To see the other types of publications on this topic, follow the link: Gamification mechanics.
Journal articles on the topic 'Gamification mechanics'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Gamification mechanics.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Helmefalk, Miralem. "An interdisciplinary perspective on gamification: Mechanics, psychological mediators and outcomes." International Journal of Serious Games 6, no. 1 (2019): 3–26. http://dx.doi.org/10.17083/ijsg.v6i1.262.
Full textAbstract:
As gamification literature has matured, the gap between how different domains apply the theory has widened. This has positioned gamification as being more dependent on context, rather than being an independent theory per se. To address this notion, three concepts are identified as being central for how a gamificator, the one responsible for gamifying, gamifies a process. These are mechanics, mental mediators and desired outcomes. Following this logic, a review was conducted using 77 (n) articles across seven disciplines, namely health and wellness, crowdsourcing, sustainability, computer science, software development, business, and tourism. The findings highlighted potentially causal and correlational relationships between several concepts when gamifying a situation, context, service or/and process. This research presents an alternative and uniform perspective on the broad gamification research to better understand how gamification functions and can be employed to impact various outcomes. Furthermore, this research contributes to this rather eclectic domain, presenting a more categorized view in showing domain-specific mechanics and how these can be employed for empirical testing. Lastly, the conceptual model can be modified, employed and adjusted to investigate various effects of gamification on outcomes.
2
Irunokhai, E. A., P. N. Meduna, J. O. Adigun, C. A. Jeje, and S. A. Wealth. "Gamification as Catalyst for Enhanced Learning Outcomes in Upper Basic Education in Ilorin Metropolis, Kwara State, Nigeria." Journal of Applied Sciences and Environmental Management 28, no. 11 (2024): 3619–24. https://doi.org/10.4314/jasem.v28i11.15.
Full textAbstract:
Gamification is adding game mechanics into non-game environments, such as a website, online community, learning management system or even business intranet to increase participation. Consequently, the objective of this paper is to evaluate the impact of gamification as a catalyst for enhanced learning outcomes in upper basic education in Ilorin Metropolis, Kwara State, Nigeria using various standard and appropriate techniques. The study revealed that gender does not influence the teachers’ perception about gamification’s effectiveness as an instructional strategy, male and female teachers had relatively similar challenges in implementing gamification, the challenges faced by teachers in implementing gamification teaching strategy in order of severity include lack of appropriate technology, curriculum alignment issues, insufficient training and professional development, time constraints and it was discovered that gamification contributes significantly to students’ academic improvement as gamification increases student engagement and participation in class.
3
Faganel, Armand, Filip Pačarić, and Igor Rižnar. "The Impact of Gamification on Slovenian Consumers’ Online Shopping." Administrative Sciences 14, no. 5 (2024): 86. http://dx.doi.org/10.3390/admsci14050086.
Full textAbstract:
Gamification involves integrating game mechanics into non-game environments such as business intranets, online communities, websites, and learning management systems to boost participation. Its aim is to actively engage employees, customers, and other stakeholders, fostering collaboration, sharing, and interaction. Gamification is a relatively unfamiliar term in Slovenia. The objective of this study is to investigate the influence of gamification on Slovenian consumers, specifically how it affects the online shopping process and user engagement during purchases. To test the hypotheses, we used appropriate statistical tools: chi-square, Friedman, and Wilcoxon tests. The findings indicate that gamification’s strongest influence is not on the post-purchase evaluation phase but rather on the alternative evaluation phase. It is interesting that highly rated reviewers significantly influence product purchases in online stores, while consumers are unwilling to increase their spending on online purchases in exchange for gamification-related benefits.
4
Pasca, Maria Giovina, Maria Francesca Renzi, Laura Di Pietro, and Roberta Guglielmetti Mugion. "Gamification in tourism and hospitality research in the era of digital platforms: a systematic literature review." Journal of Service Theory and Practice 31, no. 5 (2021): 691–737. http://dx.doi.org/10.1108/jstp-05-2020-0094.
Full textAbstract:
PurposeThe present study aims to synthesize and conceptualize, through a systematic literature review (SLR), the current state of gamification knowledge in the tourism and hospitality (T&H) sector, providing a roadmap for future research recommendations for service research and practice.Design/methodology/approachThe research is based on a systematic literature review and adopts a systematic quantitative approach to summarize existing evidence on gamification usage in the T&H sector, focusing on relevant service literature on gamification. The authors analyze 36 papers published between 2011 and 2019.FindingsThe authors synthesize existing knowledge into five themes describing gamification's role in T&H (Edutainment, Sustainable behavior, Engagement factors, Service provider-generated content and User-generated reviews). Then, a cross-analysis of the five themes reveals the pivotal elements (affordances, behavioral and psychological outcomes, and benefits) generated by gamification mechanics in T&H, simultaneously highlighting potential implications and relevant insights for service literature. The review identifies critical issues affecting gamification research and provides a future research agenda, considering opportunities for T&H and service research.Originality/valueThe study provides the first SLR investigating gamification in T&H. The findings present potential implications and relevant insights for T&H contributing to the construction of a more holistic understanding of gamification adoption in service research.
5
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.
Full textAbstract:
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.
6
PRASAD, KDV, Mruthyanjaya Rao Mangipudi, and Rajesh Vaidya. "Gamification Framework With Reference to Business Perspective." International Journal of Professional Business Review 7, no. 5 (2022): e0702. http://dx.doi.org/10.26668/businessreview/2022.v7i5.702.
Full textAbstract:
Purpose: The purpose of this manuscript is to develop and present a gamification framework with eight gamifying mechanics for the business environment and delineate how these mechanisms are different in-game and business/workplace considering gamification as an application of games in non-gaming contexts. Theoretical framework: The gamification mechanics has eight framework elements –meaning, accomplishment, ownership, scarcity, employment, social influence, unpredictability, and avoidance. Each framework element has 4 sub-elements. Every framework element has described in detail where do they appear in the game vs where do they appear in the business/workplace and their relevance. Design/methodology/approach: The eight-element gamification mechanics framework developed considering the business in e-commerce industry. Each and framework element was dissected and developed considering in business/workplace environment in parallel with the gaming environment under non-gaming contexts. Findings: The study resulted in the development gamification mechanics framework for a business environment which can be applied in any business environment and workplace. Research, Practical & Social implications: The developed gamification mechanics framework can be used in any business environment/workplace for performance improvement and enhancing employee engagement. We have provided a detailed description of each gamification mechanics framework element, however. The sub-elements may vary from organization to organization and business to business. Before applying this framework the organization should review the framework along with the organization business goals and decide the course of action. Originality/value: The study offers the business and other organization to implement the gamification framework with eight elements for organizational growth, employee engagement
7
Kolesnik, Natalya V., and Sofia Khosueva. "Political communications and game mechanics." Semiotic studies 2, no. 3 (2022): 119–27. http://dx.doi.org/10.18287/2782-2966-2022-2-3-119-127.
