The PERSUADE model as a diagram
In the first presentation of the model in Paris on September 25, I had important feedback from researchers on the EU project that are experts on training. In the course of my research on Persuasive Design, Exercise Theory, Motivation, and TTT and have improved on the model in order to ease the memorization and implementation of the model in design of new technology, in developing persuasive interactivity for learners and i the expansion of the technology for further dissemination and development as well as for adult education in training of trainers.
In my paper I refer to the work of B.J.Fogg, Harri Oinas-Kukkonen, Diana Laurillard, Albert Bandura, Edward L Deci and Richard M Ryan, the Kirkpatricks and many others. I also mention the EU project EuroPLOT that I was involved in as external researcher at Aalborg University. The persuasive framework of the predecessor of BibleOL was shaped fundamentally during this project in 2010-2013, and it described in a key paper:
The title of my draft is:
Abstract
To build a highly interactive virtual environment is only a first step and not enough, as any technology must also offer a way to engage the user by persuasion. It must ultimately offer a framework for distribution and training.
This claim is based on evidence and discussions in fields like teaching, psychology, health, sports, and business as well as personal experience with a sophisticated interactive tool for learning Biblical languages and for studying linguistic and textual interpretations called BibleOL, short for Bible Online Learner (https://learner.bible). It supports language learning driven by religious sources stored as a corpus linguistic resource in a database.
After an introduction to the research background for persuasive technology, BibleOL is presented as a special case for learning Biblical Hebrew. The key concepts of enablement, ability and prompting are discussed, and they are refined into the framework of PERSUADE, an acronym for the eight crucial components in a practical technology. The initial first two components are the learner’s (1) Purpose and (2) Expectations. The four main components are the technology itself in terms of its background in (3) Research and its implementation in a (4) System as well as the (5) Users’ experience and the (6) Assessment of learner’s achievements. The third and final two components are the (7) Distribution of the technology and (8) Education in terms of train-the-trainers (TTT) support.
To persuade the trainers in an empowering, effective and efficient technology, a research background is helpful, but first-hand and deep personal user experience is indispensable for the trainer to know how to scaffold a learning environment through facilitation.
This model is a revised version of the model presented in a workshop organized by the EU preparatory project RESILIENCE (https://www.resilience-ri.eu).
Key words
Persuasive technology, motivation, learner, train-the-trainer, Biblical Hebrew
I have not yet submitted the paper to any journal. I will be looking for a prestigious open-access journal.
I will furthermore continue to do experimental work with the model as part of my global distribution and training for BibleOL.
Finally, I will explore new academic contexts in Europe.
Do not hesitate to contact me, if you want to have a look at the draft and comment on it, especially in relation to how to get it published and exposed.