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Hilton, Michael. "Improving WebIDE through Delightful Design and Gamification." DigitalCommons@CalPoly, 2013. https://digitalcommons.calpoly.edu/theses/931.
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WebIDE is a web-based online learning environment. WebIDE has been used
successfully to teach CS0 and CS1 students Java and C concepts and software
engineering best practices, specically Test Driven Development. Previous Web-
IDE development has concentrated on developing functionality. The main goal
of this eort is to improve two non-functional aspects of WebIDE. The rst is to
design a more delightful user interface. The second is to add a scoring mecha-
nism that encourages students to develop best practices. The scoring mechanism
rewards students who answer the question correctly on the rst attempt, dis-
couraging them from spamming the answer button. Our objective is to motivate
the students to think before answering. The innovations are evaluated through
a semi-controlled experiment that was conducted during the Fall quarter of 2012
at Cal Poly.
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Boström, Ludvig, and Erik Andersson. "Det flerdimensionella biobesöket : En gamification-studie." Thesis, Uppsala universitet, Institutionen för informatik och media, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-413590.
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Gamification har börjat integreras mer och mer i våra liv varje år inom diverse områden såsom shopping, sport och undervisning. Gamification används per definition för att öka motivation hos användare genom att introducera spelmoment i en icke-spel kontext. Denna studie syftar till att utvärdera hur bra de designprinciper och designriktlinjer, som är formade utifrån ett ramverk som kallas för MDA-ramverket (ett ramverk inom gamification), kan tillämpas vid utformningen av en gamificationapplikation inom kontexten av ett biobesök eller om det krävs en modifiering av dessa. Studien syftar även till att ta reda på huruvida den här typen av applikation skulle kunna öka det generella intresset för att bli medlem hos en bioverksamhet likt Filmstaden. För att ta reda på detta gjordes en intervju som en del av förstudien för att kontrollera den generella attityden och intresset för en applikation som denna. MDA-ramverket användes sedan till att utveckla en Lo-Fi prototyp utifrån principerna och riktlinjerna inom MDA-ramverket. Denna prototyp testades genom att observera totalt tio användare som fick interagera fritt med prototypens olika funktioner. Observationen följdes upp av en intervju med samma användare som fick uttrycka sina känslor gentemot applikationen och de potentiella problem som uppkom med den. Analysen av observationen samt svaren från respondenterna jämfördes sedan med principerna och riktlinjerna som användes under designfasen för att se hur väl dessa kunde tillämpas i kontexten av ett biobesök eller om de kunde ses som felaktiga. Resultatet av studien visade på att de flesta riktlinjer var essentiella för kvalitén av prototypen men att några av dem borde ses över vid utvecklingen av en gamificationapplikation i kontexten av ett biobesök. Slutligen visade också studien, baserat på intervjusvaren som samlades in, att en applikation som denna skulle kunna öka motivation bland biobesökare att bli medlem i Filmstadens bioklubb.<br>Gamification has been increasingly integrated into our lives every year within different areas such as shopping, sports and education. It focuses by definition on increasing the motivation in users by introducing gaming elements into a non-gaming context. This paper aims to investigate how well current design principles and design guidelines, that have been shaped from the so-called MDA-framework (a framework within gamification), can be used for designing a gamification application within the context of a cinematic experience or if modification is required. It also investigates whether this sort of application would be able to increase the general interest of becoming a member at a cinema enterprise such as Filmstaden, Sweden. First of all, an interview was constructed as part of the pre-study to check the general attitude and interest toward an application like this. An existing framework for gamification called the MDA-framework was then used to create a Lo-Fi prototype that practices the principles and guidelines of MDA for an optimal design. This prototype was then tested by observing a total of 10 users who got to interact freely with the different functions. This observation was followed by an interview with the same users where they got to express their feelings toward the application and the potential issues that were presented with it. This result was then compared to the principles and guidelines used during the design to see whether any of the guidelines could be seen as faulty or if any potential guidelines were missing. The analysis of the research showed that most principles and guidelines were very helpful and brought the quality of the prototype to a satisfactory level on most accounts. The attitude towards some of the guidelines was proven to have changed since their emergence though. Finally, the paper also discovered, based on the applicant’s answers, that an application like this could increase the motivation of becoming a member in the “Cinema Club”.
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Castro, Fl?vio Steffens de. "A gamification framework as a collaboration motivator for software development teams." Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2016. http://tede2.pucrs.br/tede2/handle/tede/6843.
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Previous issue date: 2016-01-19<br>Gamification is the use of game elements in non-game context to motivate people to achieve goals. Its use is becoming very popular in software development organizations due to work being based upon human-centric and brain-intensive activity. This research presents a framework that identifies common collaboration issues that affect software development teams and how to apply game elements to mitigate them by jump starting behavior change. The framework is defined based on literature and on a field study with gamification and software development professionals. In its preliminary evaluation with practitioners and specialists, they presented evidences of the applicability of this framework as a motivator to foster collaboration in software teams. The framework can be used by management to promote behavioral change in their industrial teams and by researchers to advance the state of the art in collaboration in the field. Tool designers can also benefit from it by having access to the comprehensive and compiled body of knowledge to inspire them to design new tools or improve current ones to support collaboration in software teams.<br>Gamification ? o uso de elementos de jogos em contextos al?m de jogos para motivar pessoas a atingirem seus objetivos. Seu uso tem se tornado popular nas empresas de desenvolvimento de software devido a este tipo de trabalho ser baseado em atividades cognitivas e intelectuais. Esta disserta??o apresenta um framework que identifica problemas comuns de colabora??o em equipes de desenvolvimento de software e como podemos aplicar elementos de jogos para mitig?-los, agindo como catalizador de mudan?a de comportamentos. O framework foi definido baseado em uma revis?o de literatura e em um estudo de campo com profissionais de desenvolvimento de software e gamification. Na avalia??o preliminar realizada com especialistas, foram encontradas evid?ncias da aplicabilidade desde framework como um motivador para incentivar a colabora??o em equipes de software. Este framework pode ser usado por gerentes e l?deres para promover mudan?as de comportamentos em equipes, pesquisadores para aprofundar os conhecimentos nos t?picos de gamification e colabora??o, e designers para desenvolverem pr?ticas de
gamification em ferramentas de colabora??o de equipes.
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Pitarevic, Ermin. "Development of a Pick-Up-And-Play Gamification Geography Game for Learnability." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-171698.
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Gamification, immersion and flow are well known within game design, and more frequently considered within the development of educational applications. The simplicity and comprehensibility of an educational game can result into improved learning and a more enjoyable experience, as the focus on the gameplay increases with less instructions and a more straightforward approach for playing and learning. The aim is to focus on the relevant areas in order to implement a pick-up-and-play gamification geography game for learnability, as well as understanding the considerations when developing an educational application of this kind. Moreover, the work mainly focuses on the implementation of relevant and central game design elements, including animations, correlated to the researched areas. Given the information and the implementation, evaluation and analyzation were performed using Think-Aloud protocol combined with two scripted tests. Additionally, two slightly modified questionnaires were used, the Game Experience Questionnaire and User Engagement Scale Short Form, as a completion for any uncertainties or missing information after the Think-Aloud protocol. The work has brought up the importance of understanding the correlation between the relevant areas and the game design elements, as well as discussed these in context of this work. Moreover, it describes the importance of the well-balanced usage of animations, which improves the dynamic and engaging experience, while also contributing to a clearer feedback. The Think-Aloud protocol have shown being very useful and effective for the evaluation and analyzation. However, the questionnaires were only useful to some extent, but overall ambiguous and confusing, mainly because of the short playtime by the participants, as well as the difficulties in interpreting the assumptions.
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Norrena, Björnberg Lotta. "Gamification som mekanism för realisering av aktivitetssystem : En litteraturstudie om affärsmodeller som aktivitetssystem och gamifications motivationseffekter på aktörerna som ingår i systemet." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-97516.
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Syftet med den här studien är att skapa förståelse hur gamification ur ett teoretiskt perspektiv kan bidra till realisering av aktivitetssystem som i detta arbete likställs definitionen av affärsmodell. Detta genom att gamification bidrar till den transformation som krävs för att aktivitetssystemet ska realiseras. Målet med studien var att bidra med kunskap till praktiker som planerar att genomföra affärsmodellinnovation samt hur dessa kan använda gamification på de externa aktörerna i aktivitetssystemet. Fenomenet affärsmodellinnovation (BMI) har på senare år vuxit fram som ett område som företagsledningar behöver beakta. I dagens samhälle måste företagsledning hantera snabba förändringar och fatta beslut löpande om framtida beteenden bland aktörerna i aktivitetssystemet och därefter anpassa aktivitetssystemet för att det ska vara livskraftig. Forskning har däremot visat ett gap kring exekvering av välformulerade strategier och aktiviteter, varpå denna studie framhäver gamification som mekanism för exekvering/realisering av aktivitetssystem. Resultatet är en guide som fungerar som vägledning för praktiker. Metodvalet föll på en systematisk litteraturstudie med induktiv analys och diskussion för att på transparant och systematiskt sätt eftersöka det som redan är känt inom olika fält för att lära från det andra redan studerat. Utöver en induktiv ansats har ett inslag av deduktiv ansats använts för det empiriska inlägget i studien. Det empiriska inlägget är i form av ett exempel som utgör en enklare validering av det teoretiska resultatet. De slutsatser som dragits är restriktiva i relation till antalet granskade litterära verk i förhållande till tillgänglig forskning inom respektive område. Begräsningar av studien diskuteras men lämnar utrymme för ytterligare begränsningar. Ur ett teoretiskt granskande perspektiv finns potential för företag att använda gamification som mekanism för att realisera ett aktivitetssystem, avseende att främja motivation till beteende (aktiviteter) hos de externa aktörerna som ingår i aktivitetssystemet och som inte kan styras med interna beslutshierarkier. Denna studie påvisar vikten av samverkan mellan designprocessen för gamification respektive designprocessen för aktivitetssystemet samt att det krävs ett ledningsfokus som beaktar viktiga aspekter för en lyckad realisering av aktivitetssystemet.
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Lindstedt, Marcus. "Best Practice Free-to-Play: Game Mechanics Impact on Gamification of Higher Education." Thesis, Malmö högskola, Fakulteten för teknik och samhälle (TS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20240.
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This thesis investigates the game mechanics utilized in popular free-to-play games and how these mechanics can be used within a gamified system to attempt to affect student retention at higher educational institutes. Free-to-play has become a highly popular revenue model within the game development industry due its ability to attract a larger player base.Several games were chosen for analysis and a game design document was created based upon the findings within this analysis. An application was then developed and used in a case study to evaluate the design. Results found that implementing successful mechanics into a gamified system could positively affect the motivational levels of students.
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Jangard, John. "Enhancing the learning of cinema: The development of a gamified prototype using design science." Thesis, Malmö universitet, Fakulteten för teknik och samhälle (TS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20790.
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The ways film can be studied are many. The academic area of film science is very fragmented due to a lack of unity in its consensus and the overarching understanding of what its field entails. This situation warrants the evaluation of alternative pathways and tools for students to better understand the field of film science. The usage of gamification, an alternative approach to academic study, was chosen for this work due to its growing in interest, potential and usage. The method used to determine the validity of this concept was based on principles and methodology found in design science. The produced prototype showcased the concept of a gamified platform for film students to use in their studies. The study performed was an interactive lesson and test of the prototype where twelve participants used and experienced its intended purpose, with additional data collected using qualitative interviews and a questionnaire. The results of this work found that gamified interfaces can aid students but cannot be the sole source for an academic course or program. Partial aspects were found to be effective, but more research is necessary to fully see the effects of its implementation.