Full textAbstract:
The article overviews the issue of interaction and mutual influence of political communications and game mechanics. Gamification of politics is postulated as a basis for understanding new forms of civil and political activity emerged in the digital age. The presented overview of research literature defines that gaming technologies, as a set of methods and techniques, influence the behavior of modern users by overcoming their passivity and involving them into political and civil processes. The paper discusses theoretical approaches to the study of digital gamification: sociological, cultural, and political economic. Particular attention is paid to the analysis of the political communication - through the prism of gamification - along with digital media having characteristics of a new political subject. Separately the work considers election campaigns and the impact that new technologies and gaming practices have on the political activity of citizens.
8
Zaitsev, Dmitry A. "Gamification and platform work." Vestnik BIST (Bashkir Institute of Social Technologies), no. 2(63) (June 28, 2024): 157–60. http://dx.doi.org/10.47598/2078-9025-2024-2-63-157-160.
Full textAbstract:
Previous studies on the application of gamification in work processes have examined companies with employees. However, both the audience and the specifics of platform work activities are also precisely suitable for gamification. This article describes the principles on which the positive impact of game mechanics on employee efficiency, engagement and motivation is based and the mechanics that are appliable to labor market platforms are described.
9
Romashkin, Viktor A. "Gamification elements in event marketing." Neophilology, no. 1 (2023): 195–201. http://dx.doi.org/10.20310/2587-6953-2023-9-1-195-201.
Full textAbstract:
We consider the specifics of using gamification elements in event marketing from the standpoint of involving and retaining participants in special event. Gamification is defined as the use of game mechanics in non-game situations. Gamification techniques are used in education, business, and marketing. In the promotion system, gamification techniques demonstrate consistency in the struggle of companies and brands for the attention of the audience. The work clarifies the boundaries of the concepts of “game” and “gamification”. As the established practice shows, gamification can be used at various stages of the implementation of special event: at the stage of announcement, at the stage of greeting and meeting participants before the start of event, gamification elements can be included in the structure of individual blocks of special event. Gamified solutions can be used to collect feedback at the end of event. When using gamification elements in event marketing, it is important to follow a number of rules, namely: gamification should have a clear, achievable goal that is relevant for the player; gamification rules should be clear to participants; gamification should have simple tasks to complete; game mechanics should fully and accurately reflect the progress of the player; you cannot completely turn the gamification process into a game and offer only virtual achievements for participation, etc.
10
Helmefalk, Miralem, Siw Lundqvist, and Leif Marcusson. "The Role of Mechanics in Gamification." International Journal of Virtual and Augmented Reality 3, no. 1 (2019): 18–41. http://dx.doi.org/10.4018/ijvar.2019010102.
Full textAbstract:
With regard to the contemporary discussion of gamifying processes in various domains, it is obvious that there exists a naive notion that simply adding leaderboards/pins/points/badges would lead to success. Even though other instances of gamification mechanics could actually perform better. The literature has not yet managed to prove whether different domains require different mechanics in order to impact on engagement and motivation. To address these critical issues, a literature review was conducted across six domains that examined game mechanics, including their uniqueness for gamification research. Findings show a myriad of mechanics with different sharing properties, which are more or less domain-congruent. These mechanics can be separated into four levels: general, mostly similar, partly similar and unique. The findings enable a better understanding of how to employ situation-congruent mechanics to a given context, which is important for both research and practice.
11
Elwaaey, Hossameldin. "Gamification in Business: Enhancing Job Satisfaction through Game Mechanics." International Journal Of Modern Engineering Research (IJMER) 14, no. 5 (2024): 44–47. https://doi.org/10.5281/zenodo.15172347.
Full textAbstract:
Gamification, the application of game elements in non-gaming contexts, has emerged as a promising tool toincrease employee engagement and job satisfaction in organizational settings. This article explores howgamification can be utilized to enhance job satisfaction through the integration of game mechanics such asrewards, competition, and feedback loops. Drawing on psychological theories, including Self-Determination Theory and Flow Theory, we propose a conceptual framework for understanding themechanisms through which gamification influences employee motivation. Furthermore, we outline thedesign and implementation steps necessary for creating effective gamification systems in businessenvironments.
12
Tan, Chek Tien, Oran Zane Devilly, Sok Mui Lim, et al. "The Effect of Gamification Mechanics on User Experiences of AdventureLEARN: A Self-Driven Learning Platform." Proceedings of the ACM on Human-Computer Interaction 7, CHI PLAY (2023): 1091–114. http://dx.doi.org/10.1145/3611062.
Full textAbstract:
Structured curriculum in domain-specific knowledge and personal development of graduate attributes are both important components of tertiary education. Prior gamification research in tertiary education has mostly evaluated gamification as a system and largely in structured curriculum-based learning environments. There is insufficient understanding as to how different gamification mechanics affect learning experiences in self-driven personal development areas outside of the structured curriculum. We present a study with 20 tertiary students over seven days with AdventureLEARN, a gamified online platform to engage students in a self-driven journey of continuous personal development alongside their curriculum work. Through an analysis of data collected from experience sampling and focus group discussions, we found that, amongst other findings, gamification mechanics that were meticulously contextualized to specific platform features afforded the most positive experiences across various dimensions, leading to our main insight highlighting the importance of maintaining a co-development process between individual gamification mechanics and platform features.
13
Kurniawan Suryatama and Ika Lestari Damayanti. "Unlocking the Potential: Exploring Factors and Overcoming Challenges in Gamifying English Literacy." Journal of English Education and Teaching 7, no. 4 (2023): 862–80. http://dx.doi.org/10.33369/jeet.7.4.862-880.
