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1
Liu, Bin, and Junqing Wang. "Demon or angel: an exploration of gamification in management." Nankai Business Review International 11, no. 3 (2019): 317–43. http://dx.doi.org/10.1108/nbri-02-2018-0013.
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Purpose Previously coined as the application of gaming principles in non-gaming scenarios, gamification is an emerging managerial tactic, but it lacks a rigorous theorization in the management discipline. Based on introductive research on related domains, this study aims to link up gamification and training and directly explored its effectiveness and efficacy, thus providing certain implications for practitioners. Specifically, this paper conceptualizes the gamification as a crystallization of routines as it continuously strengthens the new ways to award and punish with predetermined goals while initiated from past experiences. As such, the study confirms that gamification demotivates the participants and lowers their performances. Overall, the study is important as it investigates the significance of gamification and offers a new perspective to disentangle the debates over the effect of experience on learning. Design/methodology/approach The study used one base experiment conducted in two random-chosen paired classes, followed by another confirmative experiment. By introducing the gamification system into one experiment class while controlling the other, the authors sent out two waves of surveys while merging with the objective grades to investigate the effects of gamification on both motivation and performance. Findings The results have confirmed that gamification could engender the detrimental effects on both motivation and performance, though the authors did not find support for a mediating effect of motivation on the relationship between gamification and performance. Research limitations/implications Because of resource limitation, the study used business students’ academic performance as a proxy for the performance effect. Although the results help reveal a basic cause-effect relationship, we still need further experiments based on real business units and/or on larger samples. Practical implications The findings indicate that gamification counter-intuitively demotivates participants and directly leads to poorer performances. This reminds practitioners of a cautious adoption of gamification in their management system. Originality/value To the best of authors’ knowledge, this study is among the first to link the trendy concept of gamification with both managerial and academic studies on related fronts.
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Antonaci, Alessandra, Roland Klemke, and Marcus Specht. "The Effects of Gamification in Online Learning Environments: A Systematic Literature Review." Informatics 6, no. 3 (2019): 32. http://dx.doi.org/10.3390/informatics6030032.
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Gamification has recently been presented as a successful strategy to engage users, with potential for online education. However, while the number of publications on gamification has been increasing in recent years, a classification of its empirical effects is still missing. We present a systematic literature review conducted with the purpose of closing this gap by clarifying what effects gamification generates on users’ behaviour in online learning. Based on the studies analysed, the game elements most used in the literature are identified and mapped with the effects they produced on learners. Furthermore, we cluster these empirical effects of gamification into six areas: performance, motivation, engagement, attitude towards gamification, collaboration, and social awareness. The findings of our systematic literature review point out that gamification and its application in online learning and in particular in Massive Online Open Courses (MOOCs) are still a young field, lacking in empirical experiments and evidence with a tendency of using gamification mainly as external rewards. Based on these results, important considerations for the gamification design of MOOCs are drawn.
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Dicheva, Darina, Keith Irwin, and Christo Dichev. "OneUp: Supporting Practical and Experimental Gamification of Learning." International Journal of Serious Games 5, no. 3 (2018): 5–21. http://dx.doi.org/10.17083/ijsg.v5i3.236.
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Gamification of education is still evolving. It lacks systematic studies assessing its effect in different learning contexts. Creating gamified courses is still difficult, since there is a lack of sufficient understanding of how to gamify learning and appropriate software support is missing. As a response to these challenges, we developed OneUp ̶ a customizable platform aimed at facilitating the process of gamifying academic courses and enabling contextual studies on educational gamification. In this paper we rationalize our approach to building OneUp and present the underlying principles and motivations guiding its design. We also describe the platform functionality which includes support for integrating game design elements in learning activities, creating dynamic problems, and visualizing student performance and progress. At the end, we present a usability study of the platform and the assessment results from an end user perspective.
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Schlömmer, Marc, Teresa Spieß, and Stephan Schlögl. "Leaderboard Positions and Stress—Experimental Investigations into an Element of Gamification." Sustainability 13, no. 12 (2021): 6608. http://dx.doi.org/10.3390/su13126608.
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Gamification, i.e., the use of game elements in non-game contexts, aims to increase peoples’ motivation and productivity in professional settings. While previous work has shown both positive as well as negative effects of gamification, there have been barely any studies so far that investigate the impact different gamification elements may have on perceived stress. The aim of the experimental study presented in this paper was thus to explore the relationship between (1) leaderboards, a gamification element which exchanges and compares results, (2) heart rate variability (HRV), used as a relatively objective measure for stress, and (3) task performance. We used a coordinative smartphone game, a manipulated web-based leaderboard, and a heart rate monitor (chest strap) to investigate respective effects. A total of n = 34 test subjects participated in the experiment. They were split into two equally sized groups so as to measure the effect of the manipulated leaderboard positions. Results show no significant relationship between the measured HRV and leaderboard positions. Neither did we find a significant link between the measured HRV and subjects’ task performance. We may thus argue that our experiment did not yield sufficient evidence to support the assumption that leaderboard positions increase perceived stress and that such may negatively influence task performance.
