Dissertations / Theses on the topic 'Gamification for training'

The trend of adjusting our activities, making them more attractive and less like chores is apparent just by looking at the applications and systems we use for our everyday lives. In this study we investigate this phenomenon, in both training and dating applications, from a design perspective using the frameworks of gamification and Fogg´s behavior model. Using these tools in complement with qualitative interviews we answer questions regarding how one can design gamification to achieve behavior change. The chosen applications, namely Tinder, Badoo, RunKeeper and Nike+ were all identified as gamification applications and in regard to how they were designed, the training applications primarily showed interest in raising the motivation of users, while the dating applications rather focused on easing the simplicity of performing the behavior.

nÃo hÃ<br>A pesquisa aqui apresentada partiu do seguinte questionamento: como professores formadores participantes de uma formaÃÃo docente, tendo como princÃpio a reflexÃo sobre suas aÃÃes, vivenciam a formaÃÃo baseada em prÃticas gamificadas e o respectivo desenvolvimento de uma atividade considerando tais prÃticas? O objetivo deste estudo foi analisar de que maneira uma formaÃÃo docente com gamificaÃÃo (aqui compreendida como o uso de elementos de games em situaÃÃes diversas e nÃo necessariamente de jogos) foi vivenciada por professores formadores da Escola Municipal de FormaÃÃo e AvaliaÃÃo de um municÃpio da RegiÃo Metropolitana de Fortaleza. O estudo buscou estabelecer o diÃlogo teÃrico entre a formaÃÃo docente e a gamificaÃÃo atravÃs da experiÃncia empÃrica relatada, norteando-se por concepÃÃes teÃricas sobre formaÃÃo docente continuada no contexto da contemporaneidade â ImbernÃn (2009, 2010); NÃvoa (1995a, 1995b); Tardif (2002) â e sobre gamificaÃÃo â Alves, Minho e Diniz (2014); Fuchs (2014); Philippette (2014); Vianna et al. (2013); Zichermann e Cunningham (2011). Trata-se de uma pesquisa qualitativa, com base em procedimentos etnogrÃficos, que contou com a participaÃÃo de sete professores formadores, de ambos os sexos, das Ãreas de Letras e de Pedagogia, em encontros que somaram 24 horas-aula. Tendo-se em vista que a pesquisadora conduziu a formaÃÃo simultaneamente ao processo de coleta de dados, utilizando-se de entrevistas semiestruturadas, observaÃÃo participante e coleta de dados audiovisuais, sonoros e notas de campo, o processo de anÃlise levou em consideraÃÃo a intersubjetividade dos processos de formaÃÃo e de pesquisa, que envolveu processos de diÃlogo, interaÃÃo, estudo bibliogrÃfico e ludicidade atravÃs de atividades gamificadas e games eletrÃnicos. Foram realizadas observaÃÃes especÃficas sobre a forma como cada um dos professores participantes lidou, respondeu e aplicou a formaÃÃo em gamificaÃÃo. Foram constatados, dentre outros pontos importantes, que hà uma promissora possibilidade de convergÃncia entre a gamificaÃÃo e as teorias de formaÃÃo docente, dado que nas duas Ãreas se dà importÃncia central à relaÃÃo entre teoria e prÃtica a partir do estÃmulo à interaÃÃo, ao diÃlogo e ao reconhecimento de elementos da subjetividade dos participantes; que a gamificaÃÃo fortalece procedimentos pedagÃgicos como o planejamento, demandando dos professores formadores que mobilizem saberes de categorias diversas; e que a gamificaÃÃo, ainda que nÃo precise ocorrer digitalmente, pode favorecer a proximidade entre os docentes e o mundo marcado pelas tecnologias e redes digitais.<br>The research here presented starts from the following question: how teachers trainers take part in a teacher training, having as principle the reflection on their actions, live a training based on gamified practices and the following development of an activity considering such practices? The objective of this research was to analyze the way a teacherâs training in gamification (here understood as the use of game elements in diverse situations and not necessary of games) was lived by teachers-trainers in the City School of Evaluation and Training of a city around Fortaleza. This study searched to establish a dialogue between the theoretical framework upon training teachers and gamification through the related empirical experience, guided by the theoretical conceptions around the contemporary context for continued teacherâs training â ImbernÃn (2009, 2010); NÃvoa (1995a, 1995b); Tardif (2002) â and around gamification â Alves, Minho and Diniz (2014); Fuchs (2014); Philippette (2014); Vianna et al. (2013); Zichermann and Cunningham (2011). It is a qualitative ethnographic- based research and counted with the participation of 07 teachers-trainers, of both sexes, working in the area of Portuguese and English Language, and also Pedagogy, in meetings that combined resulted in a 24h program. Considering that the researcher conducted the training simultaneously to the data collection process, using semi structured interviews, participant observation, video and sound data collection and field notes, the analysis process considered the intersubjectivity of the process of training and research, that evolved dialogue processes, interaction, bibliographic study and fun through gamified activities and electronic games. Specific observations were made on the way each teacher dealt, answered and applied the training in gamification. Among other important results, it was realized that thereâs a fruitful possibility of convergence between gamification and teacherâs training theories, since in both areas an importance is given to the relation between theory and practice through the stimuli of interaction, dialogue, and the recognizing of the subjects personalities elements; that gamification fortifies pedagogical procedures, such as planning, demanding from teachers- trainers to mobilize their knowledges of many categories; that gamification, although not necessarily needs to happen through digital means, favors the proximity of the teachers to a world marked by digital technologies and virtual networks.