Full textAbstract:
Gamification in the education system emerges for the first time in the late 2000s, and since its emergence, gamification has gained recognition as an innovative approach in education, creating dynamic and engaging learning environments. However, with its current emergence, studies relating to gamification in education are still limited. As such, the current study is conducted to answer two research questions. First, what factors to be considered when applying gamification into the teaching process, and second, what are the challenges when applying gamification into the teaching process. This research used interview to collect the data from two English teachers who have been implementing gamification in their teaching for several time, and thus the present study falls into qualitative research. The findings emphasize the importance of considering game mechanics, engagement and motivation levels, alignment with learning outcomes, learner needs and preferences, and contextual factors to effectively implement gamification. Additionally, the study highlights challenges such as designing effective game mechanics, potential distraction from learning goals, balancing gamification with traditional teaching methods, and ensuring sufficient resources and support for implementation. These findings underscore the necessity for teachers to comprehend gamification and evaluate its compatibility with students' learning needs in order to achieve better educational outcomes.
14
Ziatkevich, Anzhelika Sergeevna, Iuliia Valerevna Chernitsyna, and Emma Artsrunovna Grigorian. "The use of gamification in the process of learning a foreign language." Interactive science, no. 7 (83) (September 28, 2023): 26–27. http://dx.doi.org/10.21661/r-560497.
Full textAbstract:
The article considers the method of gamification in teaching a foreign language. Game mechanics and an example of using the gamification method in a German lesson are presented. It is concluded that the use of gamification helps to maintain motivation for the educational process.
15
Alshiha, Mada Bandar, and Ahlam Mohammed Al-Abdullatif. "Gamification in Flipped Classrooms for Sustainable Digital Education: The Influence of Competitive and Cooperative Gamification on Learning Outcomes." Sustainability 16, no. 23 (2024): 10734. https://doi.org/10.3390/su162310734.
Full textAbstract:
This study examines the effects of competitive versus cooperative gamification mechanics on the learning achievement of female first-year middle school students in flipped classrooms, highlighting its implications for designing sustainable learning environments. Employing a quasi-experimental design, 60 students were randomly assigned to two experimental groups, each engaged in a flipped classroom environment with either competitive or cooperative gamified elements. While both groups showed significant improvement in post-test scores, no significant differences were observed in cognitive achievement or skills acquisition between the groups. These findings emphasize that competitive and cooperative gamification mechanics can be equally effective in enhancing learning, suggesting that the choice of mechanic does not critically impact learning outcomes. The study provides practical guidance for educators and instructional designers in developing balanced gamified learning environments that optimize competitive and cooperative strategies, thus fostering a more versatile and adaptable approach to student motivation and engagement in sustainable technology-enhanced education.
16
Laksanasut, Saharat. "Gamification in ESL/EFL Education: Transforming Language Learning and Teaching Through Play." TESOL and Technology Studies 6, no. 1 (2025): 16–29. https://doi.org/10.48185/tts.v6i1.1562.
Full textAbstract:
Gamification has become a transformative strategy in English as a Second Language (ESL) and English as a Foreign Language (EFL) education, leveraging game mechanics to enhance engagement, motivation, and retention. This study examined the theoretical foundations of gamification through Self-Determination Theory (SDT), Flow Theory, Behaviorism, and Second Language Acquisition (SLA) theories, illustrating how these frameworks support language learning. Empirical evidence indicated that gamification enhances vocabulary retention, grammatical accuracy, and communicative fluency by providing interactive, reward-based learning experiences. Popular gamified platforms, including Duolingo, Kahoot!, and Classcraft, were analyzed to demonstrate best practices in gamified ESL/EFL instruction. The study identified key benefits, such as increased learner autonomy, engagement through real-time feedback, and adaptive learning pathways tailored to individual progress. However, it also addressed challenges, including potential over-reliance on extrinsic motivation, cognitive overload, and accessibility barriers, while proposing strategies to mitigate these limitations. Additionally, the study explored future research directions, emphasizing the need for longitudinal studies on gamification’s long-term impact, AI-driven adaptive learning, and the integration of Virtual Reality (VR) and Augmented Reality (AR) to create immersive language-learning experiences. The findings suggested that, when implemented strategically, gamification fosters active participation, enhances learning outcomes, and supports meaningful language acquisition. This research provided practical implications for educators seeking to incorporate gamification into ESL/EFL curricula, advocating for a balanced approach that sustains motivation while promoting deeper cognitive and communicative development.
17
Christopoulos, Athanasios, and Stylianos Mystakidis. "Gamification in Education." Encyclopedia 3, no. 4 (2023): 1223–43. http://dx.doi.org/10.3390/encyclopedia3040089.
Full textAbstract:
Gamification, or gameful design, refers to the strategic application of game design principles, mechanics, and elements into non-game environments. It is often facilitated using digital platforms, aiming to solve problems, increase engagement, and motivate individuals towards their goals. The technique fosters a gameful and interactive experience, enhancing perceived autonomy, competence, and relatedness among users. With roots in fields like education, business, marketing, and services, gamification is a versatile tool that serves to enrich user experience and create value in a multitude of settings. The widespread impact of gamification across various sectors has transformed traditional methods of engagement, notably in education.
18
Antonov, Yevhenii. "STUDY OF READINESS OF COMPUTER SCIENCE TEACHERS FORUSING GAMIFICATION IN THE EDUCATIONAL PROCESS." Scientific Journals of the International Academy of Applied Sciences in Lomza 91, no. 3 (2024): 254–64. https://doi.org/10.58246/8z81ms94.
Full textAbstract:
The article presents the results of a theoretical analysis of various approaches to understanding the essence of the concept of "gamification of the educational process". Based on the analysis conducted, the concept of "gamification" was identified as the process of using game mechanics in non-game situations to improve pupils’ / students' perception of educational material by using the game context. The main components of the gamification system are characterized (game dynamics, game mechanics, game aesthetics, social interaction), which were used as a basis for creating a model of gamification components, additionally including such features as in-game experience, game segments, actions, achievements, etc. The results of the research conducted were analyzed, the aim of which was to study the awareness of the educators regarding the peculiarities of using gamification, their attitude to the integration of this approach into the educational process. It was concluded that the level of readiness of a significant number of teachers for using gamification remains insufficient. The advantages and disadvantages of gamification as an educational concept are analyzed. A conclusion was made about the perspective of its implementation in the educational process as a way of motivating students to learn.
19
Hammedi, Wafa, Thomas Leclerq, and Allard C. R. Van Riel. "The use of gamification mechanics to increase employee and user engagement in participative healthcare services." Journal of Service Management 28, no. 4 (2017): 640–61. http://dx.doi.org/10.1108/josm-04-2016-0116.
