Relevant bibliographies by topics / Gamification

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Gamification'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 January 2025

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Journal articles on the topic "Gamification"

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Rodrigues, Luiz, Paula T. Palomino, Armando Toda, and Ana Klock. "Storified quizzes in the classroom: a 12-week study in user experience and artificial intelligence courses." RENOTE 21, no. 1 (July 31, 2023): 221–30. http://dx.doi.org/10.22456/1679-1916.134349.

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Embedding game elements such as narrative and storytelling into learning activities is known as content gamification. Research argues content gamification might lead to improvements in psychological learning outcomes (e.g., motivation and preference). However, there is a lack of research experi- menting with content gamification in real educational settings. This paper ad-dresses this gap with a 12-week quasi-experimental study that compares content gamification to no gamification during real User Experience (UX) and Artifi-cial Intelligence (AI) courses. Specifically, we used a narrative framework to storify classroom quizzes and analyze gamification’s and contextual moderators’ roles in students’ learning experiences. Overall, the results indicate that content gamification did not positively affect students, and exploratory analyses suggest that AI students favored the standard quizzes. In contrast, UX students preferred the gamified quizzes, and their preferences changed over time. These findings contribute to practitioners and researchers by providing empirical evidence on how content gamification affects learning experiences in real contexts, compared to no gamification, revealing important considerations for designing, applying, and researching content gamification, especially as storified quizzes.
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Jedel, Izabella, Adam Palmquist, and David Gillberg. "A Practical View of Gamifying Information Systems for the Future." International Journal of Gaming and Computer-Mediated Simulations 13, no. 4 (October 2021): 1–13. http://dx.doi.org/10.4018/ijgcms.291540.

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Gamification’s role to support usability and innovation in the manufacturing industry is in its infancy. The present study displays a multi-cited ethnographical approach of a design science research project conducted between a start-up gamification firm and a manufacturing company. The case shows how different gamification design methods are used when gamifying a novel human modelling system. Furthermore, the interference from method to the design is presented and compared with conceptual views of gamification design. The findings show the need for early technical due diligence in collaborations between newer and older firms as well as the need for more comprehensive gamification frameworks to support industry design of gamification in different contexts.
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Su, Wanting. "Exploring the Impact of Gamification on STEM Learning in Education: The Mediating Role of Facilitating Focus." Communications in Humanities Research 40, no. 1 (September 27, 2024): 179–88. http://dx.doi.org/10.54254/2753-7064/40/20242263.

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This study aims to examine the effect of gamification on STEM Learning in education, the mediating role of promotion focus, and the moderating role of teacher guidance. A sample of 385 college students majoring in computer science across different colleges in Jiangsu Province who experienced gamification in their curriculum was surveyed. The data were collected using questionnaires designed to measure gamification in education, STEM Learning outcomes, the level of promotion focus, and the degree of teacher guidance. Confirmatory factor analysis showed good discriminant validity (^2 = 596.165, df = 260, ^2/df = 2.293, RMSEA = 0.056, CFI = 0.922, IFI = 0.924). Positive correlations were found between Gamification Engagement, Facilitative Focus, and STEM Learning in Education (Self-report & Teacher Evaluation). Hypothesis testing indicated gamification's direct effect on STEM Learning (=0.814, p<0.01), mediation by promotion focus (effect value 0.072, 95% CI [0.002, 0.155]), and moderation by teacher guidance (effect value 0.130, 95% CI [0.074, 0.156]). Gamification directly enhances STEM Learning and can be further optimized through teacher-guided promotion focus. To maximize gamification's impact, teachers should balance it with traditional methods and stimulate positive learning motivation among students. Thus, incorporating gamification, reinforcing teacher guidance, and nurturing a promotion-focused learning environment are key for optimal educational outcomes.
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Landers, Richard N. "Gamification Misunderstood: How Badly Executed and Rhetorical Gamification Obscures Its Transformative Potential." Journal of Management Inquiry 28, no. 2 (August 22, 2018): 137–40. http://dx.doi.org/10.1177/1056492618790913.

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Although management gamification has immense potential to broadly benefit both management and employees, its impact to date has been lackluster and its value unclear. I credit this to a market proliferation of rhetorical or “fake” gamification, a process which involves the decoration of existing organizational processes with game elements but with little or no attention paid to the psychological processes by which those elements influence human behavior. For gamification to be successful, specific psychological characteristics of employees or customers must be targeted, and game elements must be chosen to influence those characteristics. In theoretical terms, legitimate gamification in management can be defined as a family of work and product design techniques inspired by game design, whereas rhetorical gamification is at best novice gameful design and at worst a swindle, an attempt to make something appear “game-like” purely to sell more gamification. Only by carefully distinguishing legitimate and rhetorical gamification can legitimate gamification’s potential be fully realized.
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Agrawal, Nishit Anurag, and Sushil Punwatkar. "Exploring the Impacts of Gamification in Marketing on Consumer’s Buying Intention." RESEARCH REVIEW International Journal of Multidisciplinary 8, no. 8 (August 14, 2023): 145–53. http://dx.doi.org/10.31305/rrijm.2023.v08.n08.025.