Mestrado em Ciências Empresariais<br>A formação profissional é cada vez mais considerada como um investimento na criação de valor para as organizações e para as suas pessoas. Com os avanços tecnológicos e com a coabitação de novas gerações num único espaço de trabalho, as organizações começam a sentir necessidades de se reinventarem ao nível de processos e metodologias. Desta forma, têm tentado reinventarem-se ao nível da formação tradicional, conciliando-a com uma formação mais tecnológica, e é neste sentido que surge o tema da Gamificação. Um tema bastante abrangente e que tem vindo a ser implementado em diversas áreas, porém no presente trabalho iremos focar-nos na metodologia da Gamificação aplicada à área da formação numa consultora de recursos humanos.<br>Vocational training is increasingly regarded as an investment in creating value for organizations and their people. With technological advances and the cohabitation of new generations in a single workspace, organizations are beginning to feel the need to reinvent themselves at the level of processes and methodologies. In this way, they have tried to reinvent themselves at the level of traditional education, reconciling it with a more technological education, and it is in this sense that the theme of Gamification arises. A very broad theme that has been implemented in several areas, but in the present paper we will focus on Gamification methodology applied to the training area in human resources consulting.<br>info:eu-repo/semantics/publishedVersion

Under de senaste tjugo åren har videospelsindustrin blomstrat och med det har det skett en ökning i antalet artiklar publicerade inom ämnet. Utvecklingen har följts av intresset för rörelsebaserade spel, där målet är att den som spelar ska utföra fysisk aktivitet samtidigt som denne har roligt. För att kunna fånga underhållning i kombination med fysisk aktivitet bör det undersökas hur spelare upplever spel. Studien ämnar studera användningen och upplevelsen hos deltagare som spelar det rörelsebaserade spelet Piddinrun. Utifrån deltagarnas utsagor och tidigare forskning inom speldesign utforskas det om spelet kan utvecklas till att främja fysisk aktivitet och reducera stillasittande hos befolkningen. Bakgrunden berättar om syftet och utseendet för det aktuella spelet i studien, Piddinrun. Spelet är designat för att en spelare ska utföra benböj, samtidigt som den spelar. Bakgrunden tar även upp vikten av fysisk aktivitet i vardagen samt bakomliggande teorier om vad som engagerar och motiverar människor. Teoridelen berör olika typer av rörelsebaserade spel, spel i rehabiliteringssyfte och spelteori. Deltagarna i studien var 13 studenter som rekryterades via bekvämlighetsurval och snöbollsmetod. De spelades in både auditivt och visuellt, i studierum eller i hemmet. Deltagarna fick svara på frågor om träningsvanor, utforska och spela spelet. De fick även estimera och utvärdera upplevd ansträngning. Utvärdering av deltagarnas upplevelse gällande engagemang testades utifrån en enkät. Användartestet avslutades med kompletterande frågor om upplevelsen. Resultatet visar att spelet engagerade deltagarna men endast under en kortare stund. Spelet rapporterades vara ansträngande och framkallade även tecken på ansträngning hos deltagarna. Deltagarna önskade utveckling och avancemang i spelet. De rapporterade även att estetiken kunde förbättras. Spelmekanismen uppfattades som väl designad för benböj. Spelet måste innehålla utveckling för att fortsätta engagera användaren men samtidigt göras mindre ansträngande för att möjliggöra längre spelande. Förändringarna skulle kunna bidra till att människor blir mer motiverade till att spela spelet. De kan därmed förbättra sin hälsa och minska sitt stillasittande.