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Tan, Caroline S. L. "Gamifying OTT: a study on consumer attitudes toward game elements and OTT media service provider brands in gamification." Young Consumers 22, no. 3 (2021): 328–47. http://dx.doi.org/10.1108/yc-11-2020-1245.
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Purpose The purpose of this study is to examine consumer attitude toward gamification in the context of over-the-top (OTT) media service. The particular focus of this paper is on game mechanics from the mechanics-dynamics-aesthetics framework and its effects on consumer attitude toward both gamification and OTT media service provider brand. Design/methodology/approach A 2 × 2 × 2 between-subjects factorial experiment to examine the three core elements of game mechanics – components, controls and courses on consumer attitude, which was operationalized in eight vignettes with a sample size of 296. Findings It was found that the three elements in game mechanics demonstrated a multiplicative effect. The different combinations of elements in game mechanics would result in eliciting different consumer attitudes toward gamification and brand. Despite one combination that attained a high positive consumer attitude toward gamification in OTT, that same combination was not effective in creating a high positive attitude toward the OTT provider brand. The findings demonstrate the need for OTT providers to be clear of their gamification objectives before selecting the combination of game mechanics. Research limitations/implications This study adds to the body of knowledge on consumer attitude toward gamification, especially in the OTT market where there is still literature is limited. Practical implications OTT providers should determine their objectives for using gamification and design the game mechanics according to the optimal combination of elements – components, controls and courses. Originality/value According to the author’s knowledge, this is the first paper to examine consumer attitude toward gamification and OTT provider based on game mechanics. It provides an understanding on the interaction of elements in game mechanics and shows that different element combinations can be used to meet different goals.
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Puritat, Kitti. "Enhanced Knowledge and Engagement of Students Through the Gamification Concept of Game Elements." International Journal of Engineering Pedagogy (iJEP) 9, no. 5 (2019): 41. http://dx.doi.org/10.3991/ijep.v9i5.11028.
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The idea of Gamification is very popular for applying the gaming concept theory in various fields. Nowhere else is this more important than in education. Consid-ering the careful build-up and implementation of game-elements could improve academic performance outcome and student motivation. However, Gamification could require much more time to be designed and applied to education related ac-tivities and it also comes with significant operating and design cost to provide highly engaging activities for students. One of the main problems in designing Gamification is the question: “which game elements should be applied to student activities?”. Moreover one must make sure that it has great impact on students’ performance in terms of their education related performance. Hence, in this re-search, we focused on studying the impact of each element in order to investigate the behavioral outcome of game elements in educational environments through the concept of knowledge and game-based learning from the Gamification con-cept. In our experiment, we examined the impact of each game element on senior high school students based on the basic elements of Gamification such as Lead-erboard, Cooperative and Awarding badges. In addition, we studied the effect of the game-based learning application called Aqua republica from UNEP and DHI centers with partner of Thailand. The experiment design compared two groups: the“Non-Gamified” and the “Gamified” groups participating in the game-based learning activity Aqua Republica. Academic indicators and numerical indicators were used to directly measure the effect and behavioral outcome of the use of game elements. Finally, the study suggested that leaderboards could improve the overall performance of students so it can be worth implementing it in classroom activities.
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Dubrovskaya, Elena. "USE OF ELECTRONIC RESOURCES TO CREATE EDUCATIONAL QUIZZES FORMING FOREIGN LANGUAGE COMPETENCE." Interexpo GEO-Siberia 5 (2019): 177–82. http://dx.doi.org/10.33764/2618-981x-2019-5-177-182.
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The article considers the phenomenon of gamification in education, studies various electronic resources creating educational quizzes, presents a comparative analysis of their advantages and disadvantages in order to teach foreign languages to University students. To prove the efficiency, the results of a comparative experiment of the use of electronic resources for creating quizzes are given.
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Garbaya, Samir, Daniela M. Romano, and Gunjeet Hattar. "Gamification of assembly planning in virtual environment." Assembly Automation 39, no. 5 (2019): 931–43. http://dx.doi.org/10.1108/aa-10-2018-0147.