Full textAbstract:
Purpose Gamification introduces game-like properties into routine service processes to make them more engaging for service employees and users alike. The purpose of this paper is to investigate the effects of gamification mechanics, or game design principles, on user engagement in gamified healthcare services. Design/methodology/approach Through observations, interviews and the study of desk materials, two cases of gamified healthcare services, each using different game mechanics, are analyzed. Findings Gamification mechanics produce four distinct experiential outcomes in patients: challenge, entertainment, social dynamics, and escapism. Patient engagement can be stimulated through these outcomes. However, to fully enjoy the benefits of gamified services, users are often expected to acquire and use new skills. The relative absence of these skills (or difficulties in acquiring them), depending on users’ medical predispositions and age, may defer or negatively moderate the positive effects of gamification on engagement. In the case of progressively decreasing capabilities (e.g. in the case of aging users or users with degenerative diseases, whose physical or mental disabilities may be emphasized by the mechanics), it is recommended that health professionals adapt the mechanics accordingly or search for alternative options to increase patient well-being. Research limitations/implications The study was conducted in healthcare, and caution must be exercised in generalizing the findings to other domains. However, the finding that gamified service users’ disabilities - or the lack of required abilities – may negatively impact the encouraging or engaging effects of the use of gamification appears to be relatively universal. Originality/value This study contributes to service research, specifically in the healthcare domain, by providing insight into employees’ and users’ motivations for using gamified service processes, the experiential impact of gamification mechanics, the individual factors that influence users’ gamified experience and multiple forms of cognitive, emotional and behavioral engagement outcomes. A research agenda is developed.
20
Bonetti, Federico, and Sara Tonelli. "Measuring Orthogonal Mechanics in Linguistic Annotation Games." Proceedings of the ACM on Human-Computer Interaction 5, CHI PLAY (2021): 1–16. http://dx.doi.org/10.1145/3474692.
Full textAbstract:
Gamification has been recently growing in popularity among researchers investigating Information and Communication Technologies. Scholars have been trying to take advantage of this approach in the field of natural language processing (NLP), developing Games With A Purpose (GWAPs) for corpus annotation that have obtained encouraging results both in annotation quality and overall cost. However, GWAPs implement gamification in different ways and to different degrees. We propose a new framework to investigate the mechanics employed in the gamification process and their magnitude in terms of complexity. This framework is based on an analysis of some of the most important contributions in the field of NLP-related gamified applications and GWAP theory. Its primary purpose is to provide a first step towards classifying mechanics that mimic mainstream video games and may require skills that are not relevant to the annotation task, defined as orthogonal mechanics. In order to test our framework, we develop and evaluate Spacewords, a linguistic space game for synonymy annotation.
21
Hansil, Rishma. "How Gamification Mechanics Can Improve Student Engagement." Childhood Education 97, no. 4 (2021): 62–67. http://dx.doi.org/10.1080/00094056.2021.1951568.
Full text
22
Ponomarenko, Pavlo. "Гейміфікація при вивченні небесної механіки за допомогою Kerbal Space Program". Aerospace Technic and Technology, № 1 (23 січня 2025): 59–69. https://doi.org/10.32620/aktt.2025.1.06.
Full textAbstract:
The rapid development of technologies and their implementation in the educational process provide an opportunity to apply gamification, that is, the use of game mechanics and elements for in-depth study of a complex technical discipline. Computer games such as Kerbal Space Program (KSP) have already created an environment where students can comprehend and practically apply the theory of space mechanics with a sense of challenge and reward. The use of gamification in the learning process has many advantages: improving academic performance, developing interaction between students, and increasing interest in technical sciences. The subject of this study is the capabilities and processes of the KSP game. The object of this research is the process and means of gamification in the study of celestial mechanics. The aim of this work is to study the possibilities, limitations, and prospects of using Kerbal Space Program in the gamification of the study of the basic concepts of celestial mechanics. The implementation of the stated research goal involves solving the following tasks: analyzing the ability of KSP to implement certain celestial mechanics; studying the prospects of KSP in teaching the basic concepts of celestial mechanics through game mechanics; study of the correspondence of the game physical model to real physical processes; and identification of limitations and prospects for the use of gamification through KSP for educational purposes. This study used the system analysis method of computer gamification tools. The following results were obtained in the course of the study: during the comprehensive analysis of KSP, it was established that the game complies with the basic laws of celestial mechanics and is capable of fairly accurately modeling orbital motion, maneuvers, gravitational phenomena, etc.; the main limitations and prospects for the use of KSP in the educational process were outlined. Conclusions: the study demonstrates that KSP implements the basic principles of celestial mechanics and provides tools for the practical mastery of complex concepts by students. This study shows the significant potential of the game, which allows significantly expanding educational opportunities in the study of celestial mechanics, and the interactive format of the game allows students to learn complex physical phenomena and concepts in an accessible and visual way.
23
Asaulenko, E. V., and N. I. Pak. "ELECTRONIC LEARNING TOOLS WITH GAMIFICATION ELEMENTS." BULLETIN Series of Physics & Mathematical Sciences 71, no. 3 (2020): 159–64. http://dx.doi.org/10.51889/2020-3.1728-7901.23.
Full textAbstract:
The concept of «game mechanics» is analyzed. A conceptual model of an automated interactive software environment using gamification elements is presented. Destructive strategies generated by various game mechanics are considered. Some ways to deal with destructive strategies are listed. The article describes the experience of using gamification elements in the software environment for teaching students of secondary vocational education to solve physical problems. On the basis of experimental work, the effectiveness of using game mechanics to form a stable internal motivation of students to systematically solve problems is shown. This article may be useful for developers of electronic learning tools
24
Vrcelj Božić, Ana, Nataša Hoić-Božić, and Kristian Stančin. "Technological Aspects of Gamification: Criteria for the Selection of Digital Tools and Platforms." European Conference on e-Learning 23, no. 1 (2024): 538–41. http://dx.doi.org/10.34190/ecel.23.1.2568.
Full textAbstract:
This work-in-progress paper describes research conducted as part of the ongoing project "Enhancing Motivation for Learning Through Gamification", whose main aim is to develop a pedagogical-technological gamification framework to help high school teachers design and implement gamification activities. The research will be conducted using the Design-Based Research (DBR) methodology. Currently, the project is focussing on researching the technological aspects of the gamification framework. This paper proposes criteria to consider when selecting digital tools and platforms for gamification and presents the results of analysing selected tools. The main contribution of the paper lies in its own categorisation of the gamification criteria based on the MDA framework, in which the gamification categories are described according to Mechanics, Dynamics and Aesthetics. As an example of the application of the categorisation, the analysis of the gamification tool Kahoot! is described in detail.