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2018-01-15T12:33:29Z No. of bitstreams: 1 janainaaparecidapontecoelho.pdf: 1721545 bytes, checksum: acb225090af668da685e33101d03a48e (MD5)<br>Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-01-29T11:02:56Z (GMT) No. of bitstreams: 1 janainaaparecidapontecoelho.pdf: 1721545 bytes, checksum: acb225090af668da685e33101d03a48e (MD5)<br>Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-01-29T11:03:08Z (GMT) No. of bitstreams: 1 janainaaparecidapontecoelho.pdf: 1721545 bytes, checksum: acb225090af668da685e33101d03a48e (MD5)<br>Made available in DSpace on 2018-01-29T11:03:08Z (GMT). No. of bitstreams: 1 janainaaparecidapontecoelho.pdf: 1721545 bytes, checksum: acb225090af668da685e33101d03a48e (MD5) Previous issue date: 2017-08-21<br>Este estudo tem como foco o desenvolvimento de cursos online abertos e massivos (Massive Open Online Courses - MOOC’s) para a formação continuada de docentes, com o uso da gamificação como estratégia de motivação e engajamento aos cursos. Observamos a gamificação como um componente que pode potencializar a atratividade dos cursos a distância, considerando que os seus recursos, quando bem articulados, potencializam a forma de interação dos participantes com os demais integrantes e materiais de estudo disponibilizados. Na presente pesquisa, propomos o desenvolvimento de dois MOOC’s para a formação de docentes. O primeiro MOOC, Tecnologias Digitais para o Ensino de Geometria, teve um caráter experimental, no qual observamos a funcionalidade de algumas ferramentas do Moodle voltadas para a gamificação, e a interação dos participantes com essas ferramentas. Na aplicação do segundo curso, Uso de vídeos no Ensino de Matemática, validamos uma metodologia para elaboração de MOOC’s, no qual observamos a efetividade da gamificação como estratégia motivacional para a formação de docentes. A análise dos dados evidenciou que os elementos de gamificação mostraram-se relevantes ao processo de realização do curso pelos participantes, portanto, um recurso hábil para o engajamento das atividades propostas e possível monitoramento da evasão. Apresentamos como produto educacional uma metodologia para a implementação de MOOC’s com interface “gamificada”, voltados para a formação de professores de Matemática.<br>This study focuses on the development of Massive Open Online Courses (MOOCs) for the continuing training of teachers, with the use of gamification as motivation and engagement strategy to courses. We observe the gamification as a component that can enhance the attractiveness of the distance courses, considering that their resources, when well articulated, leverage the form of interaction of the participants with the other members and study materials available. In the present research, we propose the development of two MOOCs for the training of teachers. The first MOOC, Digital Technologies for Teaching Geometry, had an experimental character, in which we observe the functionality of some Moodle tools geared to the gamification, and participants' interaction with these tools. In the application of the second course, The Use of videos in Mathematics Teaching, we validate a methodology for the elaboration of MOOCs, in which we observe the effectiveness of gamification as motivational strategy for the training of teachers. The analysis of the data showed that the gamification’s elements were relevant to the realization of the course by the participants, therefore, a skillful resource for the engagement of the proposed activities and possible monitoring of the drop-out rates. We present as an educational product a methodology for the implementation of MOOC's with "gamified" interface, geared to the training of teachers of Mathematics.