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Purpose The purpose of this paper is to study the effect of the gamification of virtual assembly planning on the user performance, user experience and engagement. Design/methodology/approach A multi-touch table was used to manipulate virtual parts and gamification features were integrated into the virtual assembly environment. An experiment was conducted in two conditions: a gamified and a non-gamified virtual environment. Subjects had to assemble a virtual pump. The user performance was evaluated in terms of the number of errors, the feasibility of the generated assembly sequence and the user feedback. Findings The gamification reduced the number of errors and increased the score representing the number of right decisions. The results of the subjective and objective analysis showed that the number of errors decreased with engagement in the gamified assembly. The increase in the overall user experience reduced the number of errors. The subjective evaluation showed a significant difference between the gamified and the non-gamified assembly in terms of the level of engagement, the learning usability and the overall experience. Research limitations/implications The effective learning retention after training has not been tested, and longitudinal studies are necessary. The effect of the used gamification elements has been evaluated as a whole; further work could isolate the most beneficial features and add other elements that might be more beneficial for learning. Originality/value The research reported in this paper provides valuable insights into the gamification of virtual assembly using a low-cost multi-touch interface. The results are promising for training operators to assemble a product at the design stage.
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Friehs, Maximilian Achim, Martin Dechant, Sarah Vedress, Christian Frings, and Regan Lee Mandryk. "Effective Gamification of the Stop-Signal Task: Two Controlled Laboratory Experiments." JMIR Serious Games 8, no. 3 (2020): e17810. http://dx.doi.org/10.2196/17810.
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Background A lack of ability to inhibit prepotent responses, or more generally a lack of impulse control, is associated with several disorders such as attention-deficit/hyperactivity disorder and schizophrenia as well as general damage to the prefrontal cortex. A stop-signal task (SST) is a reliable and established measure of response inhibition. However, using the SST as an objective assessment in diagnostic or research-focused settings places significant stress on participants as the task itself requires concentration and cognitive effort and is not particularly engaging. This can lead to decreased motivation to follow task instructions and poor data quality, which can affect assessment efficacy and might increase drop-out rates. Gamification—the application of game-based elements in nongame settings—has shown to improve engaged attention to a cognitive task, thus increasing participant motivation and data quality. Objective This study aims to design a gamified SST that improves participants’ engagement and validate this gamified SST against a standard SST. Methods We described the design of our gamified SST and reported on 2 separate studies that aim to validate the gamified SST relative to a standard SST. In study 1, a within-subject design was used to compare the performance of the SST and a stop-signal game (SSG). In study 2, we added eye tracking to the procedure to determine if overt attention was affected and aimed to replicate the findings from study 1 in a between-subjects design. Furthermore, in both studies, flow and motivational experiences were measured. Results In contrast, the behavioral performance was comparable between the tasks (P<.87; BF01=2.87), and the experience of flow and intrinsic motivation were rated higher in the SSG group, although this difference was not significant. Conclusions Overall, our findings provide evidence that the gamification of SST is possible and that the SSG is enjoyed more. Thus, when participant engagement is critical, we recommend using the SSG instead of the SST.
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Schroeder, Philipp Alexander, Johannes Lohmann, and Manuel Ninaus. "Preserved Inhibitory Control Deficits of Overweight Participants in a Gamified Stop-Signal Task: Experimental Study of Validity." JMIR Serious Games 9, no. 1 (2021): e25063. http://dx.doi.org/10.2196/25063.
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Background Gamification in mental health could increase training adherence, motivation, and transfer effects, but the external validity of gamified tasks is unclear. This study documents that gamified task variants can show preserved associations between markers of behavioral deficits and health-related variables. We draw on the inhibitory control deficit in overweight populations to investigate effects of gamification on performance measures in a web-based experimental task. Objective This study tested whether associations between inhibitory control and overweight were preserved in a gamified stop-signal task (SST). Methods Two versions of an adaptive SST were developed and tested in an online experiment. Participants (n=111) were randomized to 1 of the 2 task variants and completed a series of questionnaires along with either the gamified SST or a conventional SST. To maximize its possible effects on participants’ inhibitory control, the gamified SST included multiple game elements in addition to the task itself and the stimuli. Both variants drew on the identical core mechanics, but the gamified variant included an additional narrative, graphical theme, scoring system with visual and emotional feedback, and the presence of a companion character. In both tasks, food and neutral low-poly stimuli were classified based on their color tone (go trials), but responses were withheld in 25% of the trials (stop trials). Mean go reaction times and stop-signal reaction times (SSRT) were analyzed as measures of performance and inhibitory control. Results Participants in the gamified SST had longer reaction times (803 [SD 179] ms vs 607 [SD 90] ms) and worse inhibitory control (SSRT 383 [SD 109] ms vs 297 [SD 45] ms). The association of BMI with inhibitory control was relatively small (r=.155, 95% CI .013-.290). Overweight participants had longer reaction times (752 [SD 217] ms vs 672 [SD 137] ms) and SSRTs (363 [SD 116] ms vs 326 [SD 77] ms). Gamification did not interact with the effect of overweight on mean performance or inhibitory control. There were no effects of gamification on mood and user experience, despite a negative effect on perceived efficiency. Conclusions The detrimental effects of heightened BMI on inhibitory control were preserved in a gamified version of the SST. Overall, the effects of overweight were smaller than in previously published web-based and laboratory studies. Gamification elements can impact behavioral performance, but gamified tasks can still assess inhibitory control deficits. Although our results are promising, according validations may differ for other types of behavior, gamification, and health variables.