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Skagersten, Karl, and Anders Jobs. "Gamification in a sales context : Designing for motivation and commitment." Thesis, Uppsala universitet, Informationssystem, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-256523.
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Länge har utvecklare kämpat för att genom kreativa implementationer av gryende teknologi, särskilja och sprida sina applikationer och tjänster i konkurrensen av ett ständigt växande utbud. En av de senaste trenderna för att framkalla ett ökat engagemang och förbättrade prestationer bland användarna är gamification. Detta innebär processen att införa spelliknande moment i applikationer för att öka deras interaktionförmåga och på så sätt möjliggöra för motivation att uppstå inom användaren. Lyckade exempel på gamifierade applikationer har snabbt sprungit om sina konkurrenter både vad gäller användarlojalitet och popularitet vilket får många att fundera på nya användningsområden för tekniken. I detta arbete vill vi besvara frågor kring hur gamification kan användas för att öka engagemang, kunskap och prestation hos användarna i ett av dessa nya områden, försäljning. Genom en empirisk datainsamling och analys av fallet Sponsra.se samt teorier inom gamification, psykologi och försäljning, presenterar och motiverar vi tre riktlinjer för design av gamifierade applikationer inom en försäljningskontext: “social kontext”, “inre motivation” och “beteendeförändring”.<br>For a long time developers have fought in ever growing competition, to differentiate and spread their applications through creative implemetations of groundbreaking technology.One of the newest trends in trying to produce an increase of commitment and performance in users is gamification. This means the process of introducing game-like elements to applications, in an effort to increase their interactivity and enabling motivation to develop in the user. Successful examples of gamified applications have quickly surpassed their competitors in both user loyalty and popularity, which has made many think about new fields of applications for this thechnology. In this work we want to answer questions about how gamification can be used to increase users commitment, knowledge and performance in one of these new areas, sales. Through an empiric collection of data and analysis of the case Sponsra.se as well as theories from gamification, psychology and sales, we present and give grounds for three guidelines used to design gamified applications in a sales context: “social context”, “intrinsic motivation” and “behavioral change”.
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Zoric, Andjela, and Tamara Knezevic. "A TAXONOMY AND METAMODEL FOR GAMIFIED AGILE DEVELOPMENT." Thesis, Mälardalens högskola, Akademin för innovation, design och teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-55038.
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Gamification is applied in several aspects of software engineering. There are several concrete examples of theapplication of gamification to modern development approaches, such as Agile. Nevertheless, a classification ofcore elements that gamified Agile development should entail, to be used as a reference for systematically andconsistently design gamified Agile development processes, is missing. The goal of this thesis is to, starting fromconcrete instances of gamified Agile development, generalize the common aspects and propose a classificationof core elements as a reference taxonomy. We designed a research method based on the following four coreactivities: (i) analysis of the state of the art in Gamification applied to Agile development processes, (ii)definition of a taxonomy for Gamified Agile Development, (iii) formalization of the taxonomy in a metamodel,(iv) validation of the metamodel by instantiation of existing concrete examples of gamified Agile development.The contributions of this thesis are a structured taxonomy for gamified Agile development and its formalizationin an instantiable metamodel. The metamodel was validated by instantiating it and comparing it to the existingexamples from literature.
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Hernandez, Jérôme. "Facilitating the Development of Game-Based Assessments : An In-depth Exploration of Behavioural Profiling and Soft Skills Recognition via Gamified Situational Judgement Tests." Electronic Thesis or Diss., Sorbonne université, 2023. http://www.theses.fr/2023SORUS589.
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Au cours des dernières années, la reconnaissance des compétences non techniques et transversales est devenue de plus en plus courante dans la sélection et la formation du personnel. Dans cette optique, les entreprises ont montré un intérêt croissant pour l'utilisation d'approches ludiques, couplées à des données informatiques, pour prédire le comportement des employés. Les professionnels des ressources humaines cherchent donc et développent des outils fiables et valides pour identifier le bon candidat pour le bon poste tout en améliorant simultanément les stratégies de sélection et l'engagement des candidats. Cette thèse explore l'exploration et l'exploitation des approches basées sur le jeu dans le domaine des ressources humaines, en particulier dans les processus de recrutement et de sélection. Elle commence d'abord par plonger dans l'histoire des approches basées sur le jeu, en retraçant leurs origines et en expliquant leur évolution jusqu'aux jeux sérieux d'aujourd'hui. Ensuite, la thèse présente un méta-cadre et deux cadres pour la conception et la création d'un test de jugement situationnel ludifié (GSJT). Une progression systématique est mise en évidence, allant de la compréhension des besoins des clients à la mise en œuvre du GSJT. Ce méta-cadre et ces cadres subissent deux exécutions expérimentales pour affirmer leur efficacité. Par la suite, un système de notation de psychométrie computationnelle est introduit pour aider les équipes de psychométrie du GSJT dans leurs efforts de notation. Plusieurs méthodes de notation sont examinées, et une approche de notation hybride est introduite. Une troisième expérience est exécutée pour valider l'efficacité de cette approche. La thèse déplace ensuite son attention sur l'importance d'avoir des personnages non jouables réalistes pour reconnaître les compétences non techniques. Des modèles d'apprentissage profond sont suggérés pour faciliter la création de ces personnages. Une dernière expérience est menée pour évaluer l'efficacité de ces modèles. En conclusion, cette thèse apporte des contributions préliminaires à la théorie et aux applications pratiques concernant la création et l'utilisation de méthodologies basées sur le jeu dans le secteur des ressources humaines pour la reconnaissance de profils comportementaux<br>In recent years, the recognition of non-technical and cross-functional skills has become increasingly common in personnel selection and training. To this end, companies have shown a growing interest in using game-based approaches, coupled with computational data, to predict employee behaviour. Human resources professionals are, therefore, seeking and developing reliable and valid tools to identify the right candidate for the right position while simultaneously enhancing selection strategies and candidate engagement. This thesis explores the exploration and exploitation of game-based approaches in the field of human resources, particularly in recruitment and selection processes. It first delves into the history of game-based approaches, tracing their origins and explaining their evolution up to today’s serious games. Following that, the thesis presents a meta-frameworks and two frameworks for designing and creating a gamified situational judgement test (GSJT). A systematic progression is highlighted, spanning from grasping client needs to implementing the GSJT. These meta- framework and frameworks undergoes two experimental runs to affirm its effectiveness. Subsequently, a computational psychometric scoring system is introduced to assist GSJT psychometry teams in their scoring endeavors. Several scoring methods are scrutinized, and a hybrid scoring approach is introduced. A third experiment is executed to validate the efficacy of this approach. The thesis then shifts its focus to the significance of having lifelike non-playable charac- ters for recognizing non-technical skills. Deep learning models are suggested to facilitate the creation of these characters. A final experiment is conducted to gauge the effective- ness of these models. In conclusion, this thesis provides preliminary contributions to both theory and practical applications concerning the creation and use of game-based methodologies in the human resources sector for behavioural profile recognition
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Axelsson, Adam, August Bredberg, Petter Jerndal, and Erik Norén. "Keep track of your development of professional competencies with a gamified mobile application." Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-445522.
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The SkillMill project is an initiative co-funded by the Erasmus+ programme of the European Union. The primary goal is to provide students who study abroad a way to keep track of the existence and development of their professional competencies. These competencies include skills like interacting with colleagues, how you solve problems, and how you plan your work. These competencies are highly sought after by employers, and according to some employers, many candidates lack the necessary professional competencies they need to be effective in the working environment. We provide the SkillMill project with a mobile application in which the target group, students, can keep a journal about transformative experiences. The created mobile application serves as a foundation for the SkillMill project to build upon further to allow users to identify, understand and verbalize their professional competencies. A usability test was used to evaluate the design of the application, which showed that the design works well.<br>SkillMill-projektet är ett initiativ samfinansierat under Erasmus+ programmet inom den Europeiska unionen. Huvudmålet är att förse utbytesstudenter med ett sätt att bli medveten om och utveckla sina professionella kompetenser. Dessa kompetenser inkluderar din förmåga att interagera med kollegor, problemlösningsförmåga och planeringsförmåga. Dessa kompetenser är väldigt efterfrågade av arbetsgivare, och enligt vissa saknar många kandidater de professionalla kompetenser som krävs för att de ska vara effektiva på arbetsplatsen. Vi förser SkillMill-projektet med en mobilapplikation där målgruppen, studenter, kan föra dagbok om utmärkande händelser. Den skapade mobilapplikationen är en grund för SkillMill-projektet att bygga vidare på för att tillåta användare att identifiera, förstå och verbalisera deras professionalla kompetenser. För att testa mobilapplikationen gjordes användbarhetstester för att utvärdera applikationens design, resultaten var positiva.
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Lazarev, Valery. "Improving mass transit service by using crowdsourcing and gamification : A study on how to develop and design an application that can be used to encourage Värmlandstrafik’s passengers to report problems and concerns." Thesis, Karlstads universitet, Handelshögskolan (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78036.
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Application that combines crowdsourcing and gamification elements should be usable by as many passengers as possible, considering all the different smartphones available on the market and people with disabilities. Thus, most popular platforms for cross-platform mobile application development should be compared in order to choose the appropriate one for this project. Finally, application prototype should be further tested to gather more feedback about design and concept for improvements and future studies. Such solution is not meant to replace current methods of information gathering, but instead should be one of the available tools.
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Dahlqvist, Maja. "Stimulating Engagement and Learning Through Gamified Crowdsourcing : Development and Evaluation of a Digital Platform." Thesis, Uppsala universitet, Institutionen för ABM, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-325241.
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The aim of this thesis is to develop a gamified crowdsourcing platform for transcription and metadata tagging of digitised text documents, and further to examine whether the platform can stimulate engagement in archives and be used as an educational resource. The case, around which the thesis project is conducted, is the governmental Archives of Bosnia and Herzegovina and its historical documents which were damaged in a fire in 2014. Theories about engagement, archival pedagogy, and gamification guided the development of the platform. Bosnian-Herzegovinian school children, History teachers, and staff of the Archives of Bosnia and Herzegovina tested the platform and shared their thoughts of it in focus group discussions and interviews. The developed platform consists of a game interface, a database, and an interface for results viewing and searching. It is web-based, and coded in HTML, CSS, JavaScript, and PHP. The platform stimulated engagement among the school children who tested it. They expressed interest in reading and learning more about archival documents, in long-term preservation of information, and in the archive’s mission and future. Judging from the discussions and interviews, the platform could well serve as an educational resource. The History teachers showed interest in using the platform in their teaching, and found support for it in the curriculum for the History subject. A gamified crowdsourcing platform has been developed, and the perception among school children, History teachers, and archive staff was overall very positive. Crowdsourcing is not just about sourcing out tasks to the crowd. Co-creation of content could furthermore stimulate learning and engagement, and thereby tie a bound between the public and the archive. Gamification can successfully make the overarching goal of crowdsourcing understandable and concrete for the platform users.<br>Uppsatsen syftar till att utveckla en spelifierad crowdsourcing-plattform för transkription och metadatataggning av digitaliserade textdokument samt att undersöka huruvida plattformen kan väcka engagemang för arkiv och användas som en utbildningsresurs. Det fall runt vilket uppsatsprojektet kretsar är Bosnien-Hercegovinas centrala arkivmyndighet och dess historiska dokument som skadades i en brand 2014. Teorier om engagemang, arkivpedagogik och gamification vägledde utvecklingen av plattformen. Skolbarn och historielärare i Bosnien-Hercegovina samt personal på arkivmyndigheten provade plattformen och delade med sig av sina tankar om den i fokusgruppsdiskussioner och intervjuer. Den utvecklade plattformen består av ett spelgränssnitt, en databas och ett gränssnitt för resultatvisning och sökning. Den är webbaserad och skriven i HTML, CSS, JavaScript och PHP. Plattformen väckte engagemang hos de barn som provade den. De uttryckte intresse av att läsa och lära sig mer om arkivdokument, av långsiktigt bevarande samt av arkivets uppdrag och framtid. Plattformen skulle, av fokusgruppsdiskussionerna och intervjuerna att döma, kunna användas och fungera väl som utbildningsresurs. Historielärarna visade intresse av att använda plattformen i sin undervisning och fann stöd för det i historieämnets läroplan. En spelifierad crowdsourcing-plattform har utvecklats och mottagandet av den bland skolbarn, historielärare och arkivpersonal var överlag mycket positivt. Crowdsourcing handlar inte enbart om att outsourca arbetsuppgifter till massan. Medskapande kan dessutom stimulera lärande och engagemang och därigenom knyta band mellan allmänheten och arkivet. Spelifiering kan med framgång göra crowdsourcingens övergripande mål förståeligt och konkret för dem som använder plattformen.