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This scholarly article delves into the growing importance of gamification as a contemporary marketing tool for businesses. Despite its increasing adoption, there is a noticeable scarcity of scholarly investigation into how consumers perceive and embrace gamification, the factors influencing their behavior, and the varying effectiveness of gamification approaches in shaping purchasing choices and brand loyalty. Furthermore, the lack of a standardized framework for integrating gamification into existing processes presents challenges. This study aims to fill these gaps by examining how marketing gamification impacts consumer purchase intentions through elements like engagement, motivation & incentive, social influence, emotional connection, and decision-making processes. Through this analysis, we aim to gain deeper insights into gamification's cognitive impact on buying intentions, elevating its strategic importance in marketing strategies.
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Et al., Bilqis Firyal Nabilah. "“ THE EFFECT OF MIXED GAMIFICATION AND ACHIEVEMENT MOTIVATION ON CONCEPT COMPREHENSION AND CREATIVE THINKING SKILLS IN LEARNING SCIENCE.”." Psychology and Education Journal 58, no. 1 (January 20, 2021): 5139–52. http://dx.doi.org/10.17762/pae.v58i1.1735.

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This research is motivated by the poor comprehension and creativity of elementary school students in science lessons. This study aimed to determine gamification's effect on improving learning outcomes in concept comprehension and creative thinking skills in students studying science. Achievement motivation is suspected of being involved as a variable that interacts with gamification in improving learning outcomes. The data analysis technique used the Multivariate Analysis test. The research subjects were 73 students in the control class and the experimental class. This research is a quasi-experimental research, with a 2x2 factorial, and pretest-posttest non-equivalent control group design. The experimental class uses mixed gamification, while the control class uses content gamification. The difference between the two lies in the gamification elements used. The study results showed that 1) there was no significant difference in the learning outcomes of conceptual comprehension between groups of students who used mixed gamification and content gamification; 2) there was no significant difference in the learning outcomes of conceptual comprehension between groups of students who have high achievement motivation and low achievement motivation; 3) there was no interaction between gamification (mixed gamification and content gamification) and achievement motivation on learning outcomes comprehension the concept; 4) there was no significant difference in the learning outcomes of creative thinking between groups of students who use mixed gamification and content gamification; 5) there was no significant difference in the learning outcomes of creative thinking between groups of students who have high achievement motivation and low achievement motivation; 6) there was no interaction between gamification (mixed gamification and content gamification) and achievement motivation on learning outcomes to think creatively. Achievement motivation is not the only factor that affects the learning outcomes of concept comprehension and creative thinking. Future research is important to consider the different moderator variables from achievement motivation and other gamification elements.
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Laura-De La Cruz, Kevin Mario, Stefany Juliana Noa-Copaja, Osbaldo Turpo-Gebera, Cecilia Claudia Montesinos-Valencia, Silvia Milagritos Bazán-Velasquez, and Gerber Sergio Pérez-Postigo. "Use of gamification in English learning in Higher Education: A systematic review." Journal of Technology and Science Education 13, no. 2 (May 8, 2023): 480. http://dx.doi.org/10.3926/jotse.1740.

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Digital gamification is a dynamic technique for enhancing English learning and closing the barrier across student learning and pedagogical praxis. The review offers a summary of gamification in digital English learning environments. In addition, this review investigates the learning experiences and outcomes of foreign language students using gamification. For this study, 18 articles published between 2014 and March 2021 were analyzed to highlight the key characteristics of this research topic. Studies have demonstrated the positive effects of gamification on English as a Foreign Language Educational Experiences from University Learners. In gamified English learning environments, pleasantness, attractiveness, motivation, and enjoyment were all desirable qualities. Gamification's intended learning goals were language content learning, involvement, motivation, and satisfaction. This study's findings include recommendations for the design of digital gamification for the English learning of students, as well as their perspectives and corresponding learning achievements.
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Zakaria, Nor Zaitul Shahira, and Hanifah Mahat. "EXPLORING GAMIFICATION ELEMENTS IN EDUCATION: A BIBLIOMETRIC STUDY." International Journal of Modern Education 6, no. 23 (December 26, 2024): 769–84. https://doi.org/10.35631/ijmoe.623052.

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This bibliometric study examines the integration of gamification elements within educational contexts, highlighting trends, influential research, and collaborative networks in the field. Gamification, increasingly recognized for its potential to enhance student engagement and motivation, has become a focal point in educational research. However, there remains a need for a comprehensive analysis to map its development, identify key contributors, and evaluate its impact. This study addresses these gaps by analyzing 1,637 documents from the Scopus database, focusing on publications related to gamification in education. Methodologically, Scopus Analyzer was used to identify publication trends, while VOSviewer software facilitated keyword mapping and co-authorship network analysis. The results reveal a steady increase in research activity, particularly since 2020, reflecting a growing acceptance of gamification as a viable educational tool. Key findings reveal that "gamification," "engagement," and "motivation" are frequently occurring keywords, indicating core themes within the field. The United States, Spain, and the United Kingdom emerged as the leading contributors in terms of publications and collaborations, highlighting significant international interest. Additionally, prominent authors have contributed substantially to advancing theoretical and practical knowledge on gamification's application in diverse educational settings. Despite this progress, gaps remain in standardized frameworks and longitudinal studies assessing gamification's long-term impact. In conclusion, the study underscores the extensive research interest in gamification within education, its established benefits, and the collaborative efforts across countries. Thus, future research should focus on addressing identified gaps by developing structured frameworks and conducting studies that evaluate the sustained effectiveness of gamified interventions across various educational contexts. This bibliometric analysis provides a foundation for educators, researchers, and policymakers to understand the evolving landscape of gamification in education.
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Vos, Tim P., and Gregory P. Perreault. "The discursive construction of the gamification of journalism." Convergence: The International Journal of Research into New Media Technologies 26, no. 3 (March 26, 2020): 470–85. http://dx.doi.org/10.1177/1354856520909542.