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Cristina Silveira Santos, Djenane, Adler Diniz de Souza, and Melise Veiga Paula. "Comparing different serious games strategies for teaching the SCRUM Framework." RENOTE 19, no. 1 (2021): 227–36. http://dx.doi.org/10.22456/1679-1916.118432.
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Access to new technologies is slowly changing classrooms and theirdynamics. Gamification has been a widely used approach, and its benefits are still being studied. This paper aims to present a serious game which assists in teaching the SCRUM (software development) framework in higher education disciplines. For this, a virtual game has been created containing two different ways of playing, and its performance as a support tool to traditional teaching methodologies has been analyzed. Through a planned experiment, it was possible to identify a direct positive impact on students Learning Gain.
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Rodwald, Przemysław. "Using Gamification and Fear Appeal Instead of Password Strength Meters to Increase Password Entropy." Scientific Journal of Polish Naval Academy 217, no. 2 (2019): 17–33. http://dx.doi.org/10.2478/sjpna-2019-0010.
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Abstract It is very common for users to create weak passwords. Currently, the majority of websites deploy password strength meters to provide timely feedback. These meters are in wide use and their effects on the security of passwords have been relatively well studied. In this paper another type of feedback is studied: a gamified approach supported by fear appeal. In this approach, users are encouraged to make passwords stronger through the use of visual and textual stories. This approach is supported by data-driven suggestions about how to improve password security as well as by fear appeal. To prove the effectiveness of this gamified password creation process, an experiment was performed in which users changed their passwords in two ways: without any feed-back, and with gamified feedback with fear appeal. To support the initial findings a questionnaire was completed by participants at the end of research.
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Hu, Xiaohan, and Kevin Wise. "How playable ads influence consumer attitude: exploring the mediation effects of perceived control and freedom threat." Journal of Research in Interactive Marketing 15, no. 2 (2021): 295–315. http://dx.doi.org/10.1108/jrim-12-2020-0269.
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Purpose The playable ad is a new type of digital advertising that combines interactivity with gamification. Guided by psychological reactance theory, this study aims to explore the psychological processes and effects of playable ads on consumers’ perceived control and product attitudes. Design/methodology/approach This paper conducted two experiments to examine the relationship between playable ads, perceived control and product attitude. This paper also applied psychological reactance theory and investigated whether perceived control triggered by the interactive features of playable ads influenced psychological reactance toward them. Findings Findings from two experiments show that playable ads, compared to video ads, increased consumers’ perceived control, which, in turn, led to more positive attitudes toward the advertised products (Studies 1 and 2). This study also supports psychological reactance theory by revealing that increased perceived control diminished perceived freedom threat and subsequently alleviated consumers’ psychological reactance toward advertising messages (Study 2). Originality/value This study sheds light on the effectiveness of a new type of ad-game integration – playable ads. Different from prior research in gamification of advertising, this paper examined the effectiveness of playable ads in an information processing context in which the ads were not the primary task to focus on. This study also extends psychological reactance theory in the context of interactive marketing by exploring the effect of perceived control afforded by digital message features in mitigating reactance.
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Heck, Robert, Oana Vuculescu, Jens Jakob Sørensen, et al. "Remote optimization of an ultracold atoms experiment by experts and citizen scientists." Proceedings of the National Academy of Sciences 115, no. 48 (2018): E11231—E11237. http://dx.doi.org/10.1073/pnas.1716869115.
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We introduce a remote interface to control and optimize the experimental production of Bose–Einstein condensates (BECs) and find improved solutions using two distinct implementations. First, a team of theoreticians used a remote version of their dressed chopped random basis optimization algorithm (RedCRAB), and second, a gamified interface allowed 600 citizen scientists from around the world to participate in real-time optimization. Quantitative studies of player search behavior demonstrated that they collectively engage in a combination of local and global searches. This form of multiagent adaptive search prevents premature convergence by the explorative behavior of low-performing players while high-performing players locally refine their solutions. In addition, many successful citizen science games have relied on a problem representation that directly engaged the visual or experiential intuition of the players. Here we demonstrate that citizen scientists can also be successful in an entirely abstract problem visualization. This is encouraging because a much wider range of challenges could potentially be opened to gamification in the future.
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Karmanova, E. V., and O. V. Bezborodova. "Studing the css animation with websimulator in extracurricuLar activities." Informatics in school, no. 5 (July 19, 2021): 49–54. http://dx.doi.org/10.32517/2221-1993-2021-20-5-49-54.
