Relevant bibliographies by topics / Gamification case studies

Contents

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

Academic literature on the topic 'Gamification case studies'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 February 2022

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Journal articles on the topic "Gamification case studies"

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Klemke, Roland, Alessandra Antonaci, and Bibeg Limbu. "Designing and Implementing Gamification: GaDeP, Gamifire, and applied Case Studies." International Journal of Serious Games 7, no. 3 (September 25, 2020): 97–129. http://dx.doi.org/10.17083/ijsg.v7i3.357.

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Gamification aims at addressing problems in various fields such as the high dropout rates, the lack of engagement, isolation, or the lack of personalisation faced by Massive Open Online Courses (MOOC). Even though gamification is widely applied, not only in MOOCs, only few cases are meaningfully designed and empirically tested. The Gamification Design Process (GaDeP) aims to cover this gap. This article first briefly introduces GaDeP, presents the concept of meaningful gamification, and derives how it motivates the need for the Gamifire platform (as a scalable and platform-independent reference infrastructure for MOOC). Secondly, it defines the requirements for platformindependent gamification and describes the development of the Gamifire infrastructure. Thirdly we describe how Gamifire was successfully applied in four different cases. Finally, the applicability of GaDeP beyond MOOC is presented by reporting on a case study where GaDeP has been successfully applied by four student research and development projects. From both, the Gamifire cases and the GaDeP cases we derive the key contribution of this article: insights in the strengths and weaknesses of the Gamifire infrastructure as well as lessons learned about the applicability and limitations of the GaDeP framework. The paper ends detailing our future works and planned development activities.
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Buheji, Mohamed. "Gamification Techniques to Re-Invent Public Healthcare Services – A Case Study." International Journal of Human Resource Studies 9, no. 2 (June 4, 2019): 339. http://dx.doi.org/10.5296/ijhrs.v9i2.14888.

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Interest is growing in gamification of the different public services to enhance the development through engagement of the concerned stakeholders. A review of the gamification applied in healthcare services through inspiration labs is illustrated. The paper investigates how the different gamification constructs and techniques help in re-inventing the public healthcare services.The findings of the study are presented around the opportunities and learning that comes from gamifying the change initiatives. The paper shows how researchers and practitioners can gamify complex public services, as healthcare sectors, and create a change to different activities that would lead to a behavioural change of the targeted community. The study makes a recommendation to considers more in-depth empirical studies that enhance the integration of gamification in more public services.
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Joensuu, Kosti, and Sanna Ryynänen. "The Significance of the Hermeneutics of Play for Gamification." International Journal of Innovation in the Digital Economy 10, no. 3 (July 2019): 13–23. http://dx.doi.org/10.4018/ijide.2019070102.

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Games and play are increasingly significant in everyday life. Thus, a philosophical and theoretical consideration of these concepts is needed. This article uses phenomenological hermeneutics to discuss games, play, and gamification; it also addresses the development of gamifying planes within gamification studies. It hypothesizes that the academic discussion of gamification becomes more valid, ontologically, by focusing on the phenomenon and lived experience of play and playing from a phenomenological perspective. It presents an upcoming practical intervention, an empirical research design of case study of playing a virtual game, to demonstrate how the essence of play and the integrated spheres of virtual and real worlds could be approached. Thus, it could provide valuable information that is needed in the fast-developing domain of interventions in gamification and the game-business. On the basis of this study's theoretical findings, a broader ontological notion is suggested to overcome the subjectifying notion of player and the objectifying notion of games and play.
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Rosmansyah, Yusep, Isdiyanto Isdiyanto, Ariq Bani Hardi, and Atina Putri. "Using gamification for engaging surveyors: a case study in Statistics Indonesia." Interactive Technology and Smart Education 17, no. 4 (March 9, 2020): 377–91. http://dx.doi.org/10.1108/itse-08-2019-0042.