25
Angco, Robert Jay, Mila Mae Caballero, Rizza Caumeran, Ariel Grijaldo, Jr., and Norly R. Plasencia. "A Gamified Instruction in Teaching Physical Education: A Meta-Synthesis." HUMAN BEHAVIOR, DEVELOPMENT and SOCIETY 26, no. 1 (2025): 24–36. https://doi.org/10.62370/hbds.v26i1.278090.
Full textAbstract:
Abstract Aim/Purpose: This study aimed to synthesize findings from 14 qualitative and mixed-methods studies to provide a comprehensive understanding of gamification’s impact on physical education (PE). By identifying key themes, benefits, and challenges, this research offers insights into optimizing gamification strategies for effective PE instruction. Introduction/Background: Gamified instruction has emerged as a transformative educational tool, leveraging game mechanics like rewards, challenges, leaderboards, and feedback loops to enhance engagement and motivation. In PE, gamification offers unique opportunities to address traditional challenges by creating dynamic and interactive learning environments. The integration of gamification in PE is aligned with contemporary pedagogical approaches emphasizing student-centered learning and active participation. Research has shown that gamified strategies can significantly enhance students' enthusiasm, encourage teamwork, and improve physical performance. Despite these advantages, challenges such as increased teacher workload and the need for well-planned implementation strategies remain. This study has synthesized existing research to provide a holistic understanding of gamification's effects in PE, helping educators and policymakers to navigate its complexities while maximizing its benefits. Methodology: This study employed a meta-synthesis approach to integrate findings from 14 prior qualitative and mixed-methods studies on gamification in physical education (PE). A PRISMA diagram was used to systematically summarize the selection process, ensuring transparency and rigor in the inclusion of studies. To assess the quality and reliability of the selected studies, the Critical Appraisal Skills Programme (CASP) was applied. Content analysis was then conducted to identify recurring themes, allowing for a structured synthesis of the data. Through this method, the study provides a comprehensive overview of gamification's impact on PE, highlighting both its benefits and challenges. Using Publish or Perish software, Google Scholar, Semantic Scholar, and Crossref, some academic publications connected to gamification in teaching and learning physical education were found in an electronic database for scholarly research. All research published from 2020 to 2024 that was pertinent to using gamification in teaching and learning physical education was downloaded and examined. Further, the descriptors or keywords entered into the software were qualitative, basic education, gamification, and physical education. Findings: The five primary themes that emerged from the content analysis were that gamification: Increases Student Enthusiasm and Engagement. Gamification significantly boosted student motivation by incorporating elements such as competition, rewards, and game-like scenarios, making PE classes more engaging and dynamic. Encourages Teamwork and Meaningful Learning. Studies highlighted that gamified PE promoted collaborative learning, enhanced peer interaction, and helped students develop essential social and teamwork skills. Improves Physical Performance. Gamification positively influenced students’ physical activity levels, leading to measurable improvements in endurance, coordination, and overall fitness. Adds to Instructors' Workload and Preparation. Implementing gamified strategies requires resource management, extensive planning, and continuous monitoring, increasing demands on teachers. Implementing Challenges. Educators faced difficulties in balancing intrinsic and extrinsic motivation, ensuring inclusivity, and maintaining engagement without overemphasizing competition. Transforms Teaching and Learning Physical Education through Gamification While Navigating Its Complexities emerged as a meta-theme. Gamification significantly boosted student motivation and participation by incorporating rewards, challenges, and teamwork, aligning with modern pedagogical approaches. However, challenges such as increased teacher preparation and resource demands highlighted the need for strategic planning. Contribution/Impact on Society: This study contributes to the existing body of knowledge on gamification by synthesizing qualitative and mixed-methods research findings to offer a broader perspective on its application in PE. The results emphasized that gamification is not merely a novel instructional approach, but a transformative strategy that can enhance student engagement and learning outcomes. Additionally, by fostering increased participation in physical activities, gamification contributes to broader public health goals by promoting lifelong physical activity habits among students. These insights are valuable for educators, curriculum designers, and policymakers aiming to optimize PE instruction through innovative and research-based strategies. Recommendations: These include aligning gamified strategies with curricular goals, training teachers, and balancing extrinsic and intrinsic motivators. In this manner, gamification can create dynamic and inclusive PE environments, fostering meaningful learning and lifelong physical activity. Future research should explore its long-term impacts and how to optimize implementation to maximize benefits. Research Limitation: Despite its comprehensive approach, this study had certain limitations. First, it relied on previously conducted qualitative and mixed-methods studies, which may have methodological variations affecting the synthesis. Additionally, the scope of the study was constrained by the number of available high-quality research articles on gamification in PE. The findings predominantly focused on short-term impacts, leaving the long-term effects of gamification in PE largely unexplored. Finally, factors such as variations in educational settings, teacher expertise, and student demographics may influence the generalizability of the results. Future Research: Future research should focus on exploring the long-term impacts of gamification in physical education, particularly its effects on students' sustained engagement and physical activity habits beyond the classroom. Comparative studies that evaluate gamified instruction against traditional methods could provide stronger evidence of its effectiveness. Additionally, research on the role of emerging technologies, such as virtual reality and mobile applications, in enhancing gamified experiences would be valuable. Investigating the challenges teachers face in implementing gamification, including resource availability and professional development needs, can help refine best practices. Finally, studies should explore how gamification can be adapted for diverse student populations to ensure inclusivity and equitable learning opportunities.
26
Samodumska, Olena, Inna Zarishniak, Halyna Tarasenko, Svitlana Buchatska, Iuliia Budas, and Iryna Tregubenko. "Gamification in Non-Formal Adult Educational Practices." Revista Romaneasca pentru Educatie Multidimensionala 14, no. 2 (2022): 156–76. http://dx.doi.org/10.18662/rrem/14.2/573.