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This study explores the discursive, normative construction of gamification within journalism. Rooted in a theory of discursive institutionalism and by analyzing a significant corpus of metajournalistic discourse from 2006 to 2019, the study demonstrates how journalists have negotiated gamification’s place within journalism’s boundaries. The discourse addresses criticism that gamified news is a move toward infotainment and makes the case for gamification as serious journalism anchored in norms of audience engagement. Thus, gamification does not constitute institutional change since it is construed as an extension of existing institutional norms and beliefs.
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Kassymova, G. K., M. Nursultan, and W. Xu. "Overview Study on Using Gamification in Education for Personality Development." Iasaýı ýnıversıtetіnіń habarshysy 131, no. 1 (March 30, 2024): 335–45. http://dx.doi.org/10.47526/2024-1/2664-0686.27.

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Gamification in the educational process has attracted the attention of educators and policymakers over the past three decades because it can increase student motivation and engagement in various academic tasks. Intrinsic and extrinsic motivations have a special effect on the cognitive abilities of students in learning outcomes and improve overall academic performance. Motivation, which is an important means of achieving learning goals, motivates students according to their interests. Since students have different perceptions of information, they can choose their activities based on their learning preferences. This article provides an overview study on using gamification in education for personality development. According to the research topic, ten gamified learning cases are analysed and the relevance of digital gamification in education is identified. This study focuses on gamification's influence on personal development through learning, gamification in learning and business, the role of gamification in education and the role of the English language in business by implementing gamification. As a result, the authors highlight the role of English in business and the use of gamification in language teaching as a foreign language. In addition, the authors identify research gaps and suggest potential future research directions in this area.
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Dissertations / Theses on the topic "Gamification"

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Arvidsson, Malin, and Mattias Liljegren. "Gamification : Hur spelerfarenhet påverkar gamifications motiverandeeffekt inom skolan." Thesis, Mittuniversitetet, Institutionen för data- och systemvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-43253.

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The purpose of the study is to investigate how digitalgaming experience affects how motivated studentsbecome by gamification and whether there is anydifference in motivation that is experienced whetherplaying or not in leisure.There was no clear connection on the motivation withinthe different game groups of the result. The resultshowed that some elements motivated more than othersand those that motivated the groups most were points,levels and quests
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Hermansson, Love, and Felix Laxvik. "Gamification : Hur påverkar gamification användarupplevelse?" Thesis, Uppsala universitet, Institutionen för informatik och media, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-275460.

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Målet med denna uppsats har varit att undersöka för- och nackdelar med gamification (sv. spelifiering). Begreppet innebär att man använder spelelement i icke-spelsammanhang, oftast med avsikt att höja motivation och engagemang. En undersökning som bestod av att låta två skilda grupper med försökspersoner testa en spelifierad och en ickespelifierad version av en applikation utfördes. Information samlades in genom att analysera databasen samt genom att låta testpersonerna svara på en enkät. Undersökningen visade att testgruppen med den spelifierade versionen var mer positivt inställd till applikationen och mer aktiv under försöksperioden.
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Yang, Kai. "Gamification." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2015. http://amslaurea.unibo.it/9103/.

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Nowadays games are so popular that they have become an important part of our lives. Inspired by the motivational properties of games, some scholars made the proposal of applying game mechanics and elements into other fields thus emerged the concept of “Gamification”, along with various other popular concepts for the realization of the application. The effectiveness of gamification in improving user engagement and changing behaviors is demonstrated not only in theory but also in practice. This thesis aims to introduce the related concepts of gamification and the gamification design framework. In addition, this thesis introduces also the concept of MOOCs and the challenges faced by MOOCs platforms. Some of those challenges such as high dropout rate and low participation rate could be solved by gamification. Through creating a more interesting game experience and consequently fostering user motivation, high engagement will be ensured. Following this logic, this thesis explores how to use gamification on MOOCs platform to improve user engagement and the corresponding impacts. Despite of the lack of a quantitative analysis of the effects of gamification on MOOCs platform, the facts found and observed in this thesis support the effectiveness of gamification in improving user engagement on MOOCs platforms.
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Wiklund, Emil, and Victor Wakerius. "The Gamification Process : A framework on gamification." Thesis, Högskolan i Jönköping, Internationella Handelshögskolan, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30088.

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In this thesis a gamification framework was built based upon the existing body of literature on gamification to more easily describe the processes in how a gamified experience is developed. We interviewed different international gamification companies that are currently working with gamification to test if the theoretically developed framework had practical relevance. The results from the empirical findings indicated that the framework had practical relevance and indeed represents the processes in how the companies work with gamification in real world scenarios. However, some of the companies do not utilize the different parts integrated in the framework the same way as they are described in the thesis.
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Nimkar, Chaitany. "Alcogait Gamification." Digital WPI, 2018. https://digitalcommons.wpi.edu/etd-theses/689.

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Alcohol abuse causes 1 in 10 deaths among adults in the United States aged 20-64 years [11]. An effort to motivate health-related behavioral changes in e-health industry could be seen before, but it was never done in mobile (m-health) context. Technologically, current applications in smartphone domain, emphasize on a manual way of measuring intoxication levels for users such as logging BAC values, taking cognitive tests; but none of them passively infer user’s intoxication level [1]. ‘Alcogait’ is a smartphone app that infers a smartphone user’s intoxication level from their gait by classifying motion data gathered from the smartphone’s accelerometer and gyroscope by Aiello et al [1]. This study is part of a Master’s thesis to build an intervention system around Alcogait’s functionality and explore the effects of gamification and avatar (for feedback) using Alcogait’s inferred intoxication level. Creation of user engagement is examined, in order to continue future study using gamification along with Alcogait’s functionality. The Alcogait system is not intended to either encourage or discourage abstinence. Its goal is to incentivize responsible transportation choices made by a person or their peers after that person is detected to be intoxicated in order to potentially mitigate DUI situations.
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Kuutti, J. (Julius). "Designing gamification." Master's thesis, University of Oulu, 2013. http://urn.fi/URN:NBN:fi:oulu-201306061526.