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The article is devoted to the issues of teaching high school students CSS animation (Cascading Style Sheets) in the framework of extracurricular activities using the gamification method. The current problems of teaching web programming at school are considered, its main components are highlighted: HTML page layout, programming on the client and server sides. The analysis of existing services and online games for teaching web layout is presented. As a result of the analysis of the traffic of the studied services, an increased interest of Internet users in web simulators, implemented using the principles of gamification, was revealed. However, today there are a limited number of such services, in addition, many topics of web programming and layout are still unrealized with the help of such web simulators.The article describes a completed project of developing a web simulator for teaching the basic properties of CSS animation. When designing a web simulator, the requirements for the implementation of game mechanics and dynamics were considered, which will make it possible to organize the educational process in a dynamic, exciting and visual way. The article describes the key features of the web simulator, its functional requirements, provides a rationale for the choice of topics and design of the web simulator, and considers the algorithm of its operation. The topics that are studied as a result of passing tasks in the web simulator are listed. The risks associated with the implementation of the web simulator in the educational process are described.The authors carried out an experiment on the basis of an additional education institution "KiberOne Programming School" among 10th grade students, the results of the experiment showed the effectiveness of using the developed web simulator in teaching CSS animation.
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Loecherbach, Felicia, and Damian Trilling. "3bij3 ‐ Developing a framework for researching recommender systems and their effects." Computational Communication Research 2, no. 1 (2020): 53–79. http://dx.doi.org/10.5117/ccr2020.1.003.loec.
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Abstract Today’s online news environment is increasingly characterized by personalized news selections, relying on algorithmic solutions for extracting relevant articles and composing an individual’s news diet. Yet, the impact of such recommendation algorithms on how we consume and perceive news is still understudied. We therefore developed one of the first software solutions to conduct studies on effects of news recommender systems in a realistic setting. The web app of our framework (called 3bij3) displays real-time news articles selected by different mechanisms. 3bij3 can be used to conduct large-scale field experiments, in which participants’ use of the site can be tracked over extended periods of time. Compared to previous work, 3bij3 gives researchers control over the recommendation system under study and creates a realistic environment for the participants. It integrates web scraping, different methods to compare and classify news articles, different recommender systems, a web interface for participants, gamification elements, and a user survey to enrich the behavioural measures obtained.
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Torge Claussen, Jan. "Gaming Musical Instruments." Digital Culture & Society 5, no. 2 (2019): 121–30. http://dx.doi.org/10.14361/dcs-2019-0208.
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Abstract This article addresses the relationship between labour and learning a popular musical instrument like the guitar in the specific context of a video game. Most gamification theories promise that using a video game makes it easy to learn (Kapp 2012; Deterding et al. 2011). Even if this holds true, I argue that this kind of playfulness causes some backlash, which I observed during an experiment in which students played the music video game Rocksmith 2014. Learning and playing the guitar through the medium of a video game comes with diverse experiences as well as expectations that are closely related to the dichotomies between play and work, often discussed in game studies based on the famous texts by Johann Huizinga (2004) and Roger Caillois (1960). Learning any traditional music instrument requires much effort in several skill areas, for example, dexterity, hearing, sight-reading, and performance. In other words, it seems to be hard work and not at all playful like a video game. In this article, the various aspects of playful work and labourious play, found in both music education and guitar games, will be discussed against the backdrop of empirical findings including data from online interviews, research diaries and video recordings.
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Benjamin, Garfield. "Playing at Control: Writing Surveillance in/for Gamified Society." Surveillance & Society 17, no. 5 (2019): 699–713. http://dx.doi.org/10.24908/ss.v17i5.13204.
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Gamification has entrenched constant monitoring throughout society. From education to work to shopping, our activities are tracked, our progress is monitored, and rewards are meted out. But this enforced acceptance of constant surveillance constructs a social narrative in which privacy ceases to exist, and the technological tools at work can easily be shifted from reward to control. This is furthered through the shift from a Bentham–Foucault model of power and the threat of surveillance to the actualisation of complete protocological surveillance enabled by cloud computing, data centres, and machine learning. It is no longer the case that anything we do might be surveilled; we can be fairly certain that everything we do probably is being monitored, judged, and recorded. How can we negotiate these changing narratives? Of what fictions do we convince ourselves when we play the “game” called digital society? This article uses the work of Cory Doctorow, Charles Stross, Dave Eggers, and Ernest Cline to assess how fictionality can act as thought experiments for the social conditions of surveillance technologies. Through stories such as Halting State and Walkaway, we explore the collisions between the control-based society of tech companies and the disciplinary structures of traditional states—the points of tension between illusions of freedom, guided game paths, and the exercise of power over users’ data and behaviours. The article argues for expanding our perspectives on the reach of game analysis to the broader connected networks of cultural and political systems, to assess ways of responding to the idea that we are being played with, turned into characters in the gamified narratives of control-based surveillance societies.
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Tóth, Áron, Péter Lógó, and Emma Lógó. "The Effect of the Kahoot Quiz on the Student's Results in the Exam." Periodica Polytechnica Social and Management Sciences 27, no. 2 (2019): 173–79. http://dx.doi.org/10.3311/ppso.12464.