FIGUEIREDO, Mércia Valéria Campos. Gamificação e formação docente: análise de uma vivência crítico-reflexiva dos professores. 2016. 141f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2016.<br>Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2016-10-10T12:02:04Z No. of bitstreams: 1 2016_dis_mvcfigueiredo.pdf: 3559869 bytes, checksum: 6f0b8fa3ac426ddf916de5f02d05e5bd (MD5)<br>Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-10-11T13:18:03Z (GMT) No. of bitstreams: 1 2016_dis_mvcfigueiredo.pdf: 3559869 bytes, checksum: 6f0b8fa3ac426ddf916de5f02d05e5bd (MD5)<br>Made available in DSpace on 2016-10-11T13:18:03Z (GMT). No. of bitstreams: 1 2016_dis_mvcfigueiredo.pdf: 3559869 bytes, checksum: 6f0b8fa3ac426ddf916de5f02d05e5bd (MD5) Previous issue date: 2016<br>The research here presented starts from the following question: how teachers trainers take part in a teacher training, having as principle the reflection on their actions, live a training based on gamified practices and the following development of an activity considering such practices? The objective of this research was to analyze the way a teacher’s training in gamification (here understood as the use of game elements in diverse situations and not necessary of games) was lived by teachers-trainers in the City School of Evaluation and Training of a city around Fortaleza. This study searched to establish a dialogue between the theoretical framework upon training teachers and gamification through the related empirical experience, guided by the theoretical conceptions around the contemporary context for continued teacher’s training – Imbernón (2009, 2010); Nóvoa (1995a, 1995b); Tardif (2002) – and around gamification – Alves, Minho and Diniz (2014); Fuchs (2014); Philippette (2014); Vianna et al. (2013); Zichermann and Cunningham (2011). It is a qualitative ethnographic- based research and counted with the participation of 07 teachers-trainers, of both sexes, working in the area of Portuguese and English Language, and also Pedagogy, in meetings that combined resulted in a 24h program. Considering that the researcher conducted the training simultaneously to the data collection process, using semi structured interviews, participant observation, video and sound data collection and field notes, the analysis process considered the intersubjectivity of the process of training and research, that evolved dialogue processes, interaction, bibliographic study and fun through gamified activities and electronic games. Specific observations were made on the way each teacher dealt, answered and applied the training in gamification. Among other important results, it was realized that there’s a fruitful possibility of convergence between gamification and teacher’s training theories, since in both areas an importance is given to the relation between theory and practice through the stimuli of interaction, dialogue, and the recognizing of the subjects personalities elements; that gamification fortifies pedagogical procedures, such as planning, demanding from teachers- trainers to mobilize their knowledges of many categories; that gamification, although not necessarily needs to happen through digital means, favors the proximity of the teachers to a world marked by digital technologies and virtual networks.<br>A pesquisa aqui apresentada partiu do seguinte questionamento: como professores formadores participantes de uma formação docente, tendo como princípio a reflexão sobre suas ações, vivenciam a formação baseada em práticas gamificadas e o respectivo desenvolvimento de uma atividade considerando tais práticas? O objetivo deste estudo foi analisar de que maneira uma formação docente com gamificação (aqui compreendida como o uso de elementos de games em situações diversas e não necessariamente de jogos) foi vivenciada por professores formadores da Escola Municipal de Formação e Avaliação de um município da Região Metropolitana de Fortaleza. O estudo buscou estabelecer o diálogo teórico entre a formação docente e a gamificação através da experiência empírica relatada, norteando-se por concepções teóricas sobre formação docente continuada no contexto da contemporaneidade – Imbernón (2009, 2010); Nóvoa (1995a, 1995b); Tardif (2002) – e sobre gamificação – Alves, Minho e Diniz (2014); Fuchs (2014); Philippette (2014); Vianna et al. (2013); Zichermann e Cunningham (2011). Trata-se de uma pesquisa qualitativa, com base em procedimentos etnográficos, que contou com a participação de sete professores formadores, de ambos os sexos, das áreas de Letras e de Pedagogia, em encontros que somaram 24 horas-aula. Tendo-se em vista que a pesquisadora conduziu a formação simultaneamente ao processo de coleta de dados, utilizando-se de entrevistas semiestruturadas, observação participante e coleta de dados audiovisuais, sonoros e notas de campo, o processo de análise levou em consideração a intersubjetividade dos processos de formação e de pesquisa, que envolveu processos de diálogo, interação, estudo bibliográfico e ludicidade através de atividades gamificadas e games eletrônicos. Foram realizadas observações específicas sobre a forma como cada um dos professores participantes lidou, respondeu e aplicou a formação em gamificação. Foram constatados, dentre outros pontos importantes, que há uma promissora possibilidade de convergência entre a gamificação e as teorias de formação docente, dado que nas duas áreas se dá importância central à relação entre teoria e prática a partir do estímulo à interação, ao diálogo e ao reconhecimento de elementos da subjetividade dos participantes; que a gamificação fortalece procedimentos pedagógicos como o planejamento, demandando dos professores formadores que mobilizem saberes de categorias diversas; e que a gamificação, ainda que não precise ocorrer digitalmente, pode favorecer a proximidade entre os docentes e o mundo marcado pelas tecnologias e redes digitais.

