Our research is gathering empirical data on the effectiveness of gamified time management software on undergraduate Information Technology (IT) student motivation and productivity. The time management element of the presented, custom-built Android applications has incorporated the Cirillo (2006, p. 65 & p. 67) Pomodoro Technique. Central to the Pomodoro technique is a 25-minute work timer known as a “pom”. During a pom, users progress on their selected topic or task. The short nature of each pom is theorized to reduce the occurrence of procrastination, as users are never more than 25 minutes from their next break. There are two versions of the software. One implements the Pomodoro technique, the second combines the Pomodoro technique with gamification. Two of the three most effective gamification mechanisms have been integrated into this Pomodoro-based software, namely, badge achievements and a points system (Zichermann & Cunningham 2011, p. 36 & p. 55). In addition, in keeping with many other gamified systems, a betting and reward sub-system has also been included in the gamified version of the software. Research has shown that completing tasks in anticipation of a reward trigger dopamine releases in the brain, a reward chemical (Berridge & Robinson 1998, p. 312). Students working on course material can find a lack of regular dopamine triggers when focused on large singular tasks. This, in turn, can lead to procrastination during which engagement in another activity provides the sought after dopamine release. The Pomodoro software is expected to stimulate the triggering of dopamine releases on completion of poms, on earning work counters and on redeeming long break rewards. These mechanisms are then concurrently supported through gamification by earning badges, points, betting and earning rewards. We argue that that the abstraction of gamification away from any singular system and implementing it into time management software allows for gamification to be used in any environment where time-management software is applicable. Currently 87 undergraduate IT students have volunteered to trial this new software this year. The cohort will be split into a control group: provided with a “slim” version of the software with no gamification and a test group: provided with the “full” gamified version (including badge achievements, virtual currency, a betting system and reward system). Student productivity data will be collected through three metrics: learning, engagement and time-management. These will be measured through examination of grades, amount of software usage and continuous assessment (CA) submission times with respect to deadlines. Student motivation will be reported though a modified Student Engagement Measure (SEM) survey. It is expected that the test group will score higher across the four metrics when compared to the control group. The test group is expected to see increased grades, better submission times and better engagement with software than the control group supporting the hypothesis that gamified Pomodoro software use improves student performance and motivation.
Bibliography
Berridge, K.C. & Robinson, T.E. 1998, What is the role of dopamine in reward: hedonic impact, reward learning, or incentive salience?, Elsevier B.V.
Cirillo, F. 2006, "The pomodoro technique (the pomodoro)", Agile Processes in Software Engineering and, vol. 54, no. 2.
Zichermann, G. & Cunningham, C. 2011, Gamification by design: Implementing game mechanics in web and mobile apps, " O'Reilly Media, Inc.".