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Students taking low-stake quizzes in a gamified environment shows improvement on their studies, thus has the potential to be an effective part in an improved learning experience. Previous researches show that implementing gamification into the educational system has positive outcome on the student's engagement, motivation and the overall experience of learning. In this study is a field experiment, where quizzes were created with the Kahoot application, to bring action and visual triggers into the classroom. The aim of this paper to measure the long-term learning effect of the Kahoot quiz in the exams. Several of the quiz questions during the class were purposefully blended into the exam's question bank as a multiple choice or a true or false question. In this research 200 bachelor students participated in a 14-week long elective course. The data was collected weekly from the Kahoot quizzes and from the two mandatory exams. All the results from the Kahoot quiz and the exams provided the base of the analysis. Furthermore, the exam results were analyzed based on number of Kahoot quizzes they took part, a comparison of the results of each question based. The results show that students who took part in more Kahoot quizzes tend to reach higher exam mark. Moreover, they marked more correct answers and less incorrect ones. As a conclusion, using some level of game-based learning has a positive effect on the student's results and perception of learning.
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Matsubara, Mariko, and Haruyo Yoshida. "FOSTERING AUTONOMOUS LEARNERS OF VOCABULARY ACQUISITION USING CONTENT-BASED ICT METHODS." Humanities & Social Sciences Reviews 6, no. 1 (2018): 36–43. http://dx.doi.org/10.18510/hssr.2018.617.
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Purpose: This paper investigated that (1) the effective use of content-based ICT methods of vocabulary acquisition through reading activities, and (2) the encouragement of learner's vocabulary building up autonomous learning. A considerable number of studies have been conducted on vocabulary acquisition in the EFL field in Japan,and researchers advocate vocabulary knowledge is the most important factor contributing to reading comprehension, yet, a firm effective pedagogy has not been established. In fact, university students encounter difficulties in reading comprehension because of their deficiencies in vocabulary knowledge during English reading class.
 Methodology: The free applications, Quizlet and Kahoot!, were adopted to incorporate language-focused learning while adding some gamification aspects to aid in vocabulary acquisition. The experiment was conducted in a Japanese undergraduate first-year reading class over an 11-week period. Quizlet was used for vocabulary learning prior to the reading class. Students were given multiple-choice vocabulary Cloze tests of new words from the textbook using Kahoot!, a free game-based educational platform.
 Main Findings: The results of this study indicated that content-based vocabulary instruction using ICT is effective and improves learner’s academic performance in vocabulary acquisition. Moreover, questionnaires were thoroughly reviewed and uncovered that students felt they developed more autonomy and this enhanced their motivation for vocabulary learning.
 Implications: In view of this study, ICT methods closely related to reading contexts and a variety of applications for vocabulary acquisition and improvement of reading performance should be introduced in EFL classrooms.
 Originality: This study was conducted in a Japanese undergraduate first-year reading class by author researcher.
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Romano, Marco, Paloma Díaz, and Ignacio Aedo. "Gamification-less: may gamification really foster civic participation? A controlled field experiment." Journal of Ambient Intelligence and Humanized Computing, June 14, 2021. http://dx.doi.org/10.1007/s12652-021-03322-6.
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AbstractIn the context of smart communities, it is essential an active and continuous collaboration between citizens, organizations and institutions. There are several cases where citizens may be asked to participate such as in public decision-making process by informing, voting or proposing projects or in crisis management by sharing precise and timely information with other citizens and emergency organizations. However, these opportunities do not automatically result in participatory practices sustained over time. Mobile technologies and social networks provide the substratum for supporting formal empowerment, but citizen engagement in participation processes is still an open issue. One of the techniques used to improve engagement is gamification based on the humans’ predisposition to games. So far, we still lack studies that can prove the advantage of gamified systems respect to non-gamified ones in civic participation context. In this work, we present a between-group design experiment performed in the wild using two mobile applications enabling civic participation, one gamified and the other not. Our results highlight that the gamified application generates a better user experience and civic engagement.
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T. Alshammari, Mohammad. "Evaluation of Gamification in E-Learning Systems for Elementary School Students." TEM Journal, May 27, 2020, 806–13. http://dx.doi.org/10.18421/tem92-51.
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Gamification is often proposed as a promising solution to traditional e-learning systems by the incorporation of game elements and mechanisms to enhance the motivation, engagement and students’ learning. However, most current studies lack careful and thorough experimental evaluation on the effect of gamification and are normally applied to science learning for adults which makes it difficult to generalize the findings to other learning domains. This paper addresses this issue by offering a controlled experiment with 58 elementary school students studying a course on Arabic language to investigate the learning effect of gamification. The results indicate that gamification positively enhances the learning outcome and students’ learning motivation.
