Gamification in e-learning has become more popular nowadays, especially with an increasing demand for digital learning during the pandemic. Indeed, the benefits are apparent. Gamification creates engaging and interactive ways of learning and practicing a skill, which contribute to learner motivation. This study aims to examine the limits of gamification in e-learning. If we look closer at its mechanisms, gamified learning is still a challenging method for learners. Too many gamification elements in e-learning could lead to addictive behavior and other psychological issues. So, in attempt to understand and discuss the impacts and limits of those mechanisms in e-learning, we interrogated Duolingo users on their learning experience in the application and their thoughts of in-app gamification elements. The results showed that overall, most of the interviewees felt they had a relatively positive learning experience with Duolingo but showed alternating periods of strong engagement and total disengagement. The Duolingo gamification mechanisms that seem to be the most effective are the progress bar system, the quizzes and the streak system.
Adeline POUMAROUX, Marina LAY, Solène CAUDRON, Néda EL HADJ-MIMOUNE
Paris Cité University, July 2022
When we say someone is creative, we usually refer to their artistic skills. But is that really the only way people can be creative? What about creativity in the workplace? We took an interest in creativity in technical communication, and particularly if there is a discrepancy between how technical writers and the rest of technical communicators perceive their own creativity in the workplace. This paper is based on a survey of 55 technical communicators with various roles within the industry, who were asked about their scope for creativity at work, their personal approach to it, as well as its impact in building their career. The results allowed us to determine how technical communicators define creativity, if they view themselves as creative and the tools they use at work. Our study suggests that there is a strong link between the feelings of creativity and flexibility. Associating creativity with innovation, the diversification of missions and tools at work inspire professionals to develop new solutions and skills.
Technical documentation has become an outstanding resource in the IT industry and the last decades have witnessed a boom of high-performance technical authoring tools. Despite the multitude of innovative technical writing tools, it has been observed that the dominant output format remains the PDF file, invented in the 1990s. In the sight of this sluggishness as far as innovative end-user technical documentation is concerned, questions arise: Why has the PDF output survived for so long and what justifies its supremacy over other formats? Another question is, can disruptive innovations be implemented on end-user technical documentation so as to bring about more sophisticated or user-centered output formats? By discussing with subject matter experts, we are seeking answers to these questions. We are also seeking to explore to what extent modern technologies like virtual reality, artificial intelligence devices among other alternative formats are applicable to end-user technical documentation.
As technology evolves, so does technical writing. New media is used to convey information more efficiently and yet, technical documentation is not always very clear. As technical writers, we have general knowledge on what structures are expected to be the easiest to recognize and follow. We want our documentation to be read and understood and with that in mind, we are constantly searching for the best layout to contain our pieces of information. These elements tie in to cognitive psychology and more specifically visual perception. But do technical writers study cognitive psychology? And if they do, do they apply its principles in their work? This research article examines the relationship between technical writers and visual perception principles of cognitive psychology. With the use of a survey and a practical test on applied knowledge of Gestalt principles, this study analyzes and assesses whether or not technical writers have studied visual perception and if so, what differences there are in identifying the principles of visual perception between technical writers who have studied visual perception and those that have not. The results gathered show that most technical writers have no knowledge of visual perception principles. Nonetheless it does not prevent them from being able to recognize when an element of a layout needs improvement for clarity, legibility, understanding and overall ease of use. They are able to justify their answers almost as well as trained technical writers.