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Purpose The purpose of this study is to evaluate the gamification impact on surveyors learning engagement in a case study carried out at Statistics Indonesia. Design/methodology/approach This study adopted the design research methodology (DRM) research framework. The problem to be solved was analyzed and structured into a DRM’s impact model. A proposed solution was hypothesized and implemented as a Web-based online learning system. Evaluative data of users were collected and analyzed in the forms of logs, questionnaires, pre-test and post-test. Further, a quantitative statistical evaluation was performed to measure the engagement and knowledge gain of surveyors after using the gamified online learning system prototype. Findings This research showed a positive effect on the engagement of surveyors when using the proposed gamified system. In this case study, the gamified system performed better in enhancing surveyors’ knowledge and engagement, compared to the conventional method. Research limitations/implications This research was based on Statistics Indonesia's case study. For future research, other case studies can be performed to generalize the gamification impacts in other organizations and other learning subjects. Practical implications Based on the results study, an organization such as Statistics Indonesia is recommended to involve gamification in their online learning activities because it enhances significantly surveyors' engagement and knowledge gain. Social implications One important implication of the research is that the proposed solution is relatively easy and inexpensive to be introduced and appended into the existing online learning system at Statistics Indonesia. If all surveyors are well equipped with proper knowledge and skill, all surveys conducted by any national statistical organization will have an accurate description and condition about any subject being surveyed in the nation. This information is important for the ruling government in deciding what the best policy and strategy are to improve the nation's condition regarding the subject. Originality/value The proposed gamification system showed a better online training process and learning outcome. Statistical valuation indicated that there was an increased surveyors’ academic performance in terms of engagement and knowledge gain.
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Wang, Fan, Yanli Wang, and Xia Hu. "Gamification Teaching Reform for Higher Vocational Education in China: A case study on Layout and Management of Distribution Center." International Journal of Emerging Technologies in Learning (iJET) 12, no. 09 (September 27, 2017): 130. http://dx.doi.org/10.3991/ijet.v12i09.7493.

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Currently, students in higher vocational schools in China are passive in classrooms and depend too much on cellular phones. Thus, structural readjustment of the teaching organization is urgently needed. Increasing proportions of gamifying teaching and experiencing teaching is an effective way to solve this problem. However, only a few studies have discussed the gamification of teaching reform in colleges. To improve the effectiveness of teaching and increase the participation of students in classrooms, the teaching reform idea and scheme of gamifying teaching and experiencing teaching were discussed in a course entitled Layout and Management of Distribution Center. The teaching reform aims to integrate comprehensive gamifying into the teaching of an entire curriculum. Specifically, small games are designed in each class during the early period to help the students learn the corresponding knowledge in games. A game-driven model of curriculum design was proposed and applied in teaching reform practice of Shijiazhuang Posts and Telecommunications Technical College. Results demonstrated that gamification of teaching reform achieves outstanding effects. Students participate in classroom activities positively, and all evaluation indexes improve year by year. Results confirm that teachers need to pay attention to systemization, gamification, and immersion of teaching design, and ensure the attractiveness and acceptability of the teaching method.
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Dubbels, Brock. "Gamification, Serious Games, Ludic Simulation, and other Contentious Categories." International Journal of Gaming and Computer-Mediated Simulations 5, no. 2 (April 2013): 1–19. http://dx.doi.org/10.4018/jgcms.2013040101.

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This paper provides a conceptual framework for gamification, ludic simulations, and serious games. Central to this framework is the spectrum of design that differentiates work and play. Work and play help define software in purpose as games, productivity software, and entertainment. These categories are informed through cognitive feature analysis of narrative and game play structure. Both can be analyzed to determine the degree of work or play in an activity, as well as issues that influence sustained engagement, which is essential for avoiding game abandonment. To demonstrate the framework for the design and analysis of gamification, ludic simulations, and serious games, several case studies are presented with feature analysis to substantiate the categories.
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Leväsluoto, Johanna, Jouko Heikkilä, Joona Tuovinen, and Kaupo Viitanen. "Gamification as an Enabler of Mutual Learning in Complex Health Care Systems." International Journal of E-Services and Mobile Applications 8, no. 4 (October 2016): 35–47. http://dx.doi.org/10.4018/ijesma.2016100103.

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In this paper, the authors present a gamified role switching method to promote dialogue and mutual learning in health care organisations facing changes in complex systems. Their research is based on two case studies in which the information exchange between the actors is crucial. 25 stakeholders were interviewed and four workshops were arranged. This study indicates that the gamified role switching method inspired and gave means for the participants to enhance systemic understanding of their organization and to improve dialogue. The role switching method also made the participants to see the situation from the other perspectives and thus promoted collaboration and the change process.
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Trees, Lauren. "Encouraging millennials to collaborate and learn on the job." Strategic HR Review 14, no. 4 (August 10, 2015): 118–23. http://dx.doi.org/10.1108/shr-06-2015-0042.