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Layth Khaleel, Firas, Noraidah Sahari Ashaari, and Tengku Siti Meriam Tengku Wook. "AN EMPIRICAL STUDY ON GAMIFICATION FOR LEARNING PROGRAMMING LANGUAGE WEBSITE." Jurnal Teknologi 81, no. 2 (2019). http://dx.doi.org/10.11113/jt.v81.11133.
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Computer science novice students find it hard to learn and master programming language subjects. In previous work, an investigation was done to confirm this assumption. The finding showed that students experienced ineffective learning, lacked interest towards this course, and lacked motivation. Previous studies have shown that applying Gamification elements in websites engages users. Gamification refers to the use of game elements in a non-game context in order to increase engagement between human and computer. In priory, a gamification-based learning website for programming language course was developed. This study aimed to measure the effectiveness and motivation level of using a Gamification website for programming language learning for first year students. Quantitative research approach was used. The effectiveness of the gamification website was tested using Quasi experiment. Student motivation was measured using ARCS motivation model. The findings showed that there were significant differences in the overall results of student performance (effectiveness and motivation) between the experimental and control groups.
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Smiderle, Rodrigo, Sandro José Rigo, Leonardo B. Marques, Jorge Arthur Peçanha de Miranda Coelho, and Patricia A. Jaques. "The impact of gamification on students’ learning, engagement and behavior based on their personality traits." Smart Learning Environments 7, no. 1 (2020). http://dx.doi.org/10.1186/s40561-019-0098-x.
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AbstractThe gamification of education can enhance levels of students’ engagement similar to what games can do, to improve their particular skills and optimize their learning. On the other hand, scientific studies have shown adverse outcomes based on the user’s preferences. The link among the user’s characteristics, executed actions, and the game elements is still an open question. Aiming to find some insights for this issue, we have investigated the effects of gamification on students’ learning, behavior, and engagement based on their personality traits in a web-based programming learning environment. We have conducted an experiment for four months with 40 undergraduate students of first-year courses on programming. Students were randomly assigned to one of the two versions of the programming learning environment: a gamified version composed of ranking, points, and badges and the original non-gamified version. We have found evidence that gamification affected users in distinct ways based on their personality traits. Our results indicate that the effect of gamification depends on the specific characteristics of users.First part title: Studying the impact of gamification on learning and engagement based on the personality traits of students
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Dikcius, Vytautas, Sigitas Urbonavicius, Karina Adomaviciute, Mindaugas Degutis, and Ignas Zimaitis. "Learning Marketing Online: The Role of Social Interactions and Gamification Rewards." Journal of Marketing Education, October 28, 2020, 027347532096825. http://dx.doi.org/10.1177/0273475320968252.
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Online learning is a powerful option for professional development in various careers, including marketing. However, massive open online courses (MOOCs) tend to face an issue of course dropouts, and this cannot only be attributed to factors like course content or value. Social interactions among students and interest-generating elements of MOOCs are equally important elements of online learning ecosystems. Therefore, this study approaches the problem from the perspective of the social exchange theory with insights into the cognitive evaluation theory to predict the effects of social interactions and gamification rewards on the process of studies. The data from an experiment and a subsequent survey of marketing course participants were used to analyze student satisfaction and dropouts through the lens of the social exchange theory and to see the effects of expected and unexpected gamification rewards. This contributes to the knowledge about factors that influence online course discontinuation, provides managerial and educational insights on dropout reduction, and specifies directions for further studies on the use of gamification elements in MOOCs.
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Oliveira, Wilk, Armando M. Toda, Paula T. Palomino, Luiz Rodrigues, and Seiji Isotani. "Which one is the best? A quasi-experimental study comparing frameworks for unplugged gamification." RENOTE 18, no. 1 (2020). http://dx.doi.org/10.22456/1679-1916.105971.
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Despite many studies proposing and evaluating frameworks to design gamified environments in education, there is still difficulty in making end-users(e.g., teachers, instructors, and designers) use these services and assess which ones are most appropriate for their context. We tackled this challenge by comparing two frameworks to design a gamified non-virtual class, through a quasiexperimental study. Our main results indicate that one of the frameworks (SixSteps to Gamification - 6D) proved to be more adaptable to the context and the other (GAMIFY-SN) was more complete to associate the gamification elementswithin the instructor’s final objectives in the gamified class. Thus, our results promote a contribution to end-users through insights on which the most suitable framework to use in each situation.
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Bornfeld, Benny, and Sheizaf Rafaeli. "Gamifying with badges: A big data natural experiment on Stack Exchange." First Monday, June 1, 2017. http://dx.doi.org/10.5210/fm.v22i6.7299.
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Badges are a common gamification mechanism used by many crowd-sourced online systems. This study provides evidence to their effectiveness and measures their effect size using a big data natural experiment in three large Stack Exchange online Q&A sites. We analyze the introduction of 22 different badge-launch events and the resulting changes in user behavior. Consistent with earlier studies, we report that most badge introductions have the desired effect. Going beyond traditional findings on the individual level, this study measures overall badge effect size on the service.