Full textAbstract:
The presented article reveals and generalizes the experience of using gamification in the context of non-formal adult educational practices. From this perspective, the basic understanding of gamification is defined, priorities are set for the use of gamification components, the non-game context as a basis for gamification of training course programs is analysed. An empirical study of extrapolated game mechanics in non-formal adult educational practices of Adult Education Centres has been carried out. Definitions are given regarding consideration of social and psychological types of adult students for application of gamification of non-formal education. In the article the gamified educational non-game context is formulated as non-imitation with apreserved invariable content of educational activity at changingthe way of organization of this activity. Among the most common game mechanics found to meet the priority needs of adult students are those in which reward was offered for the task; balanced competition was stimulated; different types of interaction were envisaged; an opportunity was provided to share results and achievements outside of training; quick feedbackwas provided. Variability of extrapolation of game mechanics into non-formal educational practices of adults concerns the following main didactic categories of educational programs: learning objectives; the forms of training organization; teaching methods; learning motivation; control of learning outcomes.
27
Rosina Zahara, Gihari Eko Prasetyo, and Dwi Mirza Yanti. "Kajian Literatur : Gamifikasi di Pendidikan Dasar." SOKO GURU: Jurnal Ilmu Pendidikan 1, no. 1 (2021): 76–87. http://dx.doi.org/10.55606/sokoguru.v1i1.1783.
Full textAbstract:
Gamification, which refers to the use of game elements and mechanics in non-gaming contexts, has become an interesting research topic in education. The researcher presents a literature review on the use of gamification in education with the aim of investigating the impacts, benefits, challenges, and trends associated with the application of gamification in an educational context. This literature review identifies several significant advantages of implementing gamification in education. Recent trends in the literature review on gamification in education include the use of new technologies, such as artificial intelligence, virtual reality, and augmented reality. In addition, research has also shown that the integration of gamification with traditional curricula can improve understanding and retention of subject matter. In order to maximize the benefits of gamification in education, this literature review recommends the importance of developing solid pedagogy, collaboration between teachers and game designers, and student participation in the gamification design process. More research is needed to understand more deeply the long-term effects of using gamification in education as well as the best strategies to address the challenges associated with its implementation.
28
Kiselicki, Martin, and Saso Josimovski. "Implementation of Gamification in Heis in the Republic of Macedonia." Economic Analysis 51, no. 3-4 (2018): 57–66. http://dx.doi.org/10.28934/ea.18.51.34.pp57-66.
Full textAbstract:
The focus of the paper is gamification, which has been researched typically through its’ implementation in the business sector. Our research follows the implementation of gamification in Higher Educational Institutions, since the same concepts and benefits that function in the workplace, should function with similar effect or yield even better results with students. The topic of gamification in education is a relatively novel one, with only a few papers addressing it in detail, especially on the Balkan region. The contribution of the paper is two-sided, i.e., through primary and secondary research, recommendations for optimal ways of implementing gamified systems in higher education is given, and according to the obtained data, present statistics and implications for implementing gamification in HEIs in the Republic of Macedonia. The core elements and mechanics of gamification are researched and adjusted in the context of education, as well as improving existing implementations of gamification in HEIs through the introduction of cycles of interest (rewards for encouraging a certain type of behavior of students) and cycles of progression (a stepwise increase in the weight of the activities).
 The results of the primary research demonstrate that the concept of gamification offers great potential advantages for students and teaching staff, primarily by increasing the level of intrinsic motivation and the degree of completion of subjects. The paper uncovers the gamification mechanics and elements that would work best for HEIs in Macedonia, as well as outline the biggest motivational problems students have when navigating through the educational process. Through the primary research conducted, the first public available information on the introduction of gamification in higher education in the Republic of Macedonia is made available.
29
Bredikhina, N. S. "Phenomenon of gamification in promoting remote educational services." Communication studies, no. 2 (2017): 96–108. http://dx.doi.org/10.24147/2413-6182.2017.2.96-108.
Full textAbstract:
In this article the author is considering the use of gamification technologies in off-campus training promotion. The author marks definitions and functions of gamification as a marketing and training toolkit. Some examples of applying game mechanics in information product promotion (including educational services promotion) are drown. Based on the example of “The Battle” of business community “Biznes molodost” the process of gamification and its advantages are studied in details.
30
Doherty, Shawn, Evan Palmer, and Laura Strater. "Gamification: Current Research and Applications." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 61, no. 1 (2017): 2096–99. http://dx.doi.org/10.1177/1541931213602006.
Full textAbstract:
Gamification is the concept of applying game mechanics to non-game activities (Deterding, Dixon, Khaled, & Nacke, 2011). This concept has received a lot of recent interest from industry and many examples have emerged, especially within the fields of business and marketing, but has grown to encompass such varied examples as health care, training, prosocial behavior, and law enforcement. The purpose of this panel is to discuss some current research and applications of the gamification concept from a varied set of perspectives. The first panelist will describe lessons learned from research on gamification. The second panelist will describe gamification within an industrial context. The third panelist will discuss gamification concepts applied to education. A discussion among panelists and attendees of future trends and needs for gamification is expected.
31
Maranchak, Mykola, and Nadiya Maranchak. "Gamification Mechanics Usage for UGC Promotion in Online Library Marketing." Ukrainian Journal on Library and Information Science, no. 11 (June 23, 2023): 21–33. http://dx.doi.org/10.31866/2616-7654.11.2023.282652.
Full textAbstract:
The aim of the article is to highlight effective gamification mechanics in the Internet marketing of the information and library industry for stimulating the creation of modern custom content forms, or User Generated Content (UGC), which can improve the position and organic coverage of the official library account in Web 2.0.
 Research methods were based on general scientific principles of theory and practice unity, systematicity, complexity, cognition comprehensiveness. The achievement of this set goal was facilitated by the use of general scientific (description, analysis, synthesis, comparison, generalization), and special (bibliographic, selective observation, grouping, content analysis) methods at the empirical and theoretical research levels.
 Scientific novelty of the study consists in the following: identified gamification mechanics for UGC stimulation that contribute to the Internet marketer’s activity effectiveness in the information and library sphere; suggestions for the use of gamification types approved in other industries, and characteristic features of the game in attracting users to interaction with library institutions in Web 2.0.
 Main conclusions. Among the priority tasks of library Internet marketers is to support the interaction with the existing custom base, and attract new users to information and library institutions. The usage of the latest content formats, as well as the involvement of Web 2.0 customers in its creation and distribution, contribute to these tasks. Regardless of whether the audience is involved in the UGC creation through the gamification activation, other mechanics or its own initiative, the custom content increases the trust in libraries of those people who are tired of direct advertising and do not respond to it. Gamification mechanics are just one of the possible ways to attract an audience to UGC, but the experience of international and Ukrainian companies proves their effectiveness, and the necessity of their usage by Internet marketers of any field, including the information and library industry.