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Purpose – The purpose of this paper is to present enterprise social networking and gamification as two potential tools to help organizations engage Millennial employees in collaboration and learning. Design/methodology/approach – The research provides general descriptions of enterprise social networking and gamification approaches, shares data on adoption of these approaches from APQC’s “2015 Knowledge Management Priorities Data Report” (based on a January 2015 survey of 524 knowledge management professionals) and includes four company examples adapted from APQC’s Connecting People to Content and Transferring and Applying Critical Knowledge best practices studies. The methodology for APQC’s best practices studies involves screening 50 or more organizations with potential best practices in a given research scope area and identifying five or six with proven best practices. APQC then conducts detailed site visits with the selected organizations and publishes case studies based on those site visits. Findings – Enterprise social networking platforms are in place at 50 per cent of organizations, with another 25 per cent planning to implement them by the end of 2015. By providing near-immediate access to information and answers, enterprise social networking helps Millennials learn the ropes at their new workplaces, gives them direct access to more knowledgeable colleagues who can assist and mentor them, and helps them improve their business outcomes by reusing knowledge and lessons learned across projects. Younger workers can also harness the power of social networking to create a sense of belonging and build their reputations in large, dispersed firms, where it is particularly difficult for them to gain visibility. A recent APQC survey indicates that 54 per cent of organizations either currently employ gamification to encourage collaboration or expect to implement it within the next three years. The rush to gamify the enterprise is, at least in part, a reflection of employers’ desire to satisfy Millennials and make them feel connected to a community of co-workers. Although games appeal to a wide range of age groups, Millennials grew up with digital interaction and tend to prefer environments that emphasize teamwork, social learning and frequent feedback – all of which can be delivered through gamification. Originality/value – The value of this paper is to introduce the value of and relationship between enterprise social networking and gamification platforms to human resource (HR) professionals looking to increase engagement and retention rates for Millennial employees.
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Afshar Jalili, Yasha. "I rather share my knowledge." VINE Journal of Information and Knowledge Management Systems 50, no. 2 (October 18, 2019): 203–17. http://dx.doi.org/10.1108/vjikms-04-2019-0052.

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Purpose This paper aims to propose an approach by understanding how Oil Industries’ Commissioning and Operation Company (OICO) company fostered its knowledge sharing (KS) by using gamification approach and nudge theory. It also ascertains the process and challenges that OICO confronted during its three-year journey for improving its organizational knowledge performance. Design/methodology/approach The study used a qualitative research method and case study design. Data were collected from several sources, including the first-hand experiences and observations of the author during contributing in the company’s canonical action research, several in-depth face-to-face interviews conducted with the KM Department team members, the data gathered from the company’s KM software and studying the related organizational procedures and documents. Findings The results reveal that the gamification approach suits for developing KS reward system and knowledge performance management. It also explains that informing project managers about their project’s knowledge performance accompanied by emoticons would lead to higher supports of KM. The proposed approach by this case study improved the organizational KS and performance by 22 per cent semi-annually. Practical implications The described case is detailed deeply and would help KMers to follow it easily. The study would spark some ideas of how to use nudge theory in KM context. Besides, KMers can design a KM reward system based on the explained case. Originality/value This study contributes to the KS and KM rewarding system, especially in project-based organizations, as limited studies have been conducted to investigate the roles that the gamification approach can play in this field. Moreover, this is the first time that use of nudge theory and choice architecture is investigated in the context of KM.
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Villasana, María Vanessa, Ivan Miguel Pires, Juliana Sá, Nuno M. Garcia, Maria Canavarro Teixeira, Eftim Zdravevski, Ivan Chorbev, and Petre Lameski. "Promotion of Healthy Lifestyles to Teenagers with Mobile Devices: A Case Study in Portugal." Healthcare 8, no. 3 (September 2, 2020): 315. http://dx.doi.org/10.3390/healthcare8030315.