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This research studies gamification: the use of game design elements in non-game contexts. Gamification is a new phenomenon that has not yet been studied extensively in academic papers. There is a significant research gap to be filled. The purpose of this research is to study how gamification can be used for the benefit of marketing. This is achieved by studying the design process of gamification, the special motivational factors behind gamification, and the game elements that constitute a gamfication system. The end result will be a framework for designing a gamification system that is suited for marketing. This is a qualitative study that aims to acquire deep understanding about the phenomenon studied. This research uses a deductive approach to analyzing data. A theoretical framework is tested with an empirical study. The study is based on a theoretical framework created by a literature review. The empirical study is based on interviews that are analyzed using qualitative methods based on the theory reviewed. The primary data collection method is interviewing and the data gathered is analyzed with qualitative methods. The main theoretical contribution is a new empirically justified framework for designing gamification. The framework is based on the framework that was tested but has been modified extensively according to the results of the empirical study. In addition three core motivational factors of autonomy, competence, and relatedness were confirmed by the study. These factors motivate consumers to use gamification systems. Eight managerial contributions are presented that help businesses use gamification more effectively. The main managerial contribution is a model of game elements for managerial use. The theoretical results benefit the academic study of gamification while the managerial results are useful for more practical use. The results help in designing gamification from a marketing perspective. The generalization of results to other parts of Finland may be problematic because all of the Finnish interviewees are from Oulu. On the other hand one interviewee is from Bulgaria which allows some generalization to other parts of the world.
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Valle, Juarranz Victor. "Gamification on IPTV : Towards Gamification on IPTV for User Engagement." Thesis, KTH, Skolan för informations- och kommunikationsteknik (ICT), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-177389.

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This thesis explores how to use gamification for an IPTV platform to increase user engagement. Gamification has been defined as the use of game elements in non-game contexts. This thesis describes the fundamental concepts about gamification and taps on the practical use of these concepts for media and TV consumption. Based on interviews and an online survey we developed and evaluated low-fi prototypes to study some key aspects of Gamification for IPTV solutions. 19 people, not real users, participated in the final evaluation of the last designed low-fi prototype providing qualitative results through an evaluation survey. The result of this case study is a set of game techniques that could be valid for a platform like Ericsson Multiscreen TV, which is the base platform in this thesis. None precedent studies have been found in the research community on the use of gamification on an IPTV platform.
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Carlén, Filip, and Roger Sellén. "Gamification i undervisningen : en kvalitativ studie om gamification inom matematikundervisning." Thesis, Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-25371.

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Den här studien har som syfte att undersöka hur matematiklärare resonerar kring användningen av gamification utifrån ett undervisningsperspektiv. Studien genomfördes genom self reports där sex stycken lärare på tre olika skolor svarade på hur deras arbete påverkas av gamification. Svaren analyserades sedan med hjälp av att bryta ner svaren till kategoriserade nyckelmeningar och nyckelord. Sammanfattningsvis visar studien en positiv inställning till gamification i matematikundervisningen, men med vissa implikationer. Vi synliggör att lärarna ibland har en felaktig bild av gamification, och använder därmed inte metoden till sin fulla potential. Flertalet av lärarna svarar att de använder gamification som komplement till den övriga undervisningen, trots att de ser en positiv inverkan på både elevernas motivation och deras egen arbetssituation. Vi kan även konstatera att lärarna ofta tolkar gamification som digitala verktyg. Några av de negativa sidor som lyfts av lärarna är att eleverna får svårare för icke gamifierad undervisning om de är vana vid konstant feedback. Lärarna vittnar även om felaktigt användande av verktygen bland eleverna, där lättare uppgifter görs för att få enkla poäng.
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Mucollari, Lorela, and Vasily Samokhin. "Gamification : The influence of gamification on the consumer purchase intention." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-328327.

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Gamification is the new strategy that is applied in different areas from healthcare to the education, it is gaining a lot of popularity. Gamification is applied also in the online retailing, for trying to influence the consumer behavior. In this research paper Steam is going to be taken as a case study, since the platform is gamified. The aim of the study is to understand how gamification can influence the consumer behavior in the online retailing. As a main theoretical framework, the Fogg behavioral model. The main variables of the model are motivation, ability and trigger. In specific how the gamification can prompt the human motivation. In order to answer to the research question qualitative and quantitative research has been conducted. The qualitative research was conducted by interviewing users of the platform. While the quantitative research was conducted using a survey. The interviews and the regression model showed that extrinsic and intrinsic motivation play an important role in influencing the purchase intention of the users. According to our findings gamification influence the purchase intention by prompting the motivation of the users and at the same time also ability does influence positively the purchase intention.
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Mazarakis, Athanasios, and Paula Bräuer. "Welche Gamification motiviert?" Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2018. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-234603.

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Gamification soll durch Spielelemente die Motivation in spielfremden Kontexten erhöhen, an Untersuchungen zur Wirkung einzelner Spielelemente mangelt es jedoch. Die vorliegende Studie leistet einen Beitrag dazu diese Lücke zu schließen. In einem Experiment mit 505 Teilnehmern konnte gezeigt werden, dass die Spielelemente Abzeichen, Feedback, Fortschrittsanzeige und Story einzeln und kombiniert angewendet zu signifikanten Motivationssteigerungen führen, sich aber im Motivationspotenzial unterscheiden.
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Books on the topic "Gamification"

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Stieglitz, Stefan, Christoph Lattemann, Susanne Robra-Bissantz, Rüdiger Zarnekow, and Tobias Brockmann, eds. Gamification. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-45557-0.