32
Maranchak, Mykola, and Nadiya Maranchak. "Gamification Mechanics Usage for UGC Promotion in Online Library Marketing." Ukrainian Journal on Library and Information Science, no. 11 (June 23, 2023): 21–33. https://doi.org/10.31866/2616-7654.11.2023.282652.
Full textAbstract:
The aim of the article is to highlight effective gamification mechanics in the Internet marketing of the information and library industry for stimulating the creation of modern custom content forms, or User Generated Content (UGC), which can improve the position and organic coverage of the official library account in Web 2.0. Research methods were based on general scientific principles of theory and practice unity, systematicity, complexity, cognition comprehensiveness. The achievement of this set goal was facilitated by the use of general scientific (description, analysis, synthesis, comparison, generalization), and special (bibliographic, selective observation, grouping, content analysis) methods at the empirical and theoretical research levels. Scientific novelty of the study consists in the following: identified gamification mechanics for UGC stimulation that contribute to the Internet marketer’s activity effectiveness in the information and library sphere; suggestions for the use of gamification types approved in other industries, and characteristic features of the game in attracting users to interaction with library institutions in Web 2.0. Main conclusions. Among the priority tasks of library Internet marketers is to support the interaction with the existing custom base, and attract new users to information and library institutions. The usage of the latest content formats, as well as the involvement of Web 2.0 customers in its creation and distribution, contribute to these tasks. Regardless of whether the audience is involved in the UGC creation through the gamification activation, other mechanics or its own initiative, the custom content increases the trust in libraries of those people who are tired of direct advertising and do not respond to it. Gamification mechanics are just one of the possible ways to attract an audience to UGC, but the experience of international and Ukrainian companies proves their effectiveness, and the necessity of their usage by Internet marketers of any field, including the information and library industry.
33
Abu Qub’a, Abdallah, Omar Abdullah Al-Haj Eid, Ghassan Adnan Hasan, and Jassim Al Herz. "The Effect of Utilizing Gamification in Enhancing English Language Skills in University Settings." World Journal of English Language 14, no. 4 (2024): 428. http://dx.doi.org/10.5430/wjel.v14n4p428.
Full textAbstract:
This article aims to explore the effect of applying gamification in English language skills as a pedagogical approach to enhance students’ academic performance in university settings. The researchers employed a mixed-method approach to examine the impact of gamification on English language skills. Gamification involves integrating game elements and mechanics into non-game contexts, such as educational activities. The article examined the effect of gamification and its implementation in teaching English language skills in university settings. The study finds out that gamification offers a promising avenue for promoting engagement, motivation, and proficiency in teaching English language skills. However, further research is needed to investigate gamified learning environments' long-term effects and optimal design principles.
34
Khodabandelou, Rouhollah, Parastoo Roghanian, Hamed Gheysari, and Azadeh Amoozegar. "A systematic review of gamification in organizational learning." Learning Organization 30, no. 2 (2022): 251–72. http://dx.doi.org/10.1108/tlo-05-2022-0057.
Full textAbstract:
Purpose Gamification appears to be one of the most important levers for improving performance and engagement in training programs. Moreover, gamification has been considered as critical to researchers in organizational learning. The main purpose of this study is to provide a general overview of gamification studies in the organizational context. Design/methodology/approach This systematic literature review has been synthesized by reviewing the majority of literature reviews as well as carefully selected primary research studies published between 2010 and 2020. Findings The result of the study revealed that gamification has become a popular technique to improve employee and organizational capabilities. The features of the gamification have been reviewed from three mechanics, dynamics and aesthetics perspectives. Additionally, three primary, middle and optimal affordances and core functions of gamification in organizational learning have been identified and examined. Originality/value This paper fills a gap in the literature regarding the gamification field for systematic review results in an organizational learning context.
35
Toimah, Tatu Fidiatu, Yusril Ihza Maulana, and Irfan Fajar. "Gamification Model Framework and its Use in E-Learning in Higher Education." IAIC Transactions on Sustainable Digital Innovation (ITSDI) 3, no. 1 (2021): 28–35. http://dx.doi.org/10.34306/itsdi.v3i1.520.
Full textAbstract:
The manuscript that we examined contains the introduction of gamification into e-learning lecture activities in universities. A literature study will explain conceptual differences between the techniques and methods of mechanics and game dynamics used by students. Gamification will be combined into e-learning at a university, and this has various benefits in the learning process, such as higher motivation, more fun learning, and active learning. This Paper shows the importance of gamification in learning, including in higher education. The manuscript that we created presents a different perspective on the concept of gamification in the University. The innovation in this paper describes incorporating characteristics of gamification and e-learning that can demonstrate the practical use of gamification in e-learning. The method used is a literature study. Further research expected that this framework can be applied in various universities.
36
Lopes, João M., Sofia Gomes, Pedro Lopes, et al. "Exploring the Role of Gamification in the Online Shopping Experience in Retail Stores: An Exploratory Study." Social Sciences 12, no. 4 (2023): 235. http://dx.doi.org/10.3390/socsci12040235.
Full textAbstract:
Online retail shops increasingly implement gamified marketing strategies to enrich consumers’ online experience and increase engagement. This study aims to evaluate the ludic experience of consumers in online retail stores and the role of gamification and game mechanics in changing the online shopping experience. It seeks to assess, through a qualitative methodology, based on an exploratory study approach obtained through 30 interviews with Portuguese consumers, whether consumers have playful experiences when shopping in online retail shops and whether the introduction of game mechanics changes this experience by generating co-creation. The results show that online shopping can be playful and generate positive emotional benefits. However, gamification in online retail shops is not guided by a co-creation process, nor do game mechanics create greater online consumer engagement. There is a need to review how gamification is introduced in online retail shops, and strategies should be designed to co-create experience value and brand co-creation. This study is original, as it contributes to developing knowledge about gamification in the context of the online retail experience. Studies on this topic are scarce, and this study contributes to filling that gap.
37
Lim, Darren, Mageswaran Sanmugam, and Wan Ahmad Jaafar Wan Yahaya. "Addressing the Dilemma of Online Gamification with Subgame Perfect Equilibria." International Journal of Information and Education Technology 13, no. 4 (2023): 757–62. http://dx.doi.org/10.18178/ijiet.2023.13.4.1864.