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Educating teenagers about nutrition and promoting active lifestyles is essential in reducing the long-term health risks and one idea to achieve this is by using mobile applications. Previous studies showed that the existing mobile applications have similar functionalities, such as intervention with questionnaires, and the use of gamification techniques to improve interactiveness. However, unlike our study, some studies are not validated and verified by healthcare professionals. Additionally, this study intends to promote the interaction between the teenagers and the medical communities. In this study, we analyze the benefits of the proposed mobile application, which features monitoring of physical activity, daily tips and curiosities, questionnaires, and gamification through earning points. Most of the teenagers were satisfied with the physical activity monitoring and found the tips, curiosities, and weekly questionnaires useful. The study started with 26 teenagers from two schools in the center of Portugal that would use the mobile application for five weeks. Still, at the end of the study, only 7 teenagers finalized the study. The decreasing number of teenagers in the study was affected by the lack of social interaction caused by the pandemic situation. During the period, the mobile application would engage the users with notifications on nutrition and physical activity, challenges concerning the number of steps and calories they would have to spend, and questionnaires related to the curiosities and suggestions from the previous week. We used Fisher’s test to investigate the relationship between the assessment obtained in the responses to the questionnaires, and the adoption of healthier eating and sports practices. In summary, participants were satisfied with the mobile application and experienced some improvements in diet and habits.
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Dissertations / Theses on the topic "Gamification case studies"

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Sanchi, Piero. "Gamification e Storytelling: stato dell’arte e casi di studio." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2020. http://amslaurea.unibo.it/21580/.

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Il seguente elaborato tratta i temi della gamification e dello storytelling e analizza attraverso casi di studio l'attuale stato dell'arte in materia, ponendo l'accento su ciò che riguarda il mondo digitale e l'evoluzione di tali pratiche. Saranno spiegati il significato di queste tecniche, la loro trasformazione nel tempo e i principi psicologici che ne stanno alla base (concentrandosi sugli aspetti di Human Computer Interaction e psicologia comportamentale). Dopodiché saranno indicati e visti in dettaglio i principali meccanismi per attuare con successo strategie di gamification e storytelling, parlando nel primo caso di due dei framework più famosi (MDA e Octalysis) e nel secondo delle diverse categorie di storytelling, analizzandone i diversi scopi, tra cui quelli economici, ma anche educativi e sociali. Infine, saranno approfonditi alcuni casi di studio per ognuno dei temi trattati in precedenza, analizzati anche secondo i framework sopra citati e sottolineando i vantaggi derivati da una buona applicazione di gamification e storytelling.
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Eriksson, Anna. "Ett intranät i tiden : Kan ett intranät i en kommun spelifieras, vad är viktigast för användarna?" Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-76936.

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The research conducted in this study aims to answer if it would be possible to gamify an Intranet for a Municipality (Ekerö Municipality in Sweden) and it also investigates what usability needs are the most important to meet. The study is based on Delone and McLean's IS success model. Furthermore, there is an assumption that there is too much irrelevant information on the old intranet. The study is based on qualitative interviews and shows that the employees of the municipality are affected by the qualities of the success model, information quality, functionality, and service. It also shows that personalization, as well as good user-friendliness and well-structured content, are values appreciated by employees. The users are also positively set for gamification.
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Books on the topic "Gamification case studies"

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Gibbons, William. Gamifying Classical Music. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190265250.003.0011.

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This chapter addresses the ways in which classical music lends itself to gamification, a pervasive trend in contemporary culture in which aspects of games are applied to non-game activities to encourage desired behaviors. The chapter presents two case studies of recent mobile applications that illustrate different approaches to the gamification of classical music. The first of these discusses the Young Person’s Guide to the Orchestra, an app that updates traditional, and problematic, approaches to music education, namely, music appreciation. The second case study considers Steve Reich’s Clapping Music, an app that embraces the interactivity of games to blur the lines between education and musical performance.
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Book chapters on the topic "Gamification case studies"

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Sénécal, Simon, Nedjma Cadi, Marlène Arévalo, and Nadia Magnenat-Thalmann. "Modelling Life Through Time: Cultural Heritage Case Studies." In Mixed Reality and Gamification for Cultural Heritage, 395–419. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-49607-8_16.

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Winoto, Pinata, and Tiffany Y. Tang. "From Market Place to Collusion Detection: Case Studies of Gamification in Education." In Gamification in Education and Business, 277–90. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-10208-5_14.