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Cattoni, Angela. "The use of gamification for the improvement of reading and writing abilities and motivation in children with typical development and children with Specific Learning Disorders." Doctoral thesis, Università degli studi di Trento, 2022. http://hdl.handle.net/11572/348499.
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One of the main ways in which children learn skills, such as reading and writing, and develop creativity and sociability, is through play. Researchers are thus exploring gamification, namely the use of typical game elements in different and non-gaming contexts, including the educational one. Gamification is a methodology that originates from computer and serious games, and aims at redesigning activities to be more engaging, thus also developing intrinsic motivation. Furthermore, gamification has proven effective both with typically developing children and with children with Special Educational Needs (SEN).
Given that the current situation firmly indicates the need to engage and captivate learners, the present research aims to investigate whether gamification can improve motivation and reading and writing skills, in 8-to-10-years-old children. The design consists in comparing the effects of gamified Applications to that of equivalent, traditional pen-and-paper activities, in mixed and non-specific school groups. Furthermore, the effects are compared to those of an individualised clinical treatment for children with Specific Learning Disorders (SLD) — Developmental Dyslexia and Dysorthography in particular — using the same gamified Applications. In fact, although the neurocognitive causes of Developmental Dyslexia and Dysorthography are still hotly debated, researchers agree that the main challenge consists in the intervention, that is how to improve children’s reading and writing fluency and accuracy while keeping motivation high.
Consequently, the research consisted of two studies. In the first study (Study A), a 12-hour gamified training at school was compared with an equivalent pen-and-paper training, both aimed at exploring the efficacy of gamified Applications and traditional activities purposefully designed to enhance linguistic skills (i.e., reading accuracy, reading speed, and writing accuracy). The results of this study showed significant improvements in linguistic fluency and correctness for both groups, with non-significantly greater effect of the experimental gamified training. Students belonging to the experimental groups also reported greater appreciation of the activities, although motivation did not act as a mediator for performance improvements in any of the groups considered.
The second study (Study B) aimed to explore whether improvements, after the use of gamified Applications, differ among children with neurotypical development, children with SLD, children with unspecified Neurodevelopmental Disorders, and bilingual children. Assessments upon training completion indicated greater improvements, even if not in a significant way, in reading and writing correctness in children with SLD, suggesting that an individualised and personalised training, designed on specific difficulties, can lead to major results. Also, participants in Study B reported to have highest degree fun during the activities, but motivation did not act as a mediator for improvements in performance either.
Gameful experience of the participants in both studies was also investigated through a questionnaire, the responses of which were related to improvements in learning performance. Results were not significant, but interestingly the aspects that were positively associated with learning outcomes were those related to competition and social experience dimensions, although they were the least present within the Applications used.
Overall findings highlighted promising effects of the training programs on children’s linguistic skills and grade of engagement, emphasising the importance of integrated training and opening to future studies investigating the effects of gamified Applications on other skills and motivational aspects.
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Höglund, Cecilia. "Effectiveness in the pandemic : A study of the development of a serious game to facilitate remote meetings." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-20001.
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The study evaluated if gamification could facilitate remote work with delimitations in digital remote meetings through a serious game. The serious game was developed based on previous research, and a conducted pre-study mainly examined remote work experience. It was investigated through exploratory research whether specific game elements could be more rewarding for remote meetings and as a parameter in combination with personality. The game was tested on a team of six persons who worked at the same company. These were exposed to four stages: comprising survey, playing the serious game, and group discussion. The main study indicated that game maps with prioritization marks and avatars had the most significant positive impact, while most negligible were scoring and competition. Discovery from the main study revealed concerns towards using and adapting gamification into a business context. Therefore, future studies are needed to create guidelines for the extended development of serious games when implemented in a serious context.
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Lundberg, Martin. "Using game design elements in a mobile sign language learning application to increase user enjoyment and performance." Thesis, Linköpings universitet, Interaktiva och kognitiva system, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-152785.
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The use of and research on gamification has increased substantially since 2010. Most of the research on gamification has been done within education, specifically higher education. There is a dearth of research on gamification for children with disabilities. There has also been much research on the characteristics of successful instructional and educational games. In this thesis, theory on both gamification and the characteristics of successful instructional and educational games were used to design and implement several game design elements in a mobile sign language learning application to make it more enjoyable for the users. The game design elelemnts implemented were points, appropriate challenge, proximal goals, randomness and control. The target group of the application is children with disabilities making the thesis unique compared to any previous research. A rigorous gamification methodology was followed and a meeting with experts on children with special educational needs was held to get a good understanding of the target group. The development was done iteratively with two-week long iterations. After each iteration a presentation was held for the intern company and feedback was given. A school was willing to participate in an evaluation session and at the end of the thesis and the session was held with 22 children with learning disabilities. Both the original application and the application with the added gamification elements were evaluated and the results were compared. Results found that the children using the new version of the application had less throughput and found learning sign language to be more enjoyable and easier compared to the children using the original version of the application. The results are questionable, however, due tolimitations of the evaluation. Some of the issues were that the ages of the children differed between the groups, the severity of the disabilities was not considered, and the participants only got to use one version of the application for fifteen minutes.<br>自2010以来，游戏化技术的使用和研究大幅增加。在教育领域,特别是高等教育领域,有很多很多关于游戏化的研究。关于成功教学和教育游戏的特征也有很多相关研究。然而目前对残疾儿童游戏化技术的研究尚不多见。本文运用游戏化理论和成功教学游戏和教育游戏的特点，设计并实现了移动手语学习应用中的几个游戏设计元素，使移动手语学习应用更加有趣。实施的游戏设计要素有明确的目标、难度的选择、随机性、点和层次。应用的目标群体是残疾儿童，使得本论文与以往研究有所不同。我们遵循严格的游戏化方法，并与特殊儿童教育专家举行会议，以便更好地了解目标群体。用两星期的时间进行迭代开发。每次迭代后，在实习生公司进行演示并得到反馈。一所学校愿意参加评测，在论文结束时，22名有学习障碍儿童参加了评测。对原有应用和添加游戏化元素的应用进行评价，并对结果进行比较。结果发现，使用新版本应用程序的儿童比使用原始版本应用程序的儿童的工作量较少，并且学习手语过程更愉快、更容易。然而由于评估的局限性,可能会影响实验结果,例如各组儿童的年龄不同，残疾的严重程度没有考虑，并且参与者只能使用一个版本的应用程序15分钟。后续研究将评估这些因素的影响。
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Lindberg, Jesper, and Andreas Reyier. "Utformningen av en utvärderingsmodell för utbildningsverktyg : Till hjälp för en tillämpning av Game Design Based Learning inom utbildning." Thesis, Högskolan Dalarna, Informatik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-28171.
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Digitala spel i dagens samhälle blir allt vanligare och har de senaste åren börjat användas inom utbildning och undervisning runt om i världen. Att använda spel och teknologi inom en utbildning har både positiv och negativ påverkan på eleverna så väl som skolan. Teknikens positiva delar leder till en ökad motivation och engagemang bland eleverna men kan samtidigt leda till mer negativa delar, till exempel social isolering, dyra kostnader eller en distraktion som kan leda till att det påverkar andra kurser inom utbildningen negativt. Denna rapport syftar till att vara ett stöd vid val av utbildningsverktyg som ska användas i syfte för Game Design Based Learning (GDBL). Detta stöd består av en utvärderingsmodell som kan användas av exempelvis lärare som vill tillämpa GDBL i sin utbildning. Arbetet har utförts med stöd av forskningsstrategin design och skapande, där utvecklingen och framtagandet av en artefakt har skett. Utvärderingsmodellen har utformats med hjälp av den aktuella forskningsstrategin. Datainsamlingen för arbetet har skett genom sökning efter utbildningsverktyg, bland annat, på sökmotorn Google Search tillsammans med relevanta termer för arbetet, till exempel drag & drop. Vid tillämpning av GDBL samt valet av utbildningsverktyg gäller det att ta hänsyn till både de möjligheter som GDBL ger men även de negativa risker som finns. Utvärderingsmodellen har också testats på fem olika utbildningsverktyg för att validera utvärderingsmodellen. Dessa fem utbildningsverktyg är Scratch, Kodu Game Lab, Kahoot, Quizizz och Twine. Slutligen kom vi fram till att två av utbildningsverktygen passar bäst i ett utbildningssyfte. Dessa var Kahoot och Quizizz som är simpla frågesportsspel, det vill säga att dessa inte kräver utbildning eller programmering för att användas inom en undervisning. Detta baserades på ett påhittat scenario vilket var att hitta ett utbildningsverktyg för ett program som inriktar sig på grafisk design.<br>Digital games in today's society are becoming more common and have in the past few years been used in education and teaching around the world. Using games and technology in an education has both positive and negative impact on the students as well as the school. The positive aspects of technology lead to increased motivation and commitment among the students, but at the same time can lead to more negative factors, such as social isolation, expensive costs or a distraction that may adversely affect other courses in education. This report aims to be a support in selecting educational tools to be used for Game Design Based Learning (GDBL). This support consists of an evaluation model that can be used, for example, by teachers who wish to apply GDBL in their education. The work has been carried out with the support of the research strategy design and creation, where the development and the production of an artefact has taken place. The evaluation model has been designed using the current research strategy. The data collection for the work has been done by searching for training tools, including the search engine Google Search, along with relevant terms for the work, such as drag & drop. When applying GDBL and the choice of training tools, it takes into account both the opportunities offered by GDBL, but also the negative risks that exist. The evaluation model has also been tested on five different training tools to validate the evaluation model. These five training tools are Scratch, Kodu Game Lab, Kahoot, Quizizz and Twine. Finally, we found that two of the training tools are the most suitable for educational purposes. These were Kahoot and Quizizz, which are simple quiz games, that is, they do not require education or programming to be used in a classroom. This was based on an established scenario, which was to find a training tool for a program that focuses on graphic design.
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Santinelli, Sebastian. "Spelmekaniker - en granskning av deras lagförenlighet och med användarupplevelsen i fokus : En kvalitativ studie." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-16989.