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Li, Manning, Patrick Y. K. Chau, and Lin Ge. "Meaningful gamification for psychological empowerment: exploring user affective experience mirroring in a psychological self-help system." Internet Research ahead-of-print, ahead-of-print (2020). http://dx.doi.org/10.1108/intr-02-2020-0094.
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PurposeInspired by the dynamic changes in our daily lives enabled via quantified-self technologies and the urgent need for more studies on the human-computer interaction design mechanisms adopted by these applications, this study explores the value of user affective experience mirroring and examines the empowerment effect of meaningful gamification in a psychological self-help system (PSS) that aids people in work stress relief.Design/methodology/approachBased on an analysis of the existing systems and theories in relevant fields, we conducted mixed-method research, involving semi-structured interviews, experience sampling experiments and user bio data triangulations, to identify the benefits of user affective experience mirroring and examine the impact of visual impact metaphor–based (VIM) meaningful gamification on PSS users.FindingsFor a gamified PSS, users generally perceive VIM as arousing more feelings of enjoyment, empathy, trust and usefulness, empowering them to gain more mastery and control over their emotional well-beings, especially with relieving their occupational stress and upbringing their level of perceived happiness. Overtime, VIM-based meaningful gamification further boosts such value of a PSS.Research limitations/implicationsWeaving together meaningful gamification and psychological empowerment theories, the results emphasized that successful empowerment of user through gamification in PSSs relies heavily on whether a deeper and meaningful affective connection can be established with the users, in short, “meaningful gamification for psychological empowerment”. Such an understanding, as demonstrated in our research framework, also sheds light on the design theories for persuasive technology and human influence tactics during human computer interactions.Practical implicationsThe results of the study demonstrate to practitioners how to make the best use of gamification strategies to deeply relate to and resonate with users. Even without complicated game-play design, meaningful gamification mechanisms, such as VIM facilitate the empowerment of users while gaining their appreciation, establishing a deeper connection with them and eventually generating persuasive effects on intended future behavioural outcomes.Social implicationsThe effective management of work-related stress with handy tools such as a VIM-based PSS can be beneficial for many organizations and, to a large extent, the society.Originality/valueThis study proposed and empirically demonstrated the empowerment effect of meaningful gamification for PSS users. In this cross-disciplinary study, theories from different research domains were synthesized to develop a more thorough and multi-faceted understanding of the optimal design strategies for emerging information systems like this VIM-based PSS.
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Lindner, Philip. "Better, Virtually: the Past, Present, and Future of Virtual Reality Cognitive Behavior Therapy." International Journal of Cognitive Therapy, October 20, 2020. http://dx.doi.org/10.1007/s41811-020-00090-7.
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Abstract Virtual reality (VR) is an immersive technology capable of creating a powerful, perceptual illusion of being present in a virtual environment. VR technology has been used in cognitive behavior therapy since the 1990s and accumulated an impressive evidence base, yet with the recent release of consumer VR platforms came a true paradigm shift in the capabilities and scalability of VR for mental health. This narrative review summarizes the past, present, and future of the field, including milestone studies and discussions on the clinical potential of alternative embodiment, gamification, avatar therapists, virtual gatherings, immersive storytelling, and more. Although the future is hard to predict, clinical VR has and will continue to be inherently intertwined with what are now rapid developments in technology, presenting both challenges and exciting opportunities to do what is not possible in the real world.
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Кловайт, Нильс, and Мария Александровна Ерофеева. "The Rise of Interactional Multimodality in Human-Computer Interaction." Monitoring of public opinion economic&social changes, no. 1 (March 4, 2021). http://dx.doi.org/10.14515/monitoring.2021.1.1793.
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The field of human-computer interaction (HCI) investigates the intersection between the design of devices and users. From an early focus on interaction modeling based on psychological experiments, the field has since experienced a shift towards the study of how actual humans interact with autonomous devices. The field became conductive to ethnographic, observational and videographic studies of human-device interaction. Conversation-analytic HCI became possible. That said, this new wave of researchers was never truly able to dethrone the psychological common sense of the field. With recent developments in both the technical-sensorial capabilities and outward actuational range of embodied virtual agents, the field of HCI has once again returned to the question of the sequential unfolding of the interaction between users and intelligent agents, and the multimodal interactional repertoire that is deployed throughout. This review will highlight the situational orientation of high-impact research in the field, and relate it to the cotemporaneous development of ethnomethodological and conversation analytic frameworks. Acknowledgments. The article was prepared in the framework of a research grant funded by the Ministry of Science and Higher Education of the Russian Federation (grant ID: 075-15-2020-908). The article was prepared in cooperation with the Sber (ex. – Sberbank’s) Gamification Lab.