Early Use of Augmented Cognition for Online Learning Games in Hawai‘i

This paper provides a historical and regional perspective on the adoption of technologies in online learning, focusing on gamification as an aspect of technological innovation and research in Hawai‘i. The paper also addresses transitions in technology uses and instructors’ opportunities for adopting new technologies for online learning, specifically gaming and its potential contribution to augmented cognition’s goal of increasing task performance by directly addressing the motivation of the user to remain engaged in the learning activity. An extended example is provided from research involving language learning in an online instructional collaboration between Hawai‘i and Japan. Further, we discuss how gamifying instruction in online learning and technology has transitioned, empowering both instructors and learners to create content with learning driven strongly by them. We show how historically gaming in online learning has help foster the flow of ideas, connection, and relevance for students.