum to the students over the internet. But these applications often fail to understand the importance of building cohorts, having peer-to-peer engagement for personal and professional growth.
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Remote collaboration and learning is not a new thing. We always had to work or collaborate with peers virtually, but not that often as it, during the pandemic. Researchers say that this work engagement is not going to disappear but would be translated to a more hybrid environment. Students can spend time virtually together when circumstances don’t allow them to meet physically.
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Individuals have various reasons why they procrastinate. When we procrastinate, there is internal resistance in addition to the external time constraints. It could be the anxiety of the task itself, fear or self-doubt, and lack of motivation.
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Community spaces have the power to impact members and individually through a journey of healing and resilience. It can help assist in motivation.
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Research and learning types of psychological theories of motivation; ‘Incentive theory motivation', 'Self-determination theory', 'Cognitive evaluation', 'Goals content', and 'Flow theory'. Learn strategies to understand motivation and procrastinations such as 'the overjustification effect', 'Snowball effect' and 'Power of clarity'. Gamification principles and framework; The Octalysis framework for human-centered gamification and behaviour change, Human-focused design as opposed to function analyzing how gratifying elements are adopted in apps like Discord, Cred, Reddit, and Stack overflow and the seven principles of behavioural change by Margaret E. Morris.
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Our bodily movements organize themselves based on the normative standards of the context we are in. Our natural body movements and actions during remote collaboration and work have affected our mental and physical well-being. They are interrelated. But we tend to judge our mental and physical well-being just based on the experiences within the screen. Shusterman in his monograph Body Consciousness: A Philosophy of Mindfulness and Somaesthetic argues that improving one’s somatic consciousness through introspective body awareness has ameliorative(improvement) potential in terms of knowledge, performance, and creative self-fashioning. Soma talks about perception through an active body. It emphasizes the importance of movement. Learning to hone our experience through understanding somaaestheics and movements can help us shape the experience we have with digital devices.
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Individuals feel more relaxed, calm while performing physical activities. Participants feel a halt in fruitful communication and team-building activities between peers. Online work or remote collaboration is not as personal as how it is now. There is no personal touch to it as the only reason you talk to peers is for getting the work done.
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Gamification has been criticized to only deliver extrinsic motivation, but that's not true. It can aid or assist in developing intrinsic motivation. Today’s education system and work style push students or employees towards extrinsic motivation which narrows down their focus to choose an easier direction. Giving autonomy, mastery, and purpose is necessary. Applying identified and integrated regulation motivation can help foster intrinsic motivation
Spatial engagement application
A virtual realm over our physical world. The user enters the pixelated virtual space in their avatars to track their goals, foster relationships, learn, communicate, to hone their mental and physical well-being as they collaborate remotely. The realm comes packed with features customized for the student body and faculty.
Brief description of the featured apps:
Dojo: A space for holistic mental and physical well-being.
Goalscapes: There is an increase in procrastination among students who are working or attending classes remotely. The feature will help them to stay track of their project goals and milestones. Visual aid and gamifying elements to support their initiative.
Charter: A visual map of the user’s areas of interest, inquiry directions, or project phases that can be customized. Each territory has maps that show goals and milestones set by the user.
Clans and clan room: The users have an option to be part of a clan or to be solo. Clans will have clan room. A cohort to always get back to, to motivate each other, to have a sense of closeness
Curated: Space for showcasing students and faculty projects. In this space, students can give and receive feedback. They can set a time of visibility for their projects.
The Break room: This space encourages peer-to-peer communication and engagement. Users can create various channels to communicate with peers. Users can share invites, job vacancies, posters on the notice board, a whiteboard where students can post an idea for a project and pass it on to others in the activity room to add or develop more to it, a fun activity that can help students find peers with similar interests and interesting ideas. Collaborative spaces provide the users with various activity kits designed to cater to team-building, sprints, and collaboration. The kits would be designed on Miro or would have collaborative activities that break away from the screen.