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Gamification kan enklast beskrivas som tillämpningen av speldesignselement i en kontext orelaterad till spel. Gamification-mekaniker används inom nätkasinobranschen som ett medel för att engagera slutanvändarna och skapa interaktion mellan användaren och systemet. Syftet med denna studie var att undersöka hur spelmekanikerna inom nätkasinobranschen kan användas utan att vara motstridig till svensk lagstiftning, samt vilka konsekvenser som appliceringen skulle kunna få på användarnas upplevelse. Metoderna för studien var litteraturgenomgång och en fallstudie. Resultatet tyder på att det finns spelmekaniker som inte bryter mot svensk lagstiftning, till exempelvis erfarenhets- och inlösningsbara poäng. Avslutningsvis presenteras förslag på hur de identifierade spelmekanikerna som går emot svensk lagstiftning kan användas och vilka åtgärder spelföretag kan ta för att minimera risker för att spelare, genom diverse spelmekaniker, utvecklar riskfaktorer för problemspelande.
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Bergeling, Rickard, and Erik Forsberg. "Topplistan som motivationsfaktor." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-169199.
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Väldesignade spel är naturligt motiverande för att hålla kvar sina spelare. För att ett spel ska bli framgångsrikt är det viktigt att det innehåller motivationsförstärkare. På senare år har element hämtade från speldesign även använts inom andra områden, utanför sin vanliga kontext. Detta sammanfattas i begreppet gamification (sv. spelifiering). Syftet med vår studie var att undersöka hur gamification kan påverka användandet av en applikation som är skapad i syfte att uppmuntra en miljövänlig livsstil. Detta gjorde vi genom att låta två testgrupper med studenter från programmet för Medieteknik vid Kungliga Tekniska Högskolan använda varsin applikation under åtta dagar. Applikationerna var identiska sånär som på en komponent: en av dem innehöll en topplista, vilket är en vanlig motivationsförstärkare inom speldesign. Utöver de data som vi samlade in genom applikationerna så lät vi även användarna svara på ett antal enkäter för att få kvalitativa svar angående deras användning av applikationen. Resultaten visar att topplistan inte har fungerat som en motivationsförstärkare i det här fallet, men att många användare funnit motivation i att se sin personliga statistik. Införandet av topplistan krävde också att vi införde ett underliggande poängsystem. I diskussionen och analysen för vi resonemang om möjliga orsaker till undersökningens utfall. En möjlig förklaring till varför topplistan inte har höjt användarnas motivation kan vara poängsystemets utformning. Vidare visar resultatet att användare från olika årskurser visat på varierad motivation att använda applikationen. Studenter i årskurs ett och två har generellt presterat bättre än studenter i högre årskurser.<br>Well-designed games are naturally motivational to keep the players interested. For a game to be successful, it has to contain motivators. Recent years have seen elements from games used in other areas, out of their normal context. This is what is called gamification. The purpose of our study is to examine how we can use common gamification elements to motivate our users to be more environmentally friendly. We have done this by letting two groups of students from the Programme of Media Technology at The Royal Institute of Technology use two separate applications. The study lasted for eight days and the two applications were identical except for one component – one of them contained a leaderboard, which is a common motivator in game design. We can see from our results that the leaderboard has not motivated our participants to be more considerate of the environment. A lot of people did however find motivation in their personal statistics. The use of a leaderboard required us to also implement an underlying points-system, one explanation to our outcome could be how this system was designed.
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Carmona, Sabrina Pereira Kumagai. "O museu de game como experiência gamificada." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/4456.
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Previous issue date: 2012-10-19<br>Based on the state of art of games production and reception, this research
has as an objective to propose the construction of a game museum conceived
in the way of produce a gamified experience to those who visit it. Understood
as gamification the phenomenon that has been widely released and
incorporated in various fields of human activity. Gamification is taken as the
application of game dynamics to day-to-day situations. The proposal comes
with justifications that emphasize what is relevant to build a museum when
you have as an object such a recent media as videogame. The main
justification finds itself in the enormous cultural relevance of games and its
indubitable penetration in people s lives, not only the young ones, in which we
can conclude also about its relevance to future generations. Having as a
theoretical basis mainly the studies of Huizinga, Schuytema, Zimmerman,
Salen and other game scholars, it was possible to establish connections
between game theory and the gamified experience that it provides to different
means. This research corpus covers games as FIFA 2010 (2010), God of War
(2005), Shadow of the Colossus (2006), among others. The methodology
uses a case study from the Computerspiele Museum, in Berlin. By this study,
and furthermore, it was possible to elaborate the history of games in a
gamified experience that becomes relevant to a visitor of a Game Museum.
This way, the gamified experience, that can prove itself very interesting to visit
a Game Museum was elaborated having the following five essential points
that are essential parts of game development: rules, narrative, interactivity,
challenges and gameplay<br>Tomando por base o estado da arte da produção e recepção de games, esta
pesquisa tem como objetivo propor a construção de um museu de game
concebido de modo a produzir uma experiência gamificada para aqueles que
o visitam. Entendida como a gamificação é um fenômeno que tem sido
fartamente divulgado e incorporado em vários campos das atividades
humanas. Entende-se por gamificação a aplicação das dinâmicas de jogos a
situações cotidianas. A proposta vem acompanhada de justificativas
enfatizando que é pertinente a construção de um museu quando se tem por
objeto uma mídia tão recente como o videogame, tendo como. A principal
justificativa encontra-se na enorme relevância cultural dos games e sua
penetração indiscutível na vida das pessoas, não apenas jovens, do que se
pode concluir também sobre sua relevância para as gerações futuras.
Utilizando como base teórica principalmente os estudos de Huizinga,
Schuytema, Zimmerman, Salen e outros estudiosos dos games, foi possível
estabelecer conexões entre a teoria dos games e a experiência gamificada
que a mesma proporciona para os diversos meios. O corpus da pesquisa
abrange games como FIFA 2010 (2010), God of War (2005), Shadow of the
Colossus (2006), entre outros. A metodologia fez uso de um case study do
Computerspiele Museum, em Berlim. Por meio desse estudo, mas indo além
dele, foi possível elaborar a história dos games na forma de uma experiência
de gamificação relevante para um visitante de um Museu de Games. Desta
maneira, a experiência gamificada, que pode se provar muito interessante
para se visitar um Museu de Games, foi elaborada tendo os seguintes cinco
pontos essenciais que são partes integrantes da constituição dos games:
regras, narrativa, interatividade, desafios e jogabilidade
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Мяготин, А. Э., та A. E. Myagotin. "Создание обучающего курса по продвижению бизнеса в социальных медиа : магистерская диссертация". Master's thesis, б. и, 2020. http://hdl.handle.net/10995/93458.
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Актуальность исследования. Роль интернета серьезно повлияла на развитие образования в России и мировом масштабе. Используя опыт лидеров рынка в сфере электронного образования, можно заключить, что подбор эффективного канала и автоматизация предоставления образовательной информации помимо геймификации способна снизить и стоимость услуг, повысить наценку и снизить затраты на производство курсов. Именно вопросу создания и автоматизации онлайн-курса будет посвящено решение данной работы.<br>The role of the Internet has seriously influenced the development of education in Russia and on a global scale. Using the experience of market leaders in the field of e-education, we can conclude that the selection of an effective channel and automation of the provision of educational information, in addition to gamification, can also reduce the cost of services, increase the margin and reduce the cost of producing courses. It is the question of creating and automating an online course that the solution of this work will be devoted to.
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Paucar, Fuentes Juan Jose, and Cáceres Christian Leonardo Puelles. "Juego serio para aumentar la motivación y compromiso del equipo de desarrollo en el proceso de desarrollo de software." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2020. http://hdl.handle.net/10757/653982.
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La motivación y compromiso de los miembros de un equipo de desarrollo de software, es fundamental hoy en día, más aún en proyectos ágiles, ya que el éxito de la implementación del proyecto recae sobre ellos. Identificar qué decisiones pueden tomar para estimar las historias de usuario e identificar su porcentaje de participación, es tan importante ya que de esto depende el cumplimiento de los objetivos del desarrollo del proyecto. Para lograr ello, se plantea la implementación de un juego serio, en plataforma web, que permita, a un equipo de desarrollo de software realizar sus requerimientos en base a las asignaciones realizadas por su jefe de proyecto (gestor) y completarlas a lo largo de las iteraciones. El juego muestra un entorno de competencia que contiene eventos fortuitos, que van a permitirle al equipo de desarrollo tomar decisiones para poder sacar adelante el proyecto.<br>The motivation and engagement of the members of a software development team are essential today, even more so in agile projects, since the success of the project implementation falls on them. Identifying what decisions they can make to estimate tasks or user stories and identifying their participation percentage is too important since the fulfillment of the project development objectives depends on this. To achieve this, the implementation of a serious game, on a web platform, is proposed that allows a software development team to carry out its requirements based on the assignments made by its project manager (manager) and complete them throughout the iterations. The game shows a competitive environment that contains fortuitous events, which will allow the development team to make decisions to carry out the project.<br>Tesis
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Tebeweka, Stella Nanfuka. "The Impact of Digital Games on English Vocabulary Learning in Middle School in Sweden (ages 9-12)." Thesis, Malmö universitet, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-45740.
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In recent years, the age of additional language learning has been lowered in school education. What separates current students from the previous generation, however, is the fact that they use modern technology, such as digital games, and this can be used as a teaching strategy. Several studies show that modern technology can benefit students in their language learning, especially when it comes to vocabulary whose acquisition helps students to develop and master the four language basic skills (listening, reading, speaking, writing). The aim of this study is to provide an overview of the literature concerning the use of digital games and their characteristics in middle school in Sweden(ages 9-12), looking at the positive and negative effects game-use has on English vocabulary learning. Results from different studies indicate that the advantages of using digital games with the aim of vocabulary acquisition outweigh the disadvantages that this computer technology can cause. Using digital games together with pedagogical materials can, for example, reduce speaking stress, increase students’ interest, motivate them to language learning, and develop language learning strategies. It is nonetheless important to take the risks of modern technology into consideration, such as behaviour change or addiction, especially with young users. Overall, integrating entertainment games into educational contexts can result in effective student learning gains.
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Silva, Fernando Nascimento da. "O uso de jogos digitais para o desenvolvimento de gestores públicos: um estudo empírico com um serious game." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/12/12139/tde-18012018-153119/.