Hur påverkas den uppfattade träningsmotivationen vid användning av de spelifierade elementen som finns i träningsapplikationen Fitocracy, i jämförelse med mer traditionella analoga loggningsmetoder? Spelifierade element i olika slags applikationer är något som används mer och mer i samband med att mobiltekniken utvecklas. Trots detta finns det ingen väletablerad spelifierad applikation för det ändamål många behöver uppfatta- en ökad motivation inför träning. Denna studie har som mål att undersöka en av de mest etablerade träningsapplikationer som finns på marknaden - Fitocracy - och hur mycket dess spelifierade element faktiskt påverkar den uppfattade träningsmotivationen i jämförelse med en traditionell träningsloggning. Flera studier har utförts inom området tidigare och de har ofta funnit tecken på att spelifierade element har en positiv inverkan, men att fenomenet bakom detta borde studeras djupare. Gowin fann i sin studie från 2014 att majoriteten av deltagarna använde sig av en applikation som innehöll spelifierade element vilket hjälpte dem att möta sina träningsmål. För att uppskatta den uppfattade motivationsnivån av de spelifierade elementen i Fitocracy jämfördes under två veckors tid två stycken undersökningsgruppers träningsloggning. En grupp använde sig av Fitocracy och den andra loggade sin träning kontinuerligt med hjälp av ett formulär. Undersökningen baseras på användarnas loggning tillsammans med formulär som skickades ut till deltagarna innan, under och efter studien. Studiens kvantitativa resultat tyder på att den uppfattade träningsmotivationen inte påverkas alls med hjälp av spelifierade element i jämförelse med analoga loggningsmetoder. Från det kvalitativa resultatet kan man dock dra slutsatsen att de spelifierade elementen i Fitocracy tycks påverka användarnas uppfattade motivationsnivå på ett positivt sätt.<br>How is the perceived training motivation affected by the use of the gamified elements found in the Fitocracy training application, compared to more traditional analogue logging methods? Gamified elements in different types of applications are something that is used more and more in the development of mobile technology. Despite this, there is no well-established spatial application for the purpose many need to perceive - an increased motivation for training. This study aims to investigate one of the most established exercise applications available on the market - Fitocracy - and how much its gamified elements actually affect the perceived training motivation compared to a traditional training logging method.Several studies have been carried out in the field earlier, and they have often found signs that gamified elements have a positive impact, but the phenomenon behind this should be studied deeper. Gowin found in his study from 2014 that the majority of participants used an application that contained gamified elements that helped them meet their training goals. In order to estimate the perceived motivation level of the gamified elements in Fitocracy, for two weeks, two training groups were logged in training logging. One group used to use Fitocracy and the other logged their training continuously using a form. The survey is based on user logging along with forms sent to the participants before, during and after the study. The quantitative results of the study indicate that the perceived training motivation is not affected at all by gamfied elements as compared to analog logging methods. However, from the qualitative results, one can conclude that the gamified elements in Fitocracy seem to positively impact the perceived motivational level of the users.

The research is focused on applying the gamification methodology to a subject of the mention in ICT to answer the question of whether it can be a suitable methodology to be used in the initial training of teachers. Innovating in the initial training of teachers will allow the learning of students, both curricular, methodological and transversal skills, to reach the teaching centers and that may lead to a change in the education system. It can be concluded that gamification is a good methodology because it has improved the motivation of the students and also their academic performance. The research has given us an insight into what it means to gamify learning, what methodological changes it implies to apply gamification in teaching, what are the conditions that make gamification possible and how Moodle resources can be used to promote the design of gamified learning experiences.<br>La investigació s’ha centrat en aplicar la metodologia de la gamificació a una assignatura de la menció en TIC per respondre la pregunta de si pot ser una metodologia adequada per a ser utilitzada en la formació inicial de mestres. Innovar en la formació inicial de mestres ha d’afavorir que els aprenentatges curriculars, metodològics i d’habilitats transversals que assoleixin els estudiants arribin als centres docents i que es pugui provocar un canvi en el sistema educatiu. La recerca conclou que la gamificació és una metodologia adequada perquè ha aconseguit millorar la motivació dels estudiants i el seu rendiment acadèmic. La recerca ha aportat llum sobre què significa gamificar l'aprenentatge, quins canvis metodològics comporta aplicar la gamificació en docència, quines són les condicions que fan possible la gamificació i com es poden utilitzar els recursos que ofereix Moodle per a afavorir el disseny d'experiències d'aprenentatge gamificades.