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Goethe, Ole. Gamification Mindset. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11078-9.

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Gupta, Sahil, Razia Nagina, Mandakini Paruthi, and Gaurav Gupta. Marketing and Gamification. London: Routledge, 2024. http://dx.doi.org/10.4324/9781032694238.

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Savignac, Emmanuelle. The Gamification of Work. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781119384564.

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Strahringer, Susanne, and Christian Leyh, eds. Gamification und Serious Games. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-16742-4.

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Gatautis, Rimantas, Jūratė Banytė, and Elena Vitkauskaitė, eds. Gamification and Consumer Engagement. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-54205-4.

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Niman, Neil B. The Gamification of Higher Education. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137331465.

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Kim, Sangkyun, Kibong Song, Barbara Lockee, and John Burton. Gamification in Learning and Education. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-47283-6.

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Reiners, Torsten, and Lincoln C. Wood, eds. Gamification in Education and Business. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-10208-5.

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Anderie, Lutz. Gamification, Digitalisierung und Industrie 4.0. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-19865-7.

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Book chapters on the topic "Gamification"

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Khanna, Pooja. "Dark Gamification." In Advances in Human Resources Management and Organizational Development, 138–47. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-0724-3.ch008.

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Gamification has captivated the interest of consumers from all spheres of life, and marketing holds a dominant position. It enhances customer engagement and loyalty through non-gaming context like social media marketing, e-mail marketing, and customer relationship management. Gamification's growing use in the service environment has caught the attention of practitioners and marketers alike. However, everything has a positive and negative aspect, and gamification is no exception. Although there are many studies on gamification in the marketing arena, there are very few primary and secondary studies that focus on the negative side of gamification. In this chapter, the authors explore this lesser attended side of gamification with focus on addiction, exploitation, manipulation, and unfair competition. To address these issues, gamification designers must employ game design aspects that limit overuse and remove focus solely on extrinsic incentives. The authors feel that this study can help gamification specialists and marketers prevent harmful consequences by minimizing certain game design aspects.
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Marache-Francisco, Cathie, and Eric Brangier. "The Gamification Experience." In Gamification, 1–20. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8200-9.ch001.

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Through this chapter, the authors aim at describing Gamification—the use of game elements in non-ludic environments—to identify its limits and lacks as well as its assets. Indeed, it has been developed to answer a need that arouses out of the Human Computer Interaction (HCI) field evolutions, and it could be valuable in that scope. The authors propose a definition of Gamification according to several different dimensions that are part of the HCI design field. They suggest it as a first step towards a guiding design framework aimed at designers. They mention future research directions that would help in going further and enriching the framework, leading to the creation of a design model for user experience design through Gamification. The authors finally raise some ethical concerns about the meaning of Gamification itself.
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Pugh, Vachon M. C. "Lessons from the STEM Sector." In Gamification, 21–31. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8200-9.ch002.

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The purpose of this chapter is to examine possible causes such as lack of interest, lack of skill/ability, and anticipated work/family conflict (WFC), in addition to analyzing successful recruitment tactics that have brought more women into various other male dominated fields in an attempt to solve this problem. Results of the literature review show that the main contributing factors for the lack of women within the sector are lack of confidence in skills and abilities, lack of female industry role models, and lack of available mentorship and community outreach programs for interested women. This chapter takes this information into consideration and makes possible suggestions for the industry on how to remedy this problem.
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Rapp, Amon. "A Qualitative Investigation of Gamification." In Gamification, 32–48. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8200-9.ch003.

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Gamification is commonly employed in designing interactive systems to enhance user engagement and motivations, or to trigger behavior change processes. Although some quantitative studies have been recently conducted aiming at measuring the effects of gamification on users' behaviors and motivations, there is a shortage of qualitative studies able to capture the subjective experiences of users, when using gamified systems. The authors propose to investigate how users are engaged by the most common gamification techniques, by conducting a diary study followed by a series of six focus groups. From the findings gathered, they conclude the paper identifying some implications for the design of interactive systems that aim at supporting intrinsic motivations to engage their users.
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Rockenberger, Annika. "Video Game Framings." In Gamification, 49–82. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8200-9.ch004.

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This chapter discusses the applicability of the concept of ‘paratext' (as coined by Gérard Genette) to audio-visual media in general and to video games in particular. In the first section, some potential elements of a video game's ‘paratext' are singled out by means of ‘auto-ethnographic' description of the introductory sequence(s) of the first-person shooter game BioShock Infinite. Several segments of the game's ‘threshold' are differentiated employing a rather tentative ad-hoc terminology. In the second section, Genette's definitional stipulations, posing the point of reference for everyone actually using the term ‘paratext,' are reconstructed, clarified and constructively criticized. Here, the author also discusses potential objections to Genette's definitional criteria and briefly touches upon some media-theoretical constraints of his approach. Ensuing from these meta-terminological considerations, the author turns to the questionable use of ‘paratext' in video game studies. As critical examination reveals, the terminology in this field of research is rather vaguely connected to, and sometimes even completely detached from, Genette's definition. As an objection to such redefinitions of the term, the chapter suggests (1) that its use be restricted to communicative signals meeting the following criteria only: (a) functionally subservient to (which obviously implies specifically referring to) ‘the game proper,' (b) authorized by entitled members of the game's production collective, (c) verbal, (d) (at least partly) extra-diegetic. Additionally, (2) the chapter proposes supplementing ‘paratext' as an analytical tool with the higher-order umbrella term ‘framings' (as coined by Werner Wolf).
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Ninaus, Manuel, Matthias Witte, Silvia E. Kober, Elisabeth V. C. Friedrich, Jürgen Kurzmann, Erwin Hartsuiker, Christa Neuper, and Guilherme Wood. "Neurofeedback and Serious Games." In Gamification, 83–112. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8200-9.ch005.