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O presente estudo busca explicar de que forma o uso de jogos digitais contribui para o processo de desenvolvimento de gestores públicos, considerando-se que a capacitação gerencial é fundamental para o alcance de resultados e para a prestação de serviços públicos de qualidade. O primeiro passo da pesquisa foi compreender na literatura o que significa o uso de jogos digitais para fins educacionais e de desenvolvimento, o que foi feito por meio de um estudo bibliométrico. Na prática, o uso de jogos digitais relaciona-se a conceitos como jogos sérios (serious games), gamificação (gamification) e aprendizado por meio de jogos (game-based learning). O estudo envolveu, então, o desenvolvimento do serious game Liderança em Jogo: Competências, Papéis e Responsabilidades, que leva em conta o contexto do setor público e foi pensado justamente como ferramenta para o desenvolvimento de gestores públicos. A aplicação do jogo foi feita por meio de um curso especialmente concebido para este trabalho e a avaliação de sua eficácia considerou o modelo de quatro níveis de Kirkpatrick (reação, aprendizado, comportamento e resultados). O impacto do uso desse jogo digital foi avaliado comparativamente por meio de um conjunto de dois experimentos completamente aleatorizados, com grupo de controle e no formato pré-teste/pós-teste (experimento 1) e pós-teste apenas (experimento 2). A pesquisa foi multimétodo, envolvendo triangulação metodológica, sendo complementada por análises qualitativas (entrevistas semiestruturadas e análise de conteúdo). Como principais resultados, foram verificados impactos nos quatro níveis avaliados. Os experimentos mostraram que, em comparação ao grupo de controle, quem joga (grupo experimental) gosta mais do processo de aprendizado (reação) e apresenta maiores níveis de atenção e relevância do modelo ARCS, desenvolvido por John M. Keller, utilizado para avaliar a motivação; demonstra maiores níveis de aquisição de conhecimento (aprendizado); desenvolve uma visão de gestão mais atrelada aos aspectos humanos (atitude como antecedente do comportamento); e vê mais impactos do treinamento sobre o resultado projetado de seu trabalho para o futuro (resultados). As entrevistas ainda indicaram que o jogo, além de ter seguido os preceitos de game design que o caracterizam como tal, provocou reflexões que resultaram em mudança de comportamento em situações do dia a dia. Assim, considerando-se o desenvolvimento gerencial do ponto de vista das competências como o conjunto de Conhecimentos, Habilidades e Atitudes (CHA) da pessoa, vê-se que o jogo digital utilizado é efetivo para o desenvolvimento gerencial, uma vez que os experimentos detectaram aquisição de conhecimentos e mudanças de atitudes. A contribuição do estudo é relevante pois, além de trazer evidências empíricas necessárias à literatura, integra em um framework conceitual as inter-relações de diversos referenciais teóricos como base para uma pesquisa operacionalizável. As principais limitações do estudo estão associadas à artificialidade dos experimentos e ao não controle de variáveis que possam ter impacto no aprendizado. Além da opção de avaliar apenas os níveis mais baixos de aprendizado da taxonomia de Bloom, com a utilização de questões diretas no instrumento de avaliação de conhecimento, o reduzido número de participantes também foi uma limitação, impactando as possibilidades estatísticas de identificar efeitos sobre os níveis de profundidade do conhecimento adquirido ou diferentes assuntos considerados no curso/treinamento.<br>This study aims to explain how the use of digital games can contribute to the process of development of public managers, considering that managerial capacity is key to the achievement of results and the provision of good quality public services. The first step of the research was to seek in the literature what the use of digital games means in terms of educational and development purposes. That was done through a bibliometric study. In practice, the use of digital games is related to concepts such as serious games, gamification and game-based learning. The following step involved the development of the serious game entitled Liderançaem Jogo: Competências, Papéis e Responsabilidades, which takes into account the context of the Public Sector and was built specifically as a tool for the development of public managers. The application of the game was made through a course specially designed for this study and the assessment of its effectiveness considered Kirkpatrick\'s four-level model (reaction, learning, behavior and results). The impact of the use of this digital game was evaluated through a set of two randomized experiments, with a control group and in the pre-test /post-test format (experiment 1) and post-test only (experiment 2). The research was multi-method, involving methodological triangulation and was complemented by qualitative analyzes (semi-structured interviews and content analysis). The main results show impacts in the four evaluated levels. The experiments showed that, in comparison with the control group, the subjects who play (experimental group) enjoy more the learning process (reaction) and present higher levels of attention and relevance, according to the ARCS model developed by John M. Keller, used to evaluate motivation. In addition, they demonstrate higher levels of knowledge acquisition (learning); develop a management vision more linked to human aspects (attitude as antecedent of the behavior) and see more impact of the training on the outcomes of their job for the future (results). The interviews also indicated that the game, in addition to having followed the precepts of game design led to reflections that resulted in behavior change in day-to-day situations. Therefore, considering the managerial development from the point of view of the competences as the sum of knowledge, skills and attitudes (KSA) of a person, it is seen that the digital game used is effective, once the experiments detected acquisition of knowledge and changes in attitudes. The contribution of this study is relevant because, in addition to bringing empirical evidence to the literature, it integrates the inter-relationships of several theoretical references into a conceptual framework as the basis for an executable research. The main limitations of the study are associated with the artificiality of the experiments and the non-control of variables that may have an impact on learning. Besides evaluating only the lower learning levels according to the Bloom\'s taxonomy, using direct questions in the assessment instrument, the small number of participants was also a factor of limitation, which might have impacted on statistical inference of the effects on the levels of depth of knowledge acquired or on the different topics approached in the course/training.
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Dahlgren, Annika, and Anneli Idnert. "COPD application - developing a smartphone application to increase exercise." Thesis, Malmö högskola, Fakulteten för teknik och samhälle (TS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20463.
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Kroniskt Obstruktiv Lungsjukdom (KOL) är en sjukdom som mellan 500 000 och 700 000 människor beräknas lida av i Sverige idag och det är en sjukdom som blir allt vanligare. Enligt nya riktlinjer ifrån Socialstyrelsen kan daglig träning i form av styrka och kondition ge en ökad livskvalité för personer som är sjuka i KOL. Det är dock svårt att få patienterna till daglig fysisk träning, en av anledningarna är att patienterna har svårt att andas vilket leder till ångest vid till exempel pulshöjning. Vi ställer oss därmed frågan om patienterna med hjälp av en applikation till smartphones som har inslag av spelifiering skulle kunna öka sin motivation till daglig träning.Arbetet inleds med en förundersökning där det utförs en litteraturstudie, en analys av fyra olika motivations-applikationer samt intervjuer med fem stycken sjuksköterskor och sjukgymnaster som arbetar med KOL-patienter inom primärvården. Detta görs för att få ett underlag om vad för funktionalitet och vilken design applikationen bör ha för att tilltala sin målgrupp. Utifrån det underlaget utarbetas en applikation som testas på sex personer genom användartester med efterföljande intervjuer.Resultat visar på att det framtagna konceptet är intressant och de tillfrågade anser att applikationen kan öka deras motivationen till daglig träning. Graden av spelifiering i applikationen upplevs motiverande och kul och att det finns utrymme för vidareutveckling av detta.<br>Chronic Obstructive Pulmonary Disease (COPD) is a disease that is estimated to affect 500 000 to 700 000 people in Sweden today and it is a disease that keeps becoming more common. According to new guidelines from The National Board of Health and Welfare daily exercise give increased quality of life to a person ill from COPD. It is however difficult to get these people to exercise daily due to the fact that their breathing difficulties increase during training. So we want to examine the possibilities to increase these peoples motivation to enhance their daily exercise with a mobile application containing elements of gamification.With that in mind we start of by performing a literature study, an analysis of four motivational applications and interviewing five people who works with COPD in the primary care units. The goal of this is to get a feel of what functionality this kind of application should contain. We then develop an application and test it on six people to get an indication whether the design works or not. The tests are followed by an interview of each of the testers. What we find is that the application as a concept works very well. The interviewed people think it is an interesting solution to increase their daily exercise. The degree of gamification that the application contains is perceived to be motivational and fun.
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Larsson, Louise, and Jennie Nilsson. "Facilitating an Industry 4.0 Implementation." Thesis, KTH, Skolan för industriell teknik och management (ITM), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-254603.
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We are today facing an industrial revolution called Industry 4.0. Earlier in the human history, we have seen multiple industrial revolutions, but only after they actually happened. This is the first time we can see that an industrial revolution is on its way. Witht his knowledge, we have the chance to prepare for this large‐scaled technological change that we are standing in front of. Because of the impact that earlier industrial revolutions had on organizations, we can assume that Industry 4.0, as well, will impact and change work, tasks and the organizations themselves; especially when it comes to new high‐tech knowledge and skills that need to be learnt. Implementation, change, and high‐tech learning, together with a constantly running production can be stressful for anyone involved. For this reason, the purpose of this study is to come up with solutions on how you can facilitate the implementation of Industry 4.0, for employees and in an organizational point of view. We do this by conducting a literature study as well as interviewing organizations within the Swedish manufacturing industry. The structure of the analysis is built upon Lewin’s Three‐stage Model of Change. Here, we discuss and present solutions according to the stage in which they fit during the change process. Additionally, we investigate the concept of gamification as a tool to facilitate change. From our research, we conclude that motivation and engagement are keys in a technological change project such as Industry 4.0. Involvement, transparency and clarity are important aspects to make employees engaged throughout the project. Additionally, we present practical solutions for how organizations can educate their employees within Industry 4.0 techniques, as well as increase their motivation and engagement.<br>Vi står idag inför en industriell revolution som kallas Industri 4.0. Tidigare i historien har vi sett industriella revolutioner först efter att de inträffat. Det är nu första gången vi kanse att en industriell revolution är på väg. Med denna kunskap har vi idag en möjlighet att förbereda oss för den teknologiska utveckling som vi står inför. På grund av de tidigare industriella revolutionerna och den stora påverkan som de har haft på organisationer, kan vi anta att Industri 4.0 också kommer förändra jobb, uppgifter och organisationer – framför allt när det kommer till den nya teknologiska kunskap som nya maskiner och system kommer kräva av de som använder dem. Implementering, förändring och en hög nivå av teknologiskt lärande, samtidigt som produktionen fortfarande kommer snurra dygnet runt, kan vara stressigt för vem som helst. Därför syftar detta examensarbete till att ta fram lösningar för hur man kan förenkla implementationen av Industri 4.0, ur ett medarbetarperspektiv och för organisationen som helhet. Vi gör detta genom en litteraturstudie och genom intervjuer med organisationer inom den svenska tillverkningsindustrin. Strukturen på analysen bygger på Lewins trestegsmodell för förändring. Här diskuterar och presenterar vi lösningar enligt vilket steg de passar in i under förändringsprocessen. Vidare utvärderar vi gamification som ett verktyg för att underlätta förändringen. Detta arbete kommer fram till att det viktigaste för att genomföra ett förändringsarbete i denna omfattning är motivation och engagemang från både anställda och ledning. Involvering, transparens och tydlighet är viktiga delar för att göra anställda engagerade genom hela projektet. Vidare presenterar vi lösningar för hur man kan utbilda sina anställda inom Industri 4.0‐tekniker, och även för hur man kan öka motivation och engagemang.
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PICANO, ANTONIO. "Ruolo dell’e-learning non-formale e informale a sostegno e stimolo di una comunità di pratica di insegnanti di lingua e cultura spagnola: il caso Spagnolo in gioco." Doctoral thesis, Università degli studi di Genova, 2022. http://hdl.handle.net/11567/1095314.
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Per far fronte alle nuove sfide educative, i docenti delle scuole secondarie di primo e secondo grado hanno bisogno di esporsi ad esperienze di formazione continua, finalizzate all’acquisizione di competenze di progettazione necessarie all’allestimento di percorsi di apprendimento capaci di motivare e coinvolgere attivamente gli studenti. Ciò diventa tanto più necessario in mancanza di percorsi formativi di accesso al ruolo stabili e sufficientemente definiti, specie per un settore disciplinare come quello della didattica dello spagnolo e delle sue culture, che negli ultimi anni ha visto aumentare notevolmente la domanda di insegnanti specializzati.
In questo senso, le comunità di pratica professionali rappresentano un valido strumento per stimolare dinamiche di interazione, supporto e scambio collaborativo, utili ad arricchire l’esperienza formativa di ciascuno con contributi spontanei di tipo informale. Tuttavia, per essere efficaci e costituire perciò un riferimento duraturo per i propri membri, le comunità di pratica professionali devono essere continuamente stimolate. Da questa premessa ha origine la principale domanda di ricerca che guida questa trattazione: può una comunità di pratica professionale essere trainata e stimolata attraverso proposte di e-learning che prevedano come attività finale la condivisione di un progetto didattico?