The purpose of this study is to examine perceptions regarding digital game-based teachingand the extent to which teachers of English in Sweden have been prepared to use thisapproach. The basis for this study is the research on the effects of digital games for language learning and the perceived lack of the incorporation of these in teaching, creating a gap between student interests and teaching methods. Therefore, this study investigates the approach of teacher educators who are involved in the design of teacher training programs, as well as the perceptions of in-service teachers at secondary and upper secondary schools in Sweden. In-depth interviews and an online questionnaire were used to gather relevant data. The findings show that all teacher educators who were interviewed found digital game-based teaching to be a relevant approach, but they noted that it is not incorporated in their teacher training courses to a sufficient extent. Additionally, the great majority of in-service teachers did not perceive that they received any education on how to use digital games or game elements in their teaching, while most of them found it to be relevant and had used it to some extent. These results would indicate that digital game-based teaching should be integrated to a greater extent in teacher training programs, and steps should be taken to ensure that current research on the topic reaches the teachers out in the field.

Med en ökad användning av digitala enheter i samhället ser vi också att fler drabbas av hållningsrelaterade hälsobekymmer. Ungdomar är särskilt drabbade även om de i många fall är omedvetna om det, men knappt ingen forskning fokuserar på den här målgruppen och deras behov. Den forskning som tagits fram är inte heller överens hur man på bästa sätt löser problematiken med hållning. Syftet med studien är därför att göra ungdomar mer medvetna om sin kroppshållning samt ta reda på hur digital design på bästa sätt kan motivera ungdomar att förbättra sin kroppshållning. För att ta reda på detta ställdes följande fråga: ”Hur kan en digital designlösning utformas för att skapa medvetenhet kring ungdomars kroppshållning, samt hjälpa att förbättra deras kroppshållning på ett underhållande och icke störande sätt?”. Studien genomfördes med metoden Konceptdriven Designforskning som inkluderar skapandet av en konceptuell prototyp förankrad i tidigare forskning. Prototypen består av en bärbar sensor som mäter hållning och en applikation i form av ett spel där användaren kan se sin hållning i realtid samt aktivt träna sin hållning. Prototypen värderades sedan genom en digital enkätundersökning. I resultatet framgick att designlösningen kunde tänkas användas av deltagarna, samt hjälpa att förbättra deras hållning eftersom den gjorde användaren mer medveten om sin kroppshållning. Många deltagare trodde att spelet kunde bidra med motivation och göra hållningsträningen mer underhållande men att fler spel-funktioner krävs för att behålla användarens intresse under en längre tid. Deltagarna ansåg att konceptet i sin helhet inte var störande men att mer tydlig feedback krävs för att indikera bra/dålig hållning. Utifrån detta resultat kan slutsatsen dras att konceptet i teorin kan skapa medvetenhet kring ungdomars kroppshållning och hjälpa de att träna den på ett underhållande sätt som inte är störande, men att mer studier och designarbete krävs för att komma fram till det bästa sättet att ge användaren feedback om sin hållning samt göra konceptet mer attraktivt att använda ur ett långsiktigt perspektiv.<br>With the increased use of digital devices in society, we can see that more people are affected by posture related health issues. Adolescents are especially affected although in many cases they are unaware of it, but hardly any research focuses on this group and their needs. The research that has been done also does not agree on how to best solve the problem with posture. The purpose of this study is therefore to make young people more aware of their posture and to find out how digital design can be used in the best way to motivate young people to improve their posture. To find this out, the following question was formed: “How can a digital design solution be formed to create awareness about young people's posture and help improve their posture in an entertaining and non-disturbing way”. The study was carried out with the method Concept driven design research which includes the creation of a conceptual prototype grounded in previous research. The prototype consists of a portable sensor that measures posture and an application in the form of a game where the user can see their posture in real time and actively train their posture. The prototype was then evaluated through a digital survey. The results showed that the participants could consider using the design solution and that it helped to improve their posture as it made the user more aware of their posture. Many participants thought that the game could contribute with motivation and make posture training more entertaining, but that more gaming features are required to keep the user's interest for a longer period. The participants felt that the concept as a whole was not disruptive, but that more clear feedback is required to indicate good/bad posture. Based on this result, it can be concluded that the concept in theory can create awareness of young people's posture and help them to exercise it in an entertaining way that is not disturbing, but that further studies and design work is needed to come up with the best way to give the user feedback on their posture and to make the concept more attractive to use from a long-term perspective.