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Neuroscience as well as computer gaming have rapidly advanced in the last decades. Yet, the combination of both fields is still in its infancy. One example of an emerging alliance is neurofeedback, where participants are required to learn controlling their own brain activity. So far, this kind of training is mostly applied in therapeutic settings, for example improving symptoms in epilepsy, attention-deficit/hyperactivity disorder, or autism spectrum disorder. However, there are some promising approaches that used neurofeedback in everyday situations for healthy subjects. This may prove especially valuable for serious games that aim to improve learning capabilities and cognitive aspects of individual users. The following chapter introduces the basic concepts and standards of neurofeedback. The different non-invasive imaging techniques are introduced along with successful applications in neurofeedback. Finally, benefits and pitfalls for future combinations of neurofeedback and games are discussed: while the former may profit from realistic and motivating video scenarios, the latter is expected to be a tool for evaluating and monitoring the direct effects on the user's brain.
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Bommarito, Concetta, and Kathryn Dunlap. "Dream Lucidity." In Gamification, 113–28. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8200-9.ch006.

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In this chapter, the authors examine digital environments as a learning spaces and site of extended cognition by demonstrating the presence of active learning in both video games and their linked online collaborative communities. The authors use Shaun Gallagher's theory of extended mind to posit the notion that the shared cognitive space created in the game between creator and player can be extend to include many others through the digital communities of those players though gaming literacy. The authors conducted a think-aloud protocol with participants playing Yume Nikki, a minimalist Japanese indie game, then reading materials on hikikomori, a condition the creator is believed to have. They conclude from their results that active and creative learning of human communities should not be undervalued when designing virtual environments even when the environment is single-player.
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McCreery, Michael P., S. Kathleen Krach, and Amanda Nolen. "The Protagonist and Their Avatar." In Gamification, 129–38. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8200-9.ch007.

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Given the active and authentic nature of Massively-Multiplayer Online Games, researchers have begun to question the use of this virtual setting as a teaching / learning tool (Barab et al., 2010; Squire, 2006). Specific findings in virtual environments show that several personal factors mediate an individual's experiences within that environment (Przybylski, Rigby, & Ryan, 2010). Although physical-world research has focused on the personal factor of personality and its influence on learning (Caprara et al., 2011; Furnham, Chamorro-Premuzic, & McDougall, 2003; Gallagher, 1996; Olesen, Thomsen, Schnieber & Tønnesvang, 2010), very little research on personality within virtual settings has been conducted. Thus, it is important to explore more about personality changes between individuals and their avatars in virtual settings. Findings from the current study show statistically different personality score for individuals and their avatars across all domains of the Five-Factor Model. However, for three of the domains, Neuroticism, Openness, and Conscientiousness, consistent patterns of difference existed. Overall implications for these findings are discussed.
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Ferholt, Beth, Monica Nilsson, Anders Jansson, and Karin Alnervik. "Creativity in Education." In Gamification, 139–58. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8200-9.ch008.

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The goal of this chapter is to respond to the scarcity of literature on creativity that is relevant both to CHAT and in the field of education. The authors explore Vygotsky's writings on creativity, imagination, art, and play in relation to three Swedish preschool projects that practice a pedagogy of exploratory learning. Also included are discussions of imagination versus realistic thinking, syncretism in children's creative work, and play as a creative activity. Because this study was a formative intervention, the pedagogy of exploratory learning became significant in the analysis. The bulk of the chapter consists of thick descriptions of the projects and discussion of aspects of creativity as they appear in the projects. The data was collected by teachers and a research team that consisted of the authors of this chapter. Data collection in the three projects took place before the intervention took place, during the initial phases of the intervention, and after the intervention had become an annual theme for the preschools. The research was initially guided solely by a cultural historical understanding of creativity, while the analysis brought CHAT into dialogue with postmodern writings that are related to exploratory learning.
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Gomez, Jorge. "A Match Made in “Outer Heaven:”." In Gamification, 159–93. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8200-9.ch009.

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The stealth-action videogame Metal Gear Solid 4: Guns of the Patriots features the tired heroics of Solid Snake (also known as Old Snake), a retired, legendary soldier whose services are demanded one last time by a world in perpetual war. This epic game, containing almost ten hours of cutscenes alone, delineates the consequences not only of nuclear proliferation, but of mass (re)production in a digital age. In this fourth and final entry in the Solid Snake saga the two go hand-in-hand: a nuclear age exacerbated by advanced technology, advanced technology proliferated under the banner of a post-Cold War war economy. In this chapter, Kenneth Burke's rhetoric of rebirth and Slavoj Žižek's ideological criticism, along with several ludological frameworks, are adopted to show how various multiliteracies can be unearthed from this artifact of digital rhetoric. The chapter closes with implications for digital rhetoric studies.
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Conference papers on the topic "Gamification"

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Božić, Ana Vrcelj, Nataša Hoić-Božić, Martina Holenko Dlab, Kristian Stančin, and Tomislav Jagušt. "Analysis of the Gamification Aspects of Digital Educational Tools Using Gamification Classification." In 2024 International Conference on Software, Telecommunications and Computer Networks (SoftCOM), 1–6. IEEE, 2024. http://dx.doi.org/10.23919/softcom62040.2024.10721650.