Con lo scopo di fornire una risposta a questa domanda di ricerca e ad altri quesiti d’indagine secondari, questo studio sperimentale realizzato nell’ambito del dottorato di ricerca in Digital Humanities promosso dall’Università degli Studi di Genova, grazie anche al supporto metodologico e implementativo dell’Istituto per le Tecnologie Didattiche del CNR di Genova (ITD-CNR), intende descrivere il processo di allestimento e le ricadute empiriche di un ambiente multipiattaforma costituito da due spazi di coinvolgimento. Un corso online e un portale tematico, entrambi incentrati sulle principali metodologie didattiche di tipo ludico (gamification, game-based learning, serious games e game-making); approcci ancora poco esplorati dai docenti italiani, che possono contribuire all’innesco di circoli motivazionali virtuosi, anche grazie all’utilizzo di una ricca gamma di applicazioni e strumenti digitali disponibili.<br>In order to meet the latest educational challenges they are confronted with, teachers in lower and upper secondary schools need exposure to continuous training experiences, aimed at acquiring the educational planning skills required to set up learning paths which can inspire and actively involve students. This is all the more necessary in lack of clearly established, consistent training curricula for access to tenure, especially for an educational scope such as teaching Spanish language and cultures, which has witnessed a significant increase in demand for skilled teachers in the past few years.
To this regard, professional practice communities provide a suitable tool to encourage interaction, support and collaborative exchange strategies, which may be useful to enhance and supplement individual learning experience with unprompted casual contributions. However, in order to be effective and thus represent a long-lasting role model for their members, professional practice communities should be constantly stimulated. The key research question this study is based on arises from this very premise – can a professional practice community be driven and inspired by e-learning projects leading to a shared educational plan as a final activity?
Aiming at responding to this research question as well other ancillary research topics this experimental study, conducted within the scope of a Digital Humanities PhD programme sponsored by the University of Genoa and relying on the methodological and implementation support of the Institute for Educational Technologies of the Genoa National Research Council (ITD-CNR), intends to describe the set-up process and the experiential effects of a multi-platform environment consisting of two engagement spaces – an online course and a theme portal, both focusing on the main ludic teaching methods (gamification, game-based learning, serious games and game-making). These educational approaches are still relatively new to Italian teachers, but they may help trigger virtuous motivation circles, including through the use of a broad range of available applications and digital tools.
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Huang, Ke-Han, and 黃可汗. "On the Theoretical Development and Application of Gamification Education." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/ve5kp7.
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碩士<br>華梵大學<br>哲學系碩士班<br>107<br>Games have long been around us. Nowadays, in addition to killing time with
games, there are some using elements in the games to “strengthen motive” to engage
people in non-gaming venues, and this is referred to as “gamification”.
First, it was necessary to clarify the difference between “play” and “game” in
terms of semantics by identifying the relationship among rules, degree of freedom and
the game itself, in order to define the scope of games, as there are many definitions in
the gaming world that are also confusing.
Then, the player, the gaming behavior and the state of the game were
respectively explained, which would define a game as “an activity of freely
challenging objective where people are willing to follow certain rules”. Moreover, the
author also identified how elements in the games could affect the gaming behavior
and motive by the “three gaming stages”, while listing the use of these elements in
cases of gamification. Furthermore, different degrees in issues of “voluntary
participation (engagement)” and “free (open) access” faced by players in gamification
and games were also proposed.
The author believed that the design of “collective background (context)” could
enhance the effect of “social power” to improve the relationship among players and
resolve the issue of “voluntary participation (engagement)”. By applying this
approach to education, it could serve as a possible solution to deal with problems in
gamifying education.
Lastly, the “octagonal analysis method” was employed with “three gaming
stages” to review the current cases of gamifying education to examine its strengths
and weaknesses, which concluded a design of “collective background (context)” as
possibly the best effective proposal in improving student’s motive to self-learning.
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Silva, Pedro Folque de Gouveia Pestana da. "Development and gamification of a neurofeedback application to support anxiety treatment." Master's thesis, 2019. http://hdl.handle.net/10362/82177.
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Anxiety disorder is one of the most common mental illness, affecting 264 million
people worldwide.
Current treatments are limited because they cause side effects and/or require long
therapeutic periods. Neurofeedback (NFB) has been associated with the reduction of
anxious symptomatology but typically uses unappealing therapeutic interventions.
In this work a game was developed, Anxiety Destroyer, using procedures of gamification
adapted to the NFB, with the goal of providing a guided, immerse and efficient
treatment, to be used at home. The lean method was applied to the development process
by construction-measurement-learning of value propositions.
Thirty people were studied, which performed up to 8 NFB sessions for 35 minutes,
totalling 185 sessions, 108 hours. Three groups of 10 individuals were created, one group
with frontal alpha asymmetry (Alpha Asymmetry (ALAY)) protocol (F4-F3), another with
asymmetry between AF4 and AF3 channels (AF) for hairless skin usage and another
control group, with increased alpha in F4 and F3 (F+). The Beck Anxiety Inventory (BAI)
was applied to assess anxiety. The Game Experience Questionnaire (GEQ) was used to
evaluate game experience in different versions, which were adapted to the needs of the
user.
The ALAY group significantly increased the asymmetry (p <0.05) (reduction of the
anxiety biomarker), with a corresponding significant reduction (p <0.01) in the anxiety
reported by BAI after NFB training. The AF group showed a decrease in the frontal
alpha asymmetry, and the F+ a slight increase, respectively confirmed by the increase
and decrease of the BAI. The GEQ did not show better gaming experience throughout
sessions.
An increase of the sample size is required to confirm these results, inclusively since
some individuals in the AF and F+ groups abandoned treatment because of no perceived
effects. However, this study suggests the effectiveness of the gamified application in the
treatment of anxiety.
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Chang, Sheng-Jie, and 張勝傑. "Development and evaluation of the “Gamification of learning English in Augmented Reality”." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/gyf23g.
Full textAbstract:
碩士<br>國立中央大學<br>網路學習科技研究所<br>107<br>English learning is one of the major learning subjects in secondary school. However, many secondary students in Taiwan have difficulties in learning English. To provide students with the opportunities of learning English in a variety of ways, this study aims to develop an AR English Learning System (AREnglish), which provides a different way for learners to learn English and reduces their English learning anxiety. After developing the learning system, this study also conducted a preliminary system evaluation. The participants were 72 7th and 8th graders. After using AREnglish in eight English classes, the participants expressed satisfactory perceptions regarding the usefulness and ease of use of AREnglish. They also expressed high willingness to use AREnglish to learn English in their future English learning. Suggestions and implications for teaching and future development of AREnglish are also discussed.
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Birch, Heather. "Motivational Effects of Gamification of Piano Instruction and Practice." Thesis, 2013. http://hdl.handle.net/1807/35576.
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Gamification refers to the process whereby game design and game mechanics are applied in non-game contexts to influence behaviour. This research study explores the effects of gamification on piano students' practice of technical elements such as scales, chords, and arpeggios, within the private lesson environment. A control and a treatment group of 10 piano students each were formed across two different private piano studios. A game called Technique Tower was designed for the treatment group, in which the players experienced game elements such as rewards (points, badges, and levels), avatars, and the sharing of their progress in an online social context. Gamification was found to have a positive effect on the number of technical elements students mastered, and on their attitude toward practicing technical elements, while self-efficacy levels were not affected. The educational implications for this finding are discussed.
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Caixado, Duarte Manuel Farinha. "The gamification features' effect on the training effectiveness in organizational context." Master's thesis, 2019. http://hdl.handle.net/10071/19060.
Full textAbstract:
The learning approach and trainees’ expectations change throughout time due to generational characteristics, furthering the need to innovate new ways to train employees within organizations. Taking advantage of the technological development and digital orientation of the current workforce, gamification has proven to be an effective approach to learning purposes. This method incorporates game design elements into non-game environments, such as learning scenarios, aiming to improve motivational levels and, therefore, promote training effectiveness.
The present research aims to study user experience satisfaction and how could it impact training effectiveness. Furthermore, training motivation is analyzed as a mediator on this relation, as well as work engagement and open-mindedness in moderation roles.
A sample of 128 respondents allowed researchers to understand the strong correlation between gamification, measured through the user experience satisfaction, and training effectiveness. Additionally, the research showed that training motivation is crucial in making the first relationship happen. Moreover, work engagement and open-mindedness do not seem to have significant influence as moderators in the relationship described.
To build up gamified application for training, many variables should be taken into consideration when choosing the right gamification elements to include. These variables include concepts such as participants’ needs in regards to course content and training purpose. Additionally, these processes require organizations to be aware of the Human Resources policies and practices that should be adjusted to improve training and development methodologies.<br>A abordagem de aprendizagem e as expectativas dos formandos têm vindo a alterar-se ao longo do tempo, devido às características geracionais, trazendo a necessidade de encontrar novas abordagens para formar os colaboradores nas organizações. Beneficiando do desenvolvimento tecnológico e da orientação para o digital, a gamificação tem vindo a dar provas de ser uma abordagem eficaz para fins de aprendizagem. Esta metodologia incorpora elementos de "design" de jogo em ambientes de não jogo, como contextos de aprendizagem, com o objetivo de melhorar os níveis de motivação e, consequentemente, promover formações eficazes.
Este estudo pretende analisar a "user experience satisfaction" e qual o seu impacto na training "effectiveness". Posteriormente, a training motivation é analisada enquanto mediadora desta relação, sendo o "work engagement" e a "open-mindedness" estudados como moderadores.
Uma amostra de 128 inquiridos permitiu perceber a forte correlação entre a gamificação, medida através da "user experience satisfaction", e a "training effectiveness". Para além disso, o estudo mostra que a "training motivation" é crucial para permitir a primeira relação. Adicionalmente, o "work engagement" e a "open-mindedness" parecem não ter uma influência significativa enquanto moderadoras da relação descrita anteriormente.
De forma a implementar aplicações gamificadas, diversos fatores devem ser considerados ao selecionar os elementos de jogo certos a incluir, como as necessidades dos participantes no que diz respeito ao conteúdo e ao propósito da formação. Posteriormente, estes processos requerem a consciência das organizações acerca das políticas e práticas de Recursos Humanos que devem ser adaptadas para melhorar as metodologias de formação e desenvolvimento.
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Saiote, Carolina Safara. "Danone’s CRM program “Alimenta sorrisos”: a development plan." Master's thesis, 2015. http://hdl.handle.net/10071/11441.
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Relationships with customers are becoming increasingly important, as consumers become more demanding, informed and independent, while competition on the business world grows and the differentiation between products and brands decreases. Thus, nowadays, relationship marketing and CRM – Customer Relationship Management – are very important to companies, since brands that are able to conquer their consumers’ loyalty gain a strong and valuable competitive advantage. On the other hand, it’s neither reasonable nor profitable to establish and maintain relationships with all consumers. The key is to target the most valuable ones, and enhance those customers retention. One way of doing it it’s through the implementation of a loyalty program, a common tactic adopted by firms.
Danone Portugal, an FMCG company operating on the fresh dairy products market, realized the importance of this and in November 2013 launched its loyalty program, Alimenta Sorrisos, which reached very good results in terms of registered users and activity rate, in the end of 2014. However, since the program is growing, it’s necessary to think about ways of continue recruiting and specially, maintain registered users interest and participation on the program.
In this sense, this master thesis proposes a development plan for Danone’s loyalty program, focused on recruitment and customers’ retention. Using benchmarks and marketing trends, such as gamification, as main drives, the proposed ideas aim to solve some of Alimenta Sorrisos critical issues, in order to improve Danone relationships with its consumers.<br>As relações com os clientes são cada vez mais importantes, à medida que os consumidores se tornam mais exigentes, informados e independentes, enquanto a competição no mundo empresarial cresce e a diferenciação entre produtos e marcas diminui. Assim, actualmente, marketing relacional e CRM - Customer Relationship Management – são bastante importantes para as empresas, uma vez que as marcas capazes de conquistar a lealdade dos seus consumidores ganham uma forte e valiosa vantagem competitiva. Por outro lado, não é razoável nem rentável estabelecer e manter relações com todos os consumidores. A solução está em seleccionar os mais valiosos e aumentar a sua retenção. Uma forma de o fazer é através da implementação de um programa de fidelização, uma táctica comummente adoptada pelas empresas.
