User-Oriented Development and Evaluation of the Gamification Application PENguin used by six to seven-year-old Children to perform Graphomotor Movements with the STABILO ErgoPen

Aim and Research Question(s)

The aim of this thesis was to develop an application for six to seven-year-old children to perform graphomotor movements playfully. For this purpose, children use a special pen (ErgoPen) from STABILO International GmbH to operate the PENguin application with it (see Figure 1).

Figure 1: Performing graphomotor movements using the STABILO ErgoPen [1] to navigate the PENguin application

Background

With the increasing use of tablets and mobile devices, writing with pencil and paper has been more and more replaced by digital writing tools [2]. In recent years there has been a deterioration in the graphomotor skills of primary school children [3], which may affect their academic progress and leads to decreased self-esteem and behavioral problems [4].

Methods

The development of PENguin takes into account the User-Centered Design process and the MDA framework, for the analysis of video games [5]. Experts in game development and prospective users are involved using semi-structured expert interviews, user-oriented surveys, usability tests, and user experience questionnaires.

Results and Discussion

The mean value of the user experience of the PENguin application was M = 1.67 with a standard deviation of SD = 1.03, ranging from -2 (completely agree with the negative expression) to +2 (completely agree with the positive expression) (see Figure 2).

Figure 2: Results of the user experience questionnaire regarding Q1 - Validity Dimension: Attractiveness, Q2 - Pragmatic Aspect: Perspicuity, and Q3 - Hedonic Aspect: Stimulation

Conclusion

PENguin was perceived as funny and exciting. Control with the STABILO ErgoPen was perceived as positive but presented difficulties for the majority of the children. Next steps would be the implementation of different difficulty modes, enemies, and additional levels, which would positively impact the aesthetic aspects of Discovery, Challenge, and Sensation.

References

[1] STABILO Int. GmbH [2] J. S. Radesky et al. (2015) Ped., doi:10.1542/peds.2014-2251 [3] C. Marquardt et al. (2016) T.N.Educ., doi:10.1016/j.tine.2016.07.001 [4] J. I. Laszlo et al. (1984) S.P.Int., doi:10.1177/0143034384054004 [5] R. Hunicke et al. (2004) G.D.Conf. SJ