Study halls: A space to learn and collaborate together. Users can customize their study table to various modes where they can create private channels to study with peers together-silently or collaboratively. This provides a sense of togetherness during isolated times.
Hall of fame: A space that showcases projects of Alumni. Current students can find the contact information of the alumni.
Interaction and elements
Here are a few of the interaction and actions of elements in the interface:
Object Interaction: Press the' x' key to interact with objects. The objects of action will glow once the user goes near so as to show that the object is interactive. The letter 'x' on the keyboard is a common keyboard shortcut used in games to interact with objects. An option to highlight all the interactive elements on the screen for faster recognition
Avatar movement: The users can move using the arrow keys or making using of the alphabets ‘WASD’. They can also pint and move with the mouse. The avatars when interacting with chairs, benches, or other seating areas, automatically sits. Users can also reach destinations fasters using the mini-map.
Minimap: A tool on the navigation panel to access the list of destinations to be able to summon avatars there. Areas set to private mode will not be overridden by the function.
‘Built’ and objects: The user is provided with templates of objects that can be placed on the map or duplicated for further use. The objects can only be placed by: the facilitator or the moderator.
Owners: Facilitators can have control of creating spaces for workshops, changing the layout. They can also assign students to create, edit and take ownership of spaces for the entered amount of time.
Moderators: Moderators have all controls in the Space Preferences and Space Access tab, and can also add other moderators.
Students: Students have autonomy over their avatar and the actions they do. They can enter spaces dedicated for them but will require access to private spaces. They can create their own workspace with fellow students in the designated area given by the moderators. They have control over the objects they can place in the spaces they have access to.
Video and audio: If the user's camera is turned on, they can just start a conversation by walking next to other avatars, just like a real-time meetup. There is no need to make people join a session. Which usually takes more time. Here the call automatically turns on when close to other avatars. The users have the option to turn off the automatic video, as it depends on the privacy and time of need. The users can also switch off their cameras or mute themselves. User's don’t feel at ease when they switch on their cameras. Not everyone is comfortable enough to share. The application tries to make people feel comfortable over time to meet and greet each other through their videos just like a real-time engagement. But it is still the user's choice if they want to or not. The audio works in a similar way, the user has the option to turn on or mute themselves.
Chat: The chat feature lets the user communicate with nearby avatars or users in an entire space or to all members based on the setting activated .(this message appears near the avatar and on the chat screen of the space). Users can also set the visibility timer and have the option to delete their own messages. Users can also start private conversations. The chat feature lets the user communicate with nearby avatars or users in an entire space or to all members based on the setting activated. They can also set the visibility timer and have the option to delete their own messages.
Emojis: Emojis make faster communication. The user can use emojis to communicate with surrounding avatars.
Avatars: Each avatar can be created during the onboarding session. Users have a profile page where they can give a description about themselves, links to their work, the course they are in, their hobbies, pictures, etc. Clicking on a nearby avatar can let the user view their profile. Kept in mind for inclusion of Indian attires. User can add their image to their profile but the main representation of the user would be their avatar
Low-fi avatars
Tabebuia and the yellow flame tree:
Tabebuias and Yellow flame trees aka 'Peltophorum pterocarpum' are few of the most common trees in Bangalore. I wanted the trees that are used in the platform to be the ones that are commonly found near the college. The Tabebuias are painted in pink, lavender, and yellow making the city look beautiful. The yellow flame trees are Bangalore’s Gulmohar – or mayflower trees that bloom yellow or red flowers, making an area look like it's carpeted in red or yellow from a top view.
I wanted to add these trees because due to economic growth and urban expansion, trees providing shade are being cut down and swept away. A reminder to preserve what's around us. I have also created gifs, which is visible on the website.
Dojo
A space for holistic mental and physical well-being. The features within Dojo encourages peers to share their personal thoughts to de-stress themselves, build a community that detaches the stigma attached to mental issues, 'break' feature that reminds users to take breaks and giving them activities, they can consider while they take a break that can help in their mental, physical well-being and motivation. The students can also connect with the wellness team through the space.
