The EuroPLOT project (2010-2013) has developed Persuasive Learning and Technologies (PLOTs) and has evaluated them in four real-world case studies, which cover the widely different teaching... Show More

The EuroPLOT project (2010-2013) has developed Persuasive Learning and Technologies (PLOTs) and has evaluated them in four real-world case studies, which cover the widely different teaching scenarios of university education, adult learning in industry, informal learning at a museum, literature studies, and language learning. At the International Workshop of EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013), the results of the project were presented, and an overview of related research was given. One of the main conclusions of EuroPLOT has been that the specific learning context has to be considered when applying persuasive designs. At IWEPLET 2013, both the theoretical background as well as evaluations of persuasive technology demonstrations were presented. This paper provides an overview of these presentations.

Although persuasive technology continues to impact behavioural and attitudinal interventions, research has demonstrated that existing design approaches are faced with limitations that impede their... Show More

Although persuasive technology continues to impact behavioural and attitudinal interventions, research has demonstrated that existing design approaches are faced with limitations that impede their effective use. Mostly, they become obsolete, as user needs change during the use of the persuasive application. This research therefore proposes the Unified Framework for Analysing, Designing and Evaluating persuasive systems (U-FADE). The proposed framework integrates concepts from various existing models to provide a systematic approach that facilitates persuasive design. It addresses the issue of changing needs of users by considering external and internal activities that may promote or impede persuasion before and during implementation.

This paper reviews the emerging persuasive design models by systematically analysing their robustness by employing common design criterions from the tradition of design science i.e., Information... Show More

This paper reviews the emerging persuasive design models by systematically analysing their robustness by employing common design criterions from the tradition of design science i.e., Information Systems (IS), User Centred Design (UCD) and Technology Enhanced Learning (TEL). Light is thus shed on the relation between the persuasive design models that claim to offer advice in regards to persuasion and robust design guidelines from more mature fields of research. The results of this comparison can be used when selecting models for designs, in addition to concurrently serving as an offset for creating new models or improving existing ones.

This paper further develops the notion of distinguishing between Persuasive Technology and Persuasive Design, and considering Persuasive Design a meta-perspective which may be applied to more... Show More

This paper further develops the notion of distinguishing between Persuasive Technology and Persuasive Design, and considering Persuasive Design a meta-perspective which may be applied to more established design traditions as an ethics and context-oriented perspective. The paper addresses a challenge often met when aiming to apply persuasive design principles to more established design fields, namely that the unique claim of persuasive design and the relevance of taking it into consideration is unclear. Furthermore, this paper aims to extend the argumentation and exemplify how this new understanding of Persuasive Design may potentially facilitate the more established field of technology enhanced learning.

This study addresses the general goal of designing more engaging e-learning applications through persuasive technology. The authors present and discuss two potential approaches to the design... Show More

This study addresses the general goal of designing more engaging e-learning applications through persuasive technology. The authors present and discuss two potential approaches to the design persuasive e-learning applications that differ in terms of comprehensiveness and ease of application. The more straightforward approach based on Fogg is considered for designers who may not have the time or background to invest large efforts to analyze and understand how the principles of persuasive technology can be deployed. The Oinas-Kukkonen and Harjumaa (2009) approach is presented as a different approach that does require such investment. The design approaches are complemented with a persuasive assessment grid that can be used as an inspection instrument, akin to usability inspections as found in the field of human-computer interaction. The intent is that this instrument can complement the design process by giving early feedback on issues to address. The authors report an experiment where the inspection instrument is applied to an existing e-learning application. The actual data on how students used it provides feedback on how effective the persuasive grid is for detecting issues. The results show that the application scores low on most criteria, and the usage patterns generally confirm this assessment. However, the authors also find that some students were persuaded to engage more thoroughly to use the system and conclude that large individual differences affects the factors of influence and should lead the designers of e-learning application to consider different means in the design of persuasive technology.

This paper describes the nature and scope of Emdros, a text database engine for annotated text. Three case-studies of persuasive learning systems using Emdros as an important architectural component... Show More

This paper describes the nature and scope of Emdros, a text database engine for annotated text. Three case-studies of persuasive learning systems using Emdros as an important architectural component are described, and their status as to participation in the three legs of BJ Fogg's Functional Triad of Persuasive Design is assessed. Various properties of Emdros are discussed, both with respect to competing systems, and with respect to the three case studies. It is argued that these properties together enable Emdros to form part of the foundation for a large class of systems whose primary function involves text being stored in or retrieved from a database.

This paper investigates and discusses the persuasive principles of social actors in relation to other theories of technologies as social agents, particularly within the field of Social Robotics and... Show More

This paper investigates and discusses the persuasive principles of social actors in relation to other theories of technologies as social agents, particularly within the field of Social Robotics and Persuasive Educational and Entertainment Robotics (PEERs). Based on related research and results from a case study on social robots as persuasive social actors in education an extension of the persuasive principles is proposed and related design guidelines for Persuasive Technology as social actors in teaching are presented.

The aim of this paper is to discuss the relationship between content, context and connectivity and suggesting a model of Dynamic Interplay. This is done in relation to a specific learning... Show More

The aim of this paper is to discuss the relationship between content, context and connectivity and suggesting a model of Dynamic Interplay. This is done in relation to a specific learning environment concerning cultural mediation, in casu the Kaj Munk Case of the EuroPLOT-project (an EU-supported research project under EACEA). In the development of this project several categories of content have been implemented in technology enhanced learning tools. These have been designed to support learning in different contexts and eventually the role of the connectivity of these learning objects and tools is discussed. Focus is here on The Kaj Munk Study Edition, The Conceptual Pond, Immersive Layers Design, and Generative Learning Objects (GLOs) which are applications affiliated with the Munk case. This paper explores the persuasive potential of the interplay between the different applications for the benefit of learning and reflection and a model of Dynamic Interplay is introduced. This is done with a primary inspiration from rhetoric particularly in the shape of the Aptum model and a focus on kairos. Possible benefits of this approach are discussed and several questions for further research are suggested.