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Spitz, Rejane, Francisco Queiroz, Clorisval Pereira, Leonardo Cardarelli Leite, Marcelo P. Ferranti, and Peter Dam. "Do You Eat This? Changing Behavior Through Gamification, Crowdsourcing and Civic Engagement." In Design, User Experience, and Usability: Users, Contexts and Case Studies, 67–79. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91806-8_6.

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de Souza Filho, José Cezar, Ingrid Teixeira Monteiro, and Paulyne Matthews Jucá. "Game for PLAYability Heuristic Evaluation (G4H-PLAY): Adapting G4H Gamification to Allow the Use of Playability Heuristics." In Design, User Experience, and Usability. Practice and Case Studies, 68–84. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23535-2_5.

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Moseley, Alex. "A Case for Integration." In Gamification, 1865–80. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8200-9.ch094.

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There is growing interest in assessment of student learning within education, not least because assessment practice within some sectors (the UK higher education sector for example) is stagnant: many courses designed independently to the assessment method and assessed through a small number of traditional methods. Games-based learning has shown little deviation from this pattern – games themselves often removed from assessment of the skills they are designed to teach, and in the worst cases from the intended learning outcomes: gamification being a particularly formulaic example. This chapter makes the case for an integrated approach to assessment within learning games and the wider curriculum, drawing on elements within game design that provide natural opportunity for such integration. To demonstrate and evaluate such an approach, integrated assessment case studies (including a full study from the University of Leicester) are presented and discussed.
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Hauge, Jannicke Baalsrud, Elizabeth Boyle, Igor Mayer, Rob Nadolski, Johann C. K. H. Riedel, Pablo Moreno-Ger, Francesco Bellotti, Theodore Lim, and James Ritchie. "Study Design and Data Gathering Guide for Serious Games' Evaluation." In Gamification, 425–51. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8200-9.ch021.

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The objective of this chapter is to provide an overview of the different methods that can be used to evaluate the learning outcomes of serious games. These include Randomised Control Trials (RCT), quasi-experimental designs, and surveys. Case studies of a selection of serious games developed for use in higher education are then presented along with evaluations of these games. The evaluations illustrate the different evaluation methods, along with an assessment of how well the evaluation method performed. Finally, the chapter discusses the lessons learned and compares the experiences with the evaluation methods and their transferability to other games.
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Mavridis, Apostolos, Thrasyvoulos Tsiatsos, and Theodouli Terzidou. "Designing and Deploying 3D Collaborative Games in Education." In Gamification in Education, 89–106. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5198-0.ch005.

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This paper focuses on methodologies of serious games deployment and evaluation. Particularly, this study will present a specific category of serious games that are based on Collaborative Virtual Environments and they aim to support Collaborative Learning. We call these serious games Collaborative Virtual Educational Games (CVEG). The paper aims to analyze the deployment and evaluation process, through the study of relevant bibliography, and by doing so to reveal the existing research gap, which fails to evaluate the threefold nature – game, collaboration, and software - of CVEG. The proposed framework aims to support the design, deployment, and evaluation of a CVEG, by incorporating two consecutive and recurrent cycles, each consisting of distinct phases. Furthermore, each phase is designed to address specific goals. Finally, the paper presents four case studies, applying the proposed theoretical methodology for designing, deploying and evaluating a pragmatic CVEG.
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Ferrell, Jared Z., Jacqueline E. Carpenter, E. Daly Vaughn, Nikki M. Dudley, and Scott A. Goodman. "Gamification of Human Resource Processes." In Emerging Research and Trends in Gamification, 108–39. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8651-9.ch006.

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Gamification promises to deliver more motivating, engaging, and, ultimately, effective human resource (HR) processes. The following chapter presents an overview of key motivational theories supporting the potential effectiveness of gamifying HR processes. Key motivational theories underpinning the success of gamification include Need Satisfaction Theories, Operant Conditioning, Flow, and Goal Setting Theory. After providing a theoretical framework supporting the effectiveness of gamification, emphasis will shift to an examination of key game elements used to improve four large categories of HR processes: recruitment, selection, training, and performance management. Case studies will be leveraged to provide real-world examples of organizations using gamification to improve HR initiatives. Finally, the chapter will cover key considerations and best practices that should be followed when developing and implementing gamified HR initiatives.
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Carvalho, Yvonne Costa, Giordano Ribeiro Eulalio Cabral, and Veronica Teichrieb. "Beyond the Fun." In Handbook of Research on Immersive Digital Games in Educational Environments, 374–404. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5790-6.ch014.