Danone Portugal, uma empresa de FMCG a operar no mercado dos produtos lácteos frescos, percebeu a importância disto e, em Novembro de 2013, lançou o seu programa de fidelização, Alimenta Sorrisos, que alcançou muito bons resultados em termos de utilizadores registados e taxa de actividade, no final de 2014. Contudo, uma vez que o programa está a crescer, é preciso pensar em formas de continuar a recrutar e, sobretudo, de manter o interesse e a participação no programa dos utilizadores registados.
Neste sentido, esta tese de mestrado propõe um plano de desenvolvimento para o programa de fidelização da Danone, focado no recrutamento e na retenção de clientes. Usando benchmarks e tendências de marketing, como o gamification, como suporte, as ideias propostas pretendem resolver algumas das questões críticas do Alimenta Sorrisos, de forma a melhorar as relações da Danone com os seus consumidores.
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Рейес, Антонио Б., and Antonio B. Reyes. "Gamification of personnel training as the way to integrate operational and communicative levels of management." Master's thesis, 2018. http://hdl.handle.net/10995/66192.
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Master thesis is performed on 80 pages (format А4, the font type Times New Roman, font size 14, interlining 1.5) excluding attachments. Number of tables – 24 (excluding attachments). Number of pictures – 7(excluding attachments). Number of graphics – 13(excluding attachments). Master Thesis consists in Introduction, three Chapters, Conclusion, Bibliography and Appendix. In the theoretical part are presented the basic concepts, objectives of assessment, its types and forms, stages, criteria and methods. In the practical part are analyzed the General characteristics of the investigated enterprise and the activities of the personnel management, the analysis of the Training methods currently used and the existence of gamification elements. Based on these results, it is recommended, a survey application addressed to managers, supervisors, heads department, with a series of items to explore the viability of implementing gamification elements within the training methods currently used in The International Retail Company in Russia Region. It was proposed, the implementation of an Operational and Communicative Levels Management Model through specific Game Elements specifically for The International Retail Company in Russia Region. In conclusion developing strategies through specific Game Elements specifically for The International Retail Company in Russia Region.<br>Магистерская диссертация выполнена на 80 страницах (формат А4, шрифт Times New Roman, размер шрифта 14, флизелин 1.5) без учета вложений. Количество таблиц – 24 (без учета приложений). Количество фотографий – 7 (без вложений). Количество диаграмм -13 (без вложений). Магистерская диссертация состоит из введения, трех глав, заключения, списка литературы и приложения. В теоретической части представлены основные понятия, задачи оценки, ее виды и формы, этапы, критерии и методы. В практической части анализируются Общая характеристика исследуемого предприятия и деятельности управления персоналом, анализ применяемых в настоящее время методов обучения и наличие элементов геймификации. На основании полученных результатов рекомендуется приложение-опрос, адресованное руководителям, супервайзерам, руководителям подразделений, с серией пунктов по изучению целесообразности внедрения элементов геймификации в рамках методов обучения, применяемых в настоящее время в международной розничной компании в регионе России. Предложена реализация модели управления операционным и коммуникативным уровнями через специфические игровые элементы специально для международной розничной компании в российском регионе. В заключение - разработка стратегий с использованием конкретных игровых элементов специально для международной розничной компании в российском регионе.
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Chiu, Mao-Che, and 邱茂哲. "Study of Using Gamification Interactive Technology on Effectiveness for Assisting Development of Musical Intelligence–A Case Study of Violin Teaching." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/g27fx9.
Full textAbstract:
碩士<br>國立臺北教育大學<br>數位科技設計學系(含玩具與遊戲設計碩士班)<br>103<br>According to the research on the traditional violin teaching, which makes children in the low concentration and low enthusiasm, easy drop out of frustration by learning. However, in recent years,due to technological development of computer, network, mobile appliance, in response to the digital and gamification for teaching of the world trend via infuse multiple varied vitality into the application in teaching. Therefore, the adoption of digital game-based reference multimedia situation, music teaching strategies and learning theory, the development team use of computer software to produce a multi-unit interactive technology music teaching, combination of incentives game due to compensate for the traditional teaching which lack in interactive and interesting, therefore to create a value in digital multimedia so as to develop the children’s multiple intelligences in music, physical kinesthetic, interpersonal, etc. Multiple intelligences. Let children to be more focused and get fun in the learning process.
Experiment test for the Primary low-grade students in Taipei Wenshan Area, in research the students were divided into experimental group and comparative group, 26 in each groups. Both groups were using interactive digital textbooks teaching experiment; however, who apply the gamificatation for teaching is the experimental group and the other without use the gamification for teaching is the comparative group. The research assessment tool includes listening digital game test and learning attitude questionnaire. The conclusions via research and collect data observation are as following:
1. By using digital games materials, students can obviously lead to a willingness to learn and enhance concentration of learning.
2. Digital listening game can significantly improve students's intelligences on music listening and to achieve the purpose of entertaining.
3. Bring in game strategy can generate an external motivation to learn and maintain student’s concentration and then there is the synergistic effect on the improvement of listening ability.
Keywords: Gamification, Multimedia, Music Teaching, and Interactive.
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Cabral, Joana Margarida Dinis Pereira Conde. "Caso pedagógico: analisar a implementação de uma estratégia de gamification no modelo de avaliação de desempenho da Novabase." Master's thesis, 2018. http://hdl.handle.net/10071/17903.
Full textAbstract:
O presente projeto de mestrado tem por objetivo o desenvolvimento de um Caso Pedagógico sobre estratégias de gamification aplicadas a modelos de avaliação de desempenho, nomeadamente a sua aplicabilidade para responder às características dos millennials.
Neste Caso foi analisada a implementação de uma estratégia de gamificaiton no modelo avaliação de desempenho numa empresa de TI do tecido empresarial português, a Novabase.
Foram analisados dados relevantes da empresa como a breve história da sua evolução, o
mercado envolvente e a caracterização dos colaboradores. O antigo e o novo modelo de
avaliação de desempenho e gestão de talento foram analisados em detalhe, dando especial
atenção à ferramenta de gamification implementada pela empresa.
Sendo um tema atual com repercussões na motivação e retenção de talento da empresa, o
presente caso pretende analisar a estratégia implementada, bem como examinar os impactos da
implementação e identificar os pontos de melhoria do projeto.
Pretende-se que os alunos estejam em condições de compreender e analisar as temáticas e os
dados presentes no caso e que consigam retirar conclusões quanto às oportunidades de melhoria
do novo modelo e propor estratégias que permitam o sucesso da gamificaiton na empresa a
longo prazo.
No final do caso foram providenciados aspetos a ter em conta pelos gestores das empresas que
pretendam implementar uma estratégia de gamification.
Por último e tendo em conta o que foi dito, o tema escolhido para este caso é bastante pertinente
nos dias de hoje, tendo como objetivo despertar nos alunos a consciência para a importância
das temáticas apresentadas e contribuir para a formação de futuros líderes mais despertos para
os novos paradigmas laborais.<br>This master project aims to develop a Pedagogical Case about gamification strategies applied to performance appraisal models, namely its applicability to respond to millennials characteristics.
This Case was analyzed the implementation of a gamification strategy in the talent management model of an IT Portuguese company, Novabase. The old and new model of performance appraisal and talent management were analyzed in detail, giving special attention to the gamification tool implemented by the company.
Being a current theme with repercussions on the motivation and retention of Novabase's talent, the present case intends to analyze the implemented strategy, as well as to examine the impacts
of the implementation and identify the improvement points of the project.
It is intended that the students will be able to understand and analyze the themes and data presented in the case and that they can draw conclusions about the opportunities for improvement as well as propose strategies that allow the success of the gamification model in a long-term.
At the end of this case, were provided aspects and insights to be taken in consideration by managers that want to implement a gamification strategy.
Finally, and taking into account what has been said, the theme chosen for this case is very pertinent, and aims to contribute for awareness of the importance of the themes presented and to the forming of future leaders more attempted to the new labor paradigms.
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Rodrigues, Luís Filipe da Silva. "A adoção de aplicações informáticas com características de jogos online: uma perspetiva no setor do e-banking em Portugal." Doctoral thesis, 2016. http://hdl.handle.net/10071/11957.
Full textAbstract:
O sucesso comercial dos jogos online e a sua influência sobre o comportamento nos utilizadores levou-nos a considerar o desenvolvimento de aplicações com características de jogos, de modo a investigar e identificar as variáveis e características influenciadoras na adesão ao e-banking. Esta temática, centrada nos jogos e nos negócios eletrónicos, conduz-
-nos a uma grande questão de partida: "Qual o impacto de aplicações informáticas com características de jogos no e-banking?”; bem como outras duas questões secundárias: "Quais os elementos, características ou variáveis que podem influenciar o nível de utilização do e-
-banking com características de jogos?", e "Qual a metodologia e processos de controlo a implementar num projeto de gamificação?". Para responder a estas perguntas realizámos uma investigação que engloba cinco estudos: (Estudo 1) centra-se na adesão dos clientes a aplicações gamificadas, através do teste a um modelo explicativo da adoção de aplicações de negócio com características de jogo, no e-banking – verificámos que a gamificação influencia, fortemente, a socialização e esta induz a intenção de utilização; (Estudo 2) averigua em que medida o recurso à gamificação, no website do banco, potencia a utilização do e-banking entre os clientes, com base num novo modelo explicativo da influência da gamificação no design e adoção do e-banking – observámos que a gamificação influencia todas as dimensões envolvidas, em particular, a intenção de utilização; (Estudo 3) testa um novo modelo concetual resultante da agregação dos modelos testados nos estudos 1 e 2 – concluímos que a utilidade, o prazer na utilização e as características das páginas (que podem ser mais ou menos atrativas), influem positivamente na intenção de utilização e, por conseguinte, no negócio; (Estudo 4) determina quais os elementos e as características do website que os utilizadores consideram como mais importantes no sentido de adotarem o e-banking – partindo de grupos de discussão com utilizadores definimos um modelo de relações dos fatores mais revelantes do jogo e averiguou-se quais os elementos e características mais relevantes nas aplicações gamificadas; (Estudo 5) o desenvolvimento de projetos de negócios na área da gamificação levou-nos a organizar e sintetizar os processos e metodologias envolvidas, propondo uma nova framework, designada por 5PMG, com cinco passos fundamentais.