Features of dojo:
The tree of growth and prosperity: Interacting with the tree shows the dojo feature that lets user tackle their procrastination through tips through the provided suggestions, activities, routines etc. The wellness team of Srishti can contribute the content in this sphere. An option to pick a random activity suggestion for the day. This is created so as to give a sense of unpredictability and avoid taking time to browse through the content.
The seating area of Dojo: A user can sit in the group therapy areas for letting out their mental stresses. The wellness team can conduct sessions in the area for students.
Signpost: Interacting with the signpost shows the user the description of the space allotted.
The wishful Fountain: Users coming to the dojo can interact with the fountain to add a note of resolution that is private for their view only. They can come back to view all their resolutions there.
The carpet: A curated space of mindful movement, meditation, and natural fitness. Interacting with the carpet provides the user with various set of physical activities they can do from anywhere for a healthier mental and physical well-being. The curation can be provided by the soma lab space and the wellness team. External media can be uploaded or linked on the thumbnails. An option to pick a random activity suggestion for the day. This is created so as to give a sense of unpredictability and avoid taking time to browse through the content.
Low-fi Interface
Low-fi interface design
Goalscape
Userflow- Draft
Significance and Likeability of use
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Having ownership of the application can be a leverage for the college to conduct engaging sessions for distance and remote learning students. As additional spaces can be created and recreated, they can be used for events, guest talk shows, lectures, presentations, etc.
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As a design school speculating and creating spaces for engagement and self-growth for the students in the changing times can make us stand out.
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Students of Srishti can come together as a club to help design, plan, strategize, and update the content based on user researches and stakeholder requirements over the years.
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A diverse set of ideas to work together to create a Srishti spatial platform. This provides those working for the same a learning curve that could help in working on their future projects
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The user has autonomy of how they can use the application, the app provides them areas that could be used to motivate them, built connections, have engaging sessions, display their projects for feedback, a place that provided tips for mental and physical well-being. But it is up to the user to use the feature, or not. There is no expected time frame for their engagement within the application. But the list of users who are active will be visible to everyone and the data can be collected by the app owners and moderators. Individuals are motivated by work that is rooted in personal improvement and that allows for achieving some form of mastery. This core drive of autonomy, self-expression and the ability to make meaningful choices will make the user feel empowered.
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If Srishti is delivering the application for the same, then everyone will use it, because when we are told that other people are doing something, then we are more likely to do it – especially when those people are similar to us. This contributes to the 'social influence' drive.
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Having the element of ‘Unpredictability’ within the app is often what inspires action. This depends on the content creators. As the application provides spaces to built and customize, using those features, new unpredictable scenarios can be created. This could be contributed by the owners and moderators. If a student club is formed for updating and developing the application for the current need and trends, then they will be able to meet the requirement of creating and building interactive elements and functions to assist ‘unpredictability’ within the app. If the app is able to provide those feelings for the user, they will continue to use the application.
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Taking ownership of the application will develop within the users when they feel they need to care and nurture the same. This arises when they feel the application is usable, helpful, and engaging for them. Making use of the gamifying elements such as 'Empowerment, social influence, and unpredictability will drive intrinsic motivations within the users to continue using the application.
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A notion of 'white hat' motivation presents itself when the users feel they are part of something bigger than themselves and 'black hat' motivations when they feel they need to take action to avoid some unwanted outcome. For example, A moderator feeling "the need to create" a visually appealing space for studio sessions so that the students will feel more engaged during the session.
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These gamification elements drive behaviour quickly, but they leave a bad taste in the person’s mouth. “Because of this, black hat motivation is good for one-time transactions,” Yukai- Chou said. But if a moderator of the 'break room' feels they want to build and add games to the activity room for team building and fun engaging sessions, the white hat drive behaviour here. “White hat is good for longer-term motivation", said Yukai-Chou.
