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ditional implementation effort does not improve par-
ticipant motivation, it makes sense to save this effort
in favor of other aspects, like logging more data, or
increasing the length of the game.
It is also interesting to note that some participants
really focused on the sound effects. “Entertaining
feedback” had better sound effects, but pragmatic had
a distinct “TRUE” or “FALSE” sound effects which
the subjects reported finding really helpful. One of
the participants had a notable comment for “No feed-
back”. The participant kept answering incorrectly
without noticing, because their attention was not on
the visual feedback, but the sound feedback, which
is missing in the “No feedback” level. The comment
was: “The problem was I did not hear I was wrong!”.
It can be said that whilst gamified feedback elements
are important and improve user motivation, the way
that they are presented does not make a drastic differ-
ence.
5.1 Limitations of the Study
The main limitation of this approach was that the
study was the amount of people reached who partici-
pated. It was not possible to reach a wide variety of
ages, professions etc. For example, it would be inter-
esting to see how an 8-year-old would react to doing
math in order to save the turtle.
6 CONCLUSIONS AND FUTURE
WORK
In this paper, the value of the gamification of feedback
was addressed together with the importance of visual
presentation. Our main contribution is that users are
not significantly more motivated to complete a mun-
dane process when feedback is presented in an enter-
taining way rather than as plain text.
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