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Many studies approach the relationship between games and education, linking them with pedagogical theories, such as the constructivism, the social interactionism, and the early child development theory, respectively. Games are particularly well suited to one of these theories, the pedagogy of liberation, since it may help developing autonomy and critical thinking. However, there is apparently a lack of studies relating the use of games and gamification in education from this perspective. This chapter reports some case studies of using commercial games and gamification methods in a Brazilian school, relating the experiences to concepts from the pedagogy of liberation.
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McKain, Danielle. "Independent E-Learning." In Opening Up Education for Inclusivity Across Digital Economies and Societies, 120–36. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7473-6.ch006.

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Recent advances in technology provide the opportunity for independent e-learning virtually anytime and anywhere. Although technology offers options that can meet the needs of most learners, distractions, and motivation to learn are concerns. This chapter will provide a brief history of independent e-learning and Khan Academy, as well as research on motivation to learn and gamification. In addition, Khan Academy case studies and other independent learning resources will be discussed along with advantages and disadvantages of use. The increase in free e-learning resources that are available for classroom and personal use is changing the world of education and learning. Future research recommendations are also presented.
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Conference papers on the topic "Gamification case studies"

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Kurnianto, Arik, and Ferric Limano. "Visual representation of character of wayang kulit purwa in the wayang-based games: Case studies of Kurusetra and Mahabarat warrior games." In 2016 1st International Conference on Game, Game Art, and Gamification (ICGGAG). IEEE, 2016. http://dx.doi.org/10.1109/icggag.2016.8052666.

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Tenório, Kamilla, Diego Dermeval, and Alan Pedro da Silva. "Gamification Analytics Model for Teachers." In Workshops do Congresso Brasileiro de Informática na Educação. Sociedade Brasileira de Computação, 2020. http://dx.doi.org/10.5753/cbie.wcbie.2020.72.

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Despite the growing interest in applying gamification in the technology-enhanced learning context, previous studies have reported unexpected results concerning students' engagement, learning outcomes, and motivation in gamified learning systems. A possible solution to avoid these unexpected outcomes is the use of the gamification analytics approach, that is the data-driven process of monitoring and adapting gamification designs. Therefore, this dissertation proposes a gamification analytics model for teachers. In this model, the teacher defines interaction goals, monitor students' interaction with the learning resources and the gamification elements, and adapt the gamification design through missions for students that are not achieving the goals. A gamification analytics model-based tool, GamAnalytics, was developed, implementing the most well-rated design concepts validated by teachers through a speed dating method. Teachers evaluated the developed tool where perceived usefulness, perceived ease of use, behavioral intention, relevance, perceived enjoyment, and self-efficacy metrics were measured, and results showed a high acceptance and approval of the tool. Furthermore, to investigate the impact of the use of gamification analytics model by teachers through the GamAnalytics tool on students, a case study was conducted. The results suggest an improvement in students engagement, learning outcomes, and a positive effect on students motivation.
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Syafi’udin, Habib, Nova, and Dedi Kuswandi. "Problem-Based Learning with the Gamification Approach in Ecopedagogy for Children Aged 4–7 Years: A Case Study of Kampung Kramat Malang, Indonesia." In International Conference on Social Studies and Environmental Issues (ICOSSEI 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200214.015.

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"Interactive 3D Representation of Business Case Studies in the Classroom." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4047.