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The application is not just for conducting interactive sessions. Students can track their productivity, their goals and milestones. The charter feature has a built-in AI feature that maps the student’s interests based on the projects they have worked on. This can also assist students in realizing the areas of work that they are yet to explore.Students and faculty can organize virtual events. Users can conduct team building activities, games in the break room. They can also create design kit templates for virtual and physical collaborations that can be shared for anyone to access. Students or faculty can display their projects for feedback, making it possible for any users to share their work without any limits. Viewers can easily get details of the exhibitor, know their interest areas, get inspired, or find commonality to collaborate. The chat feature lets you engage with any nearby online users through avatars. The whiteboard feature in the activity room lets any student drop their thoughts, ideas from which any users can map and built, making it either a start to an inquiry on a fun engagement session.
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As screen time is generally increased for any user at this digital age, we often forget to take breaks to nurture our physical and mental well-being. The dojo gives students a safe space to channel their thoughts regarding their mental, and physical health. It also provides them with tips to de-stress or activities to hone the physical and mental well-being that lets them break away from the screen. Just talking with students - find out how they motivate themselves.
Moodboard
Six thinking hats
Reflection and what next
If I were my own role-playing game character, I would never stay idle, unlike my real-life self that waits for reasons to feel motivated to do anything. I would explore every nook and corner of the game, try out new challenges, learn new skills, form alliances with those with skills that can motivate me, learn from each other and conquer exciting quests.
Unlike games, life doesn't tell us what to do, give us visual cues, automatic feedback to show progress, or even give us rewards for the small achievements we make. This became the hook for me to transform the ideated student space and combine it with gamification strategies to make it intriguing, motivating, and engaging.
Through the project, I learned how behaviour change can help motivate an individual to make lifestyle shifts to align everyday choices with long-term values. Adopting or understanding the seven guidelines suggested by Margaret. E. Morris can help in creating gamifying strategies to accommodate behaviour change. The Octalysis framework by Yu-kai Chou contains 8 core drives. Human motivation and decisions can be traced back to one / more of these core 8 drives. It is used to gamify contexts and bring some required sense of play and fun into these apps. Understanding intent and delivering concepts is important before creating an application. I learned how creating features and strategies that tap into identified regulation, integrated regulation motivation can assist in intrinsic motivation. I learned to adapt the learnings in somaesthetics design into application.
There were challenges along the way but through research, making and iterating our assumptions and works multiple times I am now able to convey the concept about the application. We were able to create a user journey, information architecture, and mood boards for the research submission.
I then took the project forward by myself to iterate on the features within the application and its interactions. To visualize the interface, I created low-fi avatars and screens. But creating a prototype requires more intensive research into each feature. Through collaboration with like-minded designers, I would like to spend more time reworking the features, the user flows, and the journey so as to create an end-to-end product.
References
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Camilla Dahlstrøm. 2017. Impacts of gamification on intrinsic motivation
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Richard M. Ryan & Edward L. Deci 2000. Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being
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Yu-kai Chou. 2008. ‘The Octalysis Framework for Gamification & Behavioral Design’
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Mindtools. 2021. “Kaizen; Gaining the full benefits of continuous improvement”
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Shusterman, Richard. “Somaesthetics in Context.” Kinesiology Review, vol. 9, no. 3, Aug. 2020, pp. 245–53. DOI.org (Crossref), doi:10.1123/kr.2020-0019.
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Manyu Jiang. "The Reason Zoom Calls Drain Your Energy."
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Svanæs, Dag. “Interaction Design for and with the Lived Body: Some Implications of Merleau-Ponty’s Phenomenology.” ACM Transactions on Computer-Human Interaction 20, no. 1 (March 2013): 1–30. https://doi.org/10.1145/2442106.2442114.
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"Technology and Human Vulnerability." Harvard Business Review. August 01, 2014
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Denise Mai. “Remote Work: The Surprising Effects On Our Health”. 2021.
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Sara Lazar. “How Meditation Can Reshape Our Brains”.