Em síntese, desenvolvemos um novo modelo concetual para explicar o que conduz os utilizadores à adoção do negócio eletrónico e em que medida é que a gamificação constitui uma (nova) dimensão que influencia, consideravelmente, este processo de adesão. Neste sentido, determinámos os fatores essenciais nas aplicações gamificadas e no website, na ótica dos utilizadores, e propomos uma framework otimizada para gestão de projetos. Esperamos assim contribuir para uma melhor compreensão da gamificação no e-commerce, em particular, no e-banking.<br>The online game's commercial success and the influence on user behavior, led us to consider developing applications with games features in order to investigate which variables and features that could influence in e-banking adopting. The topic of games and business, lead us to a main research question, "What is the impact of computer applications with game features in e-banking?", and two other questions, "Which elements, characteristics or variables of games on e-banking with gaming features?" and "What is the methodology and control processes to implement a project of gamification?". To answer these three questions, we conduct a research spanning five studies: (1) investigates the adoption of customers to a business application gamifies, by testing an explanatory model of adoption of a business application of the investment fund management. We conclude that the gamification has strong influence on socialization, which in turn has a strong influence on intention to use and this in business impact; (2) investigates the adoption of customers in the e-banking gamified, by testing a new explanatory model of influence of gamification, design and characteristics on adoption of e-banking. We conclude that the gamification positively influence all dimensions, in particular has a strong influence on intention to use; (3) tests a new conceptual model resulting from the aggregation of 1 and 2 studies, concluding that the utility, pleasure and the web pages characteristics positively influence the intention to use and accordingly positively influence the business. The gamification and socialization, don't directly influence positively the intention of use, however the gamification have a strong positive influence on socialization and this has positive, strong influence on utility and pleasure; (4) investigates which elements and characteristics that influence the use of e-banking. Using discussion groups, was developed a model with the most relevant factors in an application gamified, and were identified the elements and characteristics considered important in development; (5) investigates the development processes and methodologies. It was developed a framework called 5PMG, which defines five basic steps to follow in the management of business projects in gamification.
In summary, we have developed a new explanatory conceptual model for the adoption of gamification in electronic business, identified the gamification as new dimension that influences the adoption of the e-banking, the elements/features perceived as essential in applications, and propose a new project management framework that contributes to the increased success of gamification in e-business. In this way, we hope to contribute to a better understanding of the gamification in e-banking.
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(9834266), Glen Shearer. "Reportable Serious Game Mechanics (SGMX): an ontological framework for the analysis and design of digital game-based learning." Thesis, 2024. https://figshare.com/articles/thesis/Reportable_Serious_Game_Mechanics_SGMX_an_ontological_framework_for_the_analysis_and_design_of_digital_game-based_learning/27601275.
Full textAbstract:
<p>As digital innovation continues to evolve, providing easier access to game authoring tools and advanced computational technologies, the gap between what is possible and what is practised in digital game-based learning (DGBL) is widening. Current initiatives for competency-based training often employ gamification, which focuses on aesthetics and novelty to enhance engagement at the expense of evidence-based insights. Where data is produced, it typically offers insufficient insights that improve learning design. This study applied a Design-Based Research (DBR) approach, systematically executed through iterative phases, intended to establish a robust framework for DGBL design. Consequently, the study has produced an ontological framework for application at the intersection of learning and game design. </p>
<p>The initial phase involved a review of the practice of learning design to inform the foundation of the research, which shaped three subsequent iterative stages of primary data collection. Following the DBR methodology, each stage was designed to progressively refine the research context and distil the core research questions, seeking a DGBL design model that can assist learning designers (LDs) in designing and improving organisational training. A survey aimed at LDs and game developers was broadly disseminated. From the respondents, a pool of industry experts was invited to participate in a series of online workshops to discuss and evaluate constructs for identifying causative aspects of DGBL, as presented in the Learning Mechanics – Game Mechanics (LM-GM) framework (Arnab et al., 2015). LM-GM provides a mapping structure that links gameplay with learning processes for the analysis and design of serious games (SGs). A Qualitative Descriptive Research (QDR) approach analysed the resulting conversational data concerning the context for applying LM-GM. The analysis shows a need for a framework integrating human-readable data statements and causality in evidence-based learning to track meaningful learning experiences using evolving technologies.</p>
<p> The proposed ontological framework, termed Reportable Serious Game Mechanics (SGMX), built on a refined iteration of the LM-GM framework, and designed to generate informative learning data, leverages the principle of reporting meaningful statements by including an actor, a mechanic, and an object. SGMX facilitates the elicitation of grammatically and syntactically consistent game and learning statements, the elements of which can be tracked and reported. These statements are more likely to be human-readable, machine-processable and, importantly, conform to the Experience API (xAPI) standard for rich, informative analytics. </p>
<p>The SGMX framework offers potential benefits for facilitating cross-disciplinary collaboration in SG design and improved accommodation of learner diversity and accessibility needs. It holds promise for maximising return-on-investment (ROI) in educational game development by allowing for individualised learning experiences. The study anticipates that these advancements will lead to better-informed learning design practices, more effective Human Resource Development (HRD) and Vocational Education and Training (VET) programs, and may open the door for future ML and AI-powered, personalised learning environments.</p>
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Rebordão, José Herculano Cordeiro Vaz Serra. "Mentora: uma ferramenta para aprender com o apoio de um mentor." Master's thesis, 2021. http://hdl.handle.net/10400.2/10917.
Full textAbstract:
Esta dissertação apresenta o desenvolvimento do projeto de
protótipo da ferramenta Mentora, da ideia ao protótipo, uma nova
ferramenta de mentoring desenvolvida para apoiar grupos de
indivíduos em programas de mentoria nas organizações, sejam eles
grupos de trabalho em empresas ou outro tipo de instituições, sejam
grupos de investigação, ou simplesmente conjuntos de pessoas que
necessitam de aumentar os seus conhecimentos em torno de um ou
mais temas.
No enquadramento teórico, começamos por apresentar o estado
da arte das teorias e soluções técnicas de apoio à aprendizagem e
capacitação com a utilização de mentoring. No capítulo dedicado ao
desenvolvimento do projeto descrevemos a metodologia de
desenvolvimento do protótipo Mentora, as suas principais
características e funcionalidades. Apresentam-se também os
resultados da sua implementação experimental e os próximos passos
para o seu desenvolvimento e investigação.<br>This dissertation presents the development of the Mentora project,
from idea to prototype, a new mentoring tool developed to support
groups of individuals in mentoring programs in organizations, whether
they are working groups in companies or other types of institutions,
research groups, or simply groups of people who need to increase their
knowledge around one or more themes.
In the theoretical framework, we start by presenting the state of
the art of the theories and technical solutions to support learning and
empowerment with the use of mentoring. In the chapter dedicated to
the development of the project we describe the development
methodology of the Mentora prototype, its main features and
functionalities. The results of its experimental implementation and the
next steps for its development and research are also presented.
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Antunes, Amílcar Sardinha. "A gestão do desporto como plataforma para o desenvolvimento educativo e cultural." Doctoral thesis, 2016. http://hdl.handle.net/10400.5/13221.
Full textAbstract:
Apesar do valor do desporto ser amplamente reconhecido, na prática, o mesmo encontra-se aquém do seu verdadeiro potencial no que respeita à sua aplicação no desenvolvimento educativo. Para tal, é necessário encarar o desporto com uma ideia de futuro, com capacidade organizativa e num contexto adequado às necessidades específicas.
O estudo pretende criar e gerir um projeto/jogo que utilize o desporto como uma plataforma de educação e cultura. São objetivos da investigação: criar um projeto inovador que, através do jogo, articule os vários conteúdos programáticos; analise a frequência e motivação para o estudo; verifique o padrão de estudo dos alunos; e que promova a consolidação de conhecimentos ao longo do ano. Neste intento desenvolvemos o projeto “Descobrir em Movimento” (objeto de estudo), que materializa um modelo teórico permitindo-nos, assim, testar na prática como é que a organização das atividades desportivas pode contribuir para o desenvolvimento educativo e cultural.
Recolhemos dados quantitativos dos testes de conhecimento aplicado às unidades amostrais e informações relativas à motivação, frequência e padrões de estudo. Foi também recolhida informação dos encarregados de educação relativamente aos impactos do projeto e à frequência e padrão de estudo das crianças. Para uma melhor compreensão dos resultados do projeto, aplicámos instrumentos de análise qualitativa, chegando às seguintes conclusões:
O objeto de estudo aumentou significativamente os conhecimentos, a frequência e motivação para o estudo;
O projeto integrou e organizou diversas áreas de conhecimento, contribuindo assim para o desenvolvimento educativo, cultural e pessoal;
O projeto apresenta-se como uma ferramenta de gestão para os docentes e como um jogo para as crianças, que contribui para o conhecimento através da organização das atividades físicas e desportivas.
Concluindo, o estudo fornece uma base de trabalho, onde a organização das atividades lúdico desportivas são a plataforma para o desenvolvimento educativo e cultural.<br>Although the value of sport is widely recognized in our societies, in practice, it still falls short when applied as a means to promote educational progress. To achieve such, it is necessary to look at sports with an idea of future, with organizational capacity and in a context appropriate to specific needs.
This study aims to create and manage a project/game that uses sports as a platform for education and culture. The specific objectives of our research are: to create an innovative project that, through the game, articulates the various curricula; to analyze the frequency and motivation to study; to assess the pattern of study of the students; and to promote the consolidation of knowledge throughout the year. With this purpose, we have developed the project "Descobrir em Movimento" (object of study), which embodies a theoretical model that will allow us to test how the organization of sporting activities can contribute to the educational and cultural development.
We collected quantitative data using knowledge tests applied to the sample units and information regarding the patterns of motivation, frequency and study. Information from parents regarding the project impact and the frequency and pattern of study in the children was also gathered. For a better understanding of the project's results, we applied instruments of qualitative analysis, reaching to the following conclusions:
• The object of study significantly increased the knowledge, the frequency and motivation to study in the children;
• The project integrated and organized various areas of knowledge, contributing to the educational development, cultural and personal of the children;
• The project is presented as a management tool for teachers and as a game for children, which contributes to knowledge through the organization of physical and sporting activities.
In conclusion, it was found that the study provides a working basis, where the organization of sportive recreational activities can be a platform for educational and cultural development.
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Pape, Rita de Orey Botelho Simões Roque de. "Citizen engagement through city apps: Technology adoption approach." Master's thesis, 2019. http://hdl.handle.net/10071/19406.
Full textAbstract:
Metropolitan areas are constantly evolving, and the smart city concept is gaining traction throughout local governance. The new paradigm for cities lands on an organic, efficient and interconnected structure, where the citizen is placed at the centre. Information and communication technologies (ICT) are the main technological enablers for this change and for citizen engagement, city services and applications (Apps) as one of the channels possible to use. The main objective of the present study is to find the key determinants that enable the adoption of city mobile apps. A theoretical model was created, and an online survey conducted to gather insights of the citizens' perspectives regarding the city apps. The results indicate the model is valid and that perceived usefulness and perceived ease of use are important components to the adoption of city apps. In addition, it was possible to identify some organizational and individual impacts recurring from the use of these apps. This study contributes to a new model of city apps adoption and provides evidence to organisms involved on the implementation and development of these apps.<br>As áreas metropolitanas estão em constante desenvolvimento e o conceito de smart cities tem vindo a ganhar força entre organismos de governação local. Este novo paradigma para as cidades assenta numa estrutura orgânica, interconectada e eficiente, onde o cidadão é colocado no centro. As tecnologias de comunicação e informação são consideradas os principais facilitadores para esta mudança e envolvimento do cidadão, sendo os serviços e aplicações (apps) disponíveis um dos canais utilizados. O objectivo principal do presente estudo é determinar o que proporciona adopção de apps citadinas. Um modelo teórico foi desenhado e um questionário online realizado, de modo a recolher as percepções dos cidadãos, relativamente ao uso destas aplicações mobile. Os resultados indicam que o modelo é válido e que a percepção de utilidade e de facilidade de utilização são importantes componentes na adopção de apps citadinas. Adicionalmente, foi possível identificar algum impacto individual e organizacional promovido pelo uso destas apps. Este estudo vem contribuir para um novo modelo de adopção a apps citadinas e facilitar informação aos organismos envolvidos no desenvolvimento e implementação das mesmas.