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Zaw, Hein Khant, Luca Piras, Federico Calabrese, and Mohammed Ghazi Al-Obeidallah. "Model-Based Gamification Design with Web-Agon: An Automated Analysis Tool for Gamification." In 2024 50th Euromicro Conference on Software Engineering and Advanced Applications (SEAA), 168–71. IEEE, 2024. https://doi.org/10.1109/seaa64295.2024.00033.

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Rodrigues, Luís Filipe, Carlos J. Costa, and Abílio Oliveira. "Gamification." In the International Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2618168.2618173.

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Tondello, Gustavo F., and Lennart E. Nacke. "Gamification." In CHI '18: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3170427.3170662.

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Coronado Escobar, Jesús Eduardo, and Angela Rocio Vasquez Urriago. "Gamification." In ICEGOV2014: 8th International Conference on Theory and Practice of Electronic Governance. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2691195.2691307.

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Titania, Fani Nabila. "Gamifying EFL classrooms: Unveiling teacher perspectives and practices in a digital age." In XXnd International CALL Research Conference, 289–94. Castledown Publishers, 2024. http://dx.doi.org/10.29140/9780648184485-43.

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In recent years, gamification has gained prominence as a transformative approach to enhance student engagement and motivation in EFL classrooms. This study delves into the specific gamification techniques employed by EFL educators and explores their perceptions, obstacles, and proficiency in utilizing gamified methodologies. The research employs a descriptive approach, incorporating self-written reflections and focus group discussion interviews with EFL teachers. This methodology allows for a comprehensive examination of gamification practices in EFL instruction, offering valuable insights into both the theoretical framework and practical implementation. The results reveal that teachers perceive gamification as a means to transform learning activities into engaging games aligned with educational goals. Key themes include designing activities based on learning objectives, understanding student preferences, and employing various game elements like quizzes and collaborative activities. Despite the perceived benefits of gamification, the study identifies several challenges faced by EFL teachers. These include limited familiarity with gamification applications, inadequate access to technological resources, and time constraints for implementing gamified activities within the curriculum. The findings underscore the need for targeted teacher training programs providing adequate resources, and fostering collaborative planning to optimize gamification's integration in EFL classrooms. In conclusion, this study sheds light on the evolving landscape of EFL teaching through the lens of gamification. By exploring the views, strategies, and challenges associated with gamified instruction, the research offers valuable insights for educators, policymakers, and stakeholders seeking to leverage gamification as a catalyst for educational innovation and student engagement in the field of English language learning.
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Rodrigues, Luiz, Daniel Arndt, Paula Palomino, Armando Toda, Ana Carolina Tomé Klock, Anderson Avila-Santos, and Seiji Isotani. "Affective Memory in Gamified Learning: A Usability Study." In Simpósio Brasileiro de Informática na Educação. Sociedade Brasileira de Computação - SBC, 2022. http://dx.doi.org/10.5753/sbie.2022.225748.

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Gamified learning has the potential to improve learning outcomes, but most strategies are focused on using Points-Badges-Leaderboards (PBL) while neglecting other game elements. Drawing upon research discussing nostalgia’s potential to improve user experience and engagement, we hypothesized affective memory could aid in designing gamification’s visual aesthetics. To start testing that hypothesis, we conducted a moderated usability study aiming to understand how Pokémon-based gamification compares to a trophy-based approach. Nine undergraduate students used two versions of a gamified quiz prototype (Pokémon and trophy-based) to complete multiple-choice items, then discussed their experiences in a semi-structured interview. Our findings suggest affective memory plays a significant role in gamified learning and indicate Pokémon-based gamification might maximize intrinsic motivation. Thus, informing practitioners that gamification targeting affective memory can enhance learning by increasing engagement and intrinsic motivation, and calling researchers to further investigate affective memory and other brands in gamification research.
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Thomas, Alischa, Frederik Bader, Jörg Thomaschewski, and Maria Rauschenberger. "Integrating Gamification: The Human-Centered Gamification Process." In 17th International Conference on Web Information Systems and Technologies. SCITEPRESS - Science and Technology Publications, 2021. http://dx.doi.org/10.5220/0010712500003058.

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Minović, Miroslav, and Miloš Milovanović. "Gamification ecosystems." In the Second International Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2669711.2669895.

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Minović, Miroslav, Miloš Milovanović, and Francisco Gallego. "Gamification ecosystems." In TEEM'16: 4th International Conference on Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/3012430.3012600.

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Reports on the topic "Gamification"

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Prasad, Rajeev Ram. Physiotherapy, Gamification and Digital Therapeutics. Ames (Iowa): Iowa State University, May 2024. http://dx.doi.org/10.31274/cc-20240624-1123.

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Voloshynov, Serhii A., Halyna V. Popova, Alona Y. Yurzhenko, and Ekaterina O. Shmeltser. The use of digital escape room in educational electronic environment of maritime higher education institutions. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3869.