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.

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.

碩士<br>國立臺灣大學<br>職能治療研究所<br>106<br>Backgrounds: Persons with mild cognitive impairment (MCI) are at high risk for dementia. Cognitive-based intervention, such as game-based cognitive training for persons with MCI to prevent their further deterioration, is crucial in clinical practice. However, there was no sufficient evidence to support the efficacy of game-based cognitive training for persons with MCI. There was also no study to compare the effects of cognitive training between different formats of the intervention, individual and group. Aims: The purpose of this study was to investigate the efficacy of a board game-based cognitive training program on the enhancement of cognitive functions, namely attention, memory and executive function. We also compared the efficacy between group versus individual format. Methods：This was a single-blind, quasi-experimental study. The subjects included 18 older adults with a confirmed MCI from a neurologist. The participants were assigned either a group- or individual-based intervention. Both groups received a 12-session cognitive training program (1.5 hours for each session, twice a week). The primary outcomes included the general cognitive function (Montreal Cognitive Assessment-Taiwan Version), selective/divided attention (Test of Everyday Attention), immediate/delayed visual memory(Contextual Memory Test), immediate/delayed verbal memory (The Rivermead Behavior Memory Test-Third Edition), processing speed (Symbol Digit Modalities Test), inhibition (Stroop Color and Word Test), visual spatial working memory (Cambridge Neuropsychological Test Automated Battery-Spatial working memory), and emotional state(Geriatric Depression Scale). Outcomes were assessed pre- and post-test. The nonparametric statistics were used by Wilcoxon Signed Ranked Test (within group analysis) and Mann-Whitney U Test or Chi-Squared (between group analysis). Results：The results showed significant improvement for all subjects in overall cognitive function, selective attention, delayed visual memory and immediate/delayed verbal memory after the intervention. Subjects in individual format showed significant within-group improvement in overall cognitive function, delayed verbal memory, inhibition, and visual space working memory. While subjects in group format improved significantly only in visual spatial working memory. However, there was no significant between-group difference of the changes on all outcome measures. Furthermore, subjects with low cognitive function (Clinical Dementia Rating – Sum of Boxes≧3) had significantly improved visual space working memory after training in individual training format , whereas subjects with high cognitive function has only significant improvement in the emotional state after the group training. Conclusions：The present study showed that applying a 12-session board-game cognitive training for older adults with MCI had positive effects on cognitive function enhancement, especially in general cognition and memory. With equal time of intervention, compared with group format, the individual format provide more opportunities for practices, can be more tailored to individuals’ needs, and might result in better outcomes. Future studies need larger samples to validate this.

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.

碩士<br>正修科技大學<br>經營管理研究所<br>107<br>The most important things with the manager of business management, is helping a company or organization increase its competitive advantage and strengthen its corporate position, during competitive trend, the continuous trend of talents and technology from now. One of the important way to enhance organizational capabilities is recruitment, training, and managmnet with company’s or organization’s employee. Education training always be the important part of company. And how to use education and training to maximize the effectiveness of its benefits and enhance the participation of employees? Because of recent years emerging gamification issues, the object is more commonly used in consumers and school teaching. So this study assumes that use of gamification to bring in the education and training of enterprises will also enhance the positive impact, and will also carry out exploratory research by enhancing employee innovation and recognition of the organization. 　　The main object of the research that method of collecting date was used in this reaerach was internet questionnaire. The research analyzed application gamification method within Education training, Organizational Identification, Innovation Behavior. Further analysis of the impact of educational training combined with the use of gamification, as found in the research results: Gamification, Education training, Organizational Identification, Innovation Behavior each of them all have partial positive impact. In accordance with results and findings, the research raises suggestion and hopes that the application of future enterprises and organizations to the introduction of gamification education and training to enhance the competitiveness of enterprises, enhance the organization's identity to retain talents and give talents more room to develop to create more innovation opportunities. Finally, research also hopes to provide follow-up researchers with the new research direction.