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Aim/Purpose: In our previous paper, we have proposed a methodology to deliver an applied business course to the multicultural audience having in mind embedding into the course cultural sensitivity and create a safe place for multicultural students to use own cultural metaphors in a learning place. We have proposed a fusion of ancient storytelling tradition creating an overall context for the teaching process and specific use of rich picture coming from Soft System Methodology (SSM). The used teaching approach is promising and brings the required results. However, the proposed method, to be fully effective requires a computerized supporting tool in a form of sophisticated graphical editor/presentation application displaying in real-time case study progress along with the in-class discussion. This tool is a central topic for this paper. Background: The existing tools like for example MS PowerPoint, MS Visio, or Prezi used by us so far cannot be used for our purpose as the interactive image update distract the students. The MS PowerPoint and Prezi require visible mode switching between design mode (edit) and presentation mode. Whereas MS Visio editing is too slow for our purposes. This switching or editing time create a meaningful distraction during the discussion. Methodology: As a solution for the above problem, the authors work on the development of own specialized tool using open source software Blender 3D (http://blender.org) along with Python. The code will be released to open source domain to enable further co-operation with other researchers. Contribution: The described effort, if successful, should create a new presentation tool allowing among the other features, seamless in-class knowledge transfer and in the future will enable the way for gamification of case studies. Impact on Society: A definite improvement of teaching quality in applied business (however, not limited to) with further possibility to extend to deliver courses e.g. for company’s executives. The tool and methodology allow embedding cultural sensitivity into the learning process and will have an impact on digital inclusiveness. Future Research: The tool enables possibility for further analysis of the business situation by artificial intelligence interface. In fact, a whole interactive process of reaching the case conclusion may be observed (allowing collecting analytics and insights on teacher and student’s behavior and performance).
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Uskov, Alexander, and Bhuvana Sekar. "Serious games, gamification and game engines to support framework activities in engineering: Case studies, analysis, classifications and outcomes." In 2014 IEEE International Conference on Electro/Information Technology (EIT). IEEE, 2014. http://dx.doi.org/10.1109/eit.2014.6871836.

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Elgrably, Isaac Souza, and Sandro Ronaldo Bezerra Oliveira. "Gamification and Evaluation of the Use the Agile Tests in Software Quality Subjects: The Application of Case Studies." In 13th International Conference on Evaluation of Novel Approaches to Software Engineering. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0006800304160423.

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Ernesto Ferreira Costa, Igor, and Sandro Ronaldo Bezerra Oliveira. "Uma Avaliação do Uso de Gamificação para Apoiar o Ensino e Aprendizagem de Testes Exploratórios." In Computer on the Beach. São José: Universidade do Vale do Itajaí, 2021. http://dx.doi.org/10.14210/cotb.v12.p027-034.

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This paper presents the exploratory testing, an approach that has become very relevant in software testing, mainly due to the emerging the use of agile practices in the software development process to satisfy the needs of the market (Time to Market). However, it was possible to notice that it is a subject little discussed in the academic context. For this reason, this work uses gamification as a systematic strategy in teaching and learning of exploratory testing using case studies with two classes, which aims to maintain strong student involvement and an incentive for good performance, obtaining as results students prepared to use this testing approach. As a final result, the students achieved a good overall performance; with reports that gamification facilitated and collaborated greatly to achieve the best performance, converging with the quantitative data obtained. This can be evidenced by the fact that two case studies (classes) reached a percentage superior to 70% of conquest, that is, there was an excellent general performance analyzed by the proportion of medals obtained for the participation.
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Tenório, Kamilla, Diego Dermeval, Geiser Chalco Challco, Bruno Lemos, Pedro Nascimento, Rodrigo Santos, and Alan Pedro da Silva. "An Evaluation of the GamAnalytics Tool: Is the Gamification Analytics Model Ready for Teachers?" In Simpósio Brasileiro de Informática na Educação. Sociedade Brasileira de Computação, 2020. http://dx.doi.org/10.5753/cbie.sbie.2020.562.

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In order to improve students' learning outcomes, researchers and practitioners have increasingly applied gamification in technology-enhanced learning environments. However, some studies in the literature have reported unexpected negative results with that. To avoid these unexpected outcomes in gamified learning systems, we proposed the ``gamification analytics model for teachers" in a previous study. This model allows teachers to monitor and adapt the gamification design in the run-time of the teaching-learning process. In this paper, we present the results obtained in an empirical study to assess teachers' perception and acceptance regarding the GamAnalytics tool, a tool developed based on our proposed model that allows teachers to monitor students' interaction with learning resources and game elements and adapt tailored missions for students in gamified educational systems. The results indicate that the teachers have significantly good behavioral intention to use our tool and good perception of its usefulness and ease of use. The teachers also indicated enjoyment, relevance, and self-efficacy, and that the tool does not cause anxiety.
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