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The paper is tended to investigate the gamification activities use in educational electronic environment of maritime higher education institutions. Gamification methods with examples are described (gamification testing, QR Code quest, storytelling and escape room). Comparative characteristic of traditional learning and learning using gamification in educational electronic environment is given in the article according to different criteria: the place and role of teacher or students in the learning process; type of information communication; methods of training; equipment; level of freedom of the actions; presence of the problems in educational process; level of its control and learning outcomes. The paper also presents examples of gamification activities based on escape room quest to form communicative competency of future maritime professionals. Escape room activity presented in the article contains storytelling element, crossword and electronic testing questions of different types. Question types listed in the paper are Drag and drop to the text, Short answer and Multiple choice. Escape room activity was done by second year cadets of Kherson State Maritime Academy. According to the received results, knowledge quality increased by 10% and success by 20%. Further investigation of gamification activities can also be done for learning system of maritime higher education institutions using simulation technologies of virtual, augmented and mixed realities.
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Pinchuk, O. P., V. A. Tkachenko, and O. Yu Burov. AV and VR as Gamification of Cognitive Tasks. CEUR Workshop Proceedings, 2019. http://dx.doi.org/10.33407/lib.naes.718697.

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The paper presents a comparative analysis of the functionality of mobile applications of the augmented reality Da Vinci Machines AR, Electricity AR, Bridges AR, Geometry, the collection of VR models VictoryVR Science Curriculum and the digital collection Mozaik. The possibility of using these tools for educational purposes is explored, in particular, to construct cognitive tasks for students during the study of subjects in the natural and mathematical cycle. The indicated shortcomings are stated, didactic requirements for such educational activities are formulated. Among others, attention is focused on the following indicators: hardware, usability, variability of model parameters, interactivity, interdisciplinary use, and the ability to activate certain cognitive actions of students, degree/form of gamification. The educational potential of using interactive models and video is analyzed for both group and individual work with students. Examples of methodical developments are given.
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Buzko, Viktoriia L., Alla V. Bonk, and Vitaliy V. Tron. Implementation of Gamification and Elements of Augmented Reality During the Binary Lessons in a Secondary School. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2663.

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The purpose of the research is to consider the possibilities of gamification and elements of augmented reality in the secondary school during the binary lessons in Physics and English. The objective of the research is to give examples of conducting binary lessons by means of gaming and elements of augmented reality. The object of the research is the process of teaching Physics and English in a secondary school. The subject of the research is the use of gamification and the elements of augmented reality when conducting binary lessons in a secondary school. The article considers the possibility of introducing the elements of augmented reality and gamification in a secondary school during the binary lessons. Examples of binary lessons for the secondary school students using gamification and augmented reality elements are given. The introduction of various types of educational activities during the binary lessons is analyzed. The results of the research indicate that gamification and the introduction of the elements of augmented reality in the process of studying in a secondary school contribute to the formation and development of cognitive interest of students in Physics and English; it will promote the application of scientific and technical knowledge in real life.
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Andersson, Jacob, Marie Gustafsson Friberger, Jessica Lindholm, and Julian Togelius. Gamification of publication metadata : to playfully explore our data. Malmö University Library, January 2015. http://dx.doi.org/10.24834/2043/20256.

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Araya, Roberto, Elena Arias Ortiz, Nicolás L. Bottan, and Julian P. Cristia. Does Gamification in Education Work?: Experimental Evidence from Chile. Inter-American Development Bank, May 2019. http://dx.doi.org/10.18235/0001721.

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Araya, Roberto, Elena Arias Ortiz, Nicolas L. Bottan, and Julian P. Cristia. Does Gamification in Education Work?: Experimental Evidence from Chile. Inter-American Development Bank, July 2019. http://dx.doi.org/10.18235/0001777.

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Voutilainen, M. Mariah, and Crystal Green. Spotlight on Gamified Curricula. HundrED, March 2024. http://dx.doi.org/10.58261/ikck1648.

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Given its potential for motivating and engaging learners and teachers alike, HundrED and partner Supercell teamed up with the aim of bringing attention to and curating education innovations that gamify curricula. Our assertion is that gamification should be used more systematically; it has the potential to foster innovative learning environments for young people aged 16-25, especially those from marginalised backgrounds, often difficult for the gaming industry to reach. Our search for and identification of 10-15 impactful and scalable education innovations fulfilling the Spotlight criteria revealed that additional supports are necessary for the successful gamification of curricula. We highlight specific challenges, including the lack of systems modelling that can serve as guidance for educators and administrators interested in implementing gamification in their classrooms and schools. We learned from the selected innovators that gamification puts learners at the centre of their own experience, valuing their ideas and goals and engaging them in discovery. From setting the stage for developing real-world solutions to very imminent problems, or realising they have the ability to start their own business, young people can find their place and grow a mindset of lifelong learning through gamified curricula.
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Fedorenko, Elena G., Nataliia V. Kaidan, Vladyslav Ye Velychko, and Vladimir N. Soloviev. Gamification when studying logical operators on the Minecraft EDU platform. [б. в.], July 2021. http://dx.doi.org/10.31812/123456789/4624.

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Use of visual methods plays a significant role in learning. ICT allow us to create electronic educational resources in a new format and with new opportunities. The study of their didactic possibilities, forms and methods of their application is a topical issue. Simulation, virtualization, gamification requires new knowledge about their application, and therefore, the problem of training future teachers to use them is an urgent and important part of training. In this article modern achievements in the use of serious games in education were investigated and analyzed, the possibilities of using virtual worlds in education were considered, the recommendations for the practical training of future teachers to use them were developed. In practice, the effectiveness of the use of virtual tools in education has been tested. A pedagogical experiment has been launched to identify the effectiveness of gamification in the realities of education in Ukraine.
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Ramachandran, Sivananth. Fun and Games: Investment Gamification and Implications for Capital Markets. CFA Institute, November 2022. http://dx.doi.org/10.56227/22.1.17.

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Gamification and other behavioral techniques have many positive uses, such as education, but these methods could also be exploited to promote excessive trading. This paper analyzes the main issues and recommends reforms to prevent abuses.
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