A Hotelaria pode combinar elementos de jogo e utilizá-los para induzir certos tipos de comportamento. As empresas podem através da gamification, motivar os seus trabalhadores para participar na aprendizagem e melhorar a sua produtividade (Negruşa et al., 2015). Gamification na formação pode ser definida como a adição de elementos comumente associados com jogos para um programa educacional ou de formação, a fim de tornar o processo de aprendizagem mais envolvente (Negruşa et al., 2015). O projeto tem como finalidade a elaboração de uma proposta de uma plataforma formativa assente em gamification, com conteúdos que respondam às necessidades de formação mais comuns nos estabelecimentos hoteleiros. E concretizou os seguintes objetivos: a) a definição das principais necessidades formativas existentes nas diferentes unidades, centradas em competências técnicas, standards de qualidade de serviço, línguas, técnicas de vendas, gestão de reclamações, mas também comportamentais; b) percecionou os principais obstáculos sentidos pelos gestores e trabalhadores na execução do plano formativo, como o downsizing das equipas, a rotatividade, a gestão de tempo e a desmotivação, e c) identificou a gamification aplicada à formação como uma estratégia motivacional e de adesão à formação.<br>Hospitality can combine game elements and use them to induce certain types of behavior. Companies can use gamification, to motivate their employees to participate in learning and improve their productivity (Negruşa et al., 2015). Gamification in training can be defined as adding elements commonly associated with games to an educational or training program in order to make the learning process more engaging (Negruşa et al., 2015). The project aims the proposal of a training platform based on gamification, with contents that respond to the most common training needs in hotel establishments. And it achieved the following goals: a) the definition of the main training needs in the different units, centered on technical competences, standards of quality of service, languages, sales techniques, complaints management; and also behavioral competences b) perceived the main obstacles felt by managers and employees in the execution of the training plan, such as team downsizing, turnover, time management and demotivation, and c) identified the gamification applied to training as a motivational and engagement strategy to trainning.

O tema a desenvolver nesta Tese é a elaboração de um Plano de Marketing para o lançamento da App "The Game of Sales" para a Formação Continua de Força de Vendas, utilizando jogos informáticos. O objetivo é que este Plano seja eficaz para tornar o lançamento de um novo modelo de aprendizagem um sucesso, através de um serviço versátil e aplicável a empresas que tenham Profissionais de Vendas. Será identificada a problemática da investigação que consiste na procura de informação acerca da melhor solução para desenvolver o Plano de Marketing e das vantagens deste tipo de ferramenta para os seus utilizadores e empresas, Na revisão da literatura serão abordados conceitos teóricos do Marketing de Produtos e Serviços, Plano de Marketing, Força de Vendas e a sua Formação e a Gamificação na Formação, e que são importantes para contextualização do projeto, apoiam na resolução das problemática da investigação e facilitam a compreensão dos leitores. Depois da revisão da literatura, será feita uma análise à Situação Atual de Marketing, suportados também por questionários submetidos a Profissionais de Vendas do respetivo sector e a Decisores de aquisição de Formação de vários sectores, cujos resultados serão apresentados de forma perceber o seu processo de decisão de compra. Numa fase seguinte será apresentada a componente estratégica assim como a tática, onde serão propostas as melhores ações do Marketing Mix para o Serviço "The Game of Sales". Para finalizar, será apresentada a implementação do marketing mix proposto, assim como as conclusões e limitações do presente estudo.<br>The theme to be developed in this thesis is the elaboration of a Marketing Plan for the launching of "The Game of Sales" App, for Sales Force Formation, using computer games. The goal of this Marketing Plan is to be effective and successful in the launch of a new learning model through a versatile service useful to companies that have Sales Professionals. Will be identified the research main problem that is find information about the best solution to develop the Marketing Plan and the advantages of this type of tool for users and companies. The review of the literature will approach theoretical concepts of Marketing of Products and Services, Marketing Plan and its phases, Sales Force and its Training, focusing on the Gamification in Training, which are important and useful for contextualizing the project, their support in the resolution of research problems and help readers understanding. After the review of the literature, is utterly necessary an analysis of the Current Marketing Situation, also suported by surveys submitted to Sales Professionals of the sector under study, and to Training acquisition Decision-makers of other sectors, whose results will be presented and interpretated. In a next phase, the strategical component will be presented and also the tactical component through the Marketing mix for the Service "The Game of Sales". To conclude, the implementation of the Marketing mix, as well as the conclusions and limitations of the present study, will be presented.