Full textAbstract:
Gamification, a concept originally derived from games, is defined as the extraction and inclusion of game mechanics within ordinary activities. Applying gamification to the educational context had surged over the past decade due to the recognition of the potential in motivating, promoting engagement, and enhancing student performance. The current study sought to overcome three dilemmas, including gamified depths, online gamification, and interaction, when gamifying the online learning environment through game theory, which investigates the arising conflict and collaboration among logical and intelligent decision-makers. This study used learning analytics based on the qualitative data collected from 57 undergraduates from the School of Educational Studies by exposing the students to gamified and non-gamified e-learning environments throughout eight weeks. By scrutinising the online gamification dilemma as a sequential game, the perfect equilibrium or Nash equilibrium at each subgame can be achieved using backward induction with synchronous online shallow gamification (4,6) and asynchronous online shallow gamification (3,5) as the optimal outcome. Hence, shallow gamification would allow players’ payoff maximization even when the asynchronous approach was selected, compared to asynchronous deep gamification.
38
Mammone, Laura, and Nancy Maynes. "A Meta-Synthesis On The Application Of Gamification In The Higher Education Co-Curricular Environment." Teaching and Learning 12, no. 1 (2019): 72–94. http://dx.doi.org/10.26522/tl.v12i1.443.
Full textAbstract:
This study sought to examine the existing research on gamification to see whether or not there was the potential for application in the higher education co-curricular environment. This study also aimed to explore the current best practices of gamification in order to define a consistent structure to create a gamified initiative. This meta-synthesis concluded that, due to the lack of consistent gamification structures and the large range of game mechanics and dynamics being utilized in various studies, it is difficult to determine whether gamification has been successful or not in the current educational climates where it has been tested. Through the creation of a recommended structure of gamification to be applied in a volunteer co-curricular environment, future testing can be applied to validate approaches.
39
Kaur, Jaspreet, Rambabu Lavuri, Ratri Parida, and Sujay Vikram Singh. "Exploring the Impact of Gamification Elements in Brand Apps on the Purchase Intention of Consumers." Journal of Global Information Management 31, no. 1 (2023): 1–30. http://dx.doi.org/10.4018/jgim.317216.
Full textAbstract:
The purpose of this manuscript is to understand how the elements of the game apps impact the intention of purchase of a consumer with the mediating effect of perceived enjoyment, hedonic value, and social interaction to derive benefits designed in terms of marketing strategies. Quantitative data obtained from the non-probability sampling via a standardized questionnaire in the design of exploratory analysis was done to examine the effect of gamification on behaviour intention by adopting mechanic-dynamics-aesthetics (MDA) framework. The findings of the research indicated that fun as a sub-element of mobile gamification can significantly affect social interaction, and storytelling has a significant impact on perceived enjoyment. The study identifies perceived enjoyment as an important antecedent of consumer intention to involve gamification. This provides managers and developers to focus on dynamics, mechanics, and proper feedback systems with the emergence of new technologies.
40
Vasbieva, Dinara G., and Olga A. Kalugina. "Gamification integration into multilingual classrooms." XLinguae 17, no. 2 (2024): 178–89. http://dx.doi.org/10.18355/xl.2024.17.02.12.
Full textAbstract:
This paper discusses today's multilingual classrooms, which are developing under the conditions of digitalization by promoting gamification or incorporating game elements and mechanics into non-game contexts. The purpose of the study is to substantiate and evaluate the impact of gamification on students' motivation, engagement, and enjoyment with the help of action research, and gamification is compared to the game-based learning method. The instruments applied were tests, interviews, and class observations. The gamification of learning is an educational approach that seeks to motivate students for the benefit and purpose of the foreign language class. When applied correctly, gamification can bring new and complex elements to the foreign language learning environment, which created quite favorable overall students' perception of the class. The findings indicate that the action research validates the effectiveness of gamification as a strategy for engaging, motivating and entertaining students in the university classroom setting.
41
Fazylzianova, G. I., T. Yu Sokolova, and V. V. Balalov. "Gamification Trends in Educational Communications in a Digital Society." Ekonomicheskie i sotsial’no-gumanitarnye issledovaniya, no. 1(29) (2021): 105–10. http://dx.doi.org/10.24151/2409-1073-2021-1-105-110.
Full textAbstract:
The role and degree of influence of the concept of gamification on the transformation of the content and forms of educational communications within the digital society is shown. approach to solving modern educational goals and objectives, building educational communication strategies in the process of continuous development of new ideas and ways of their implementation. Examples of gamification in digital and non-digital forms of education are given. The potential of game mechanics and gamification tools in hybrid forms of education is considered. An example of the mobile application «Kahoot!» - a service for creating and organizing interactive texts, quizzes and polls, created in the framework of gamification.
42
Setiana, Henry, and Seng Hansun. "Gamified Android-Based Academic Information System." International Journal of Evaluation and Research in Education (IJERE) 6, no. 2 (2017): 164. http://dx.doi.org/10.11591/ijere.v6i2.7595.
Full textAbstract:
Student is often lazy when it comes to studying, and how to motivate student was one of the problem in the educational world. To overcome the matters, we will implement the gamification method into an Academic Information System. Academic Information System is a software used for providing information and arranging administration which connected with academic activities. By implementing the gamification method, it is expected to improve student’s interest on the study programs. Gamification itself is a process with the purpose of changing non-game context into a more interesting application by integrating game thinking, game design, and game mechanics. From the evaluation result, it is concluded that the application has been successfully built and the gamification method has been successfully implemented to improve student’s interest and the most influential gamification features are point and reward.
43
Zhang, Qi, Liheng Yu, and Zhonggen Yu. "A Content Analysis and Meta-Analysis on the Effects of Classcraft on Gamification Learning Experiences in terms of Learning Achievement and Motivation." Education Research International 2021 (November 20, 2021): 1–21. http://dx.doi.org/10.1155/2021/9429112.
Full textAbstract:
Classcraft has become an attractive gamification choice that turns classes into motivating and joyful role-playing experiences. Based on the content analysis and meta-analysis, this study aims to investigate the efficiency of Classcraft in terms of optimal gamification learning experiences associated with learning achievement and motivation. After the identification, screening, eligibility, and inclusion processes, we have found that learning achievement and motivation are significant factors conducive to optimal gamification learning. The meta-analysis based on STATA 15 has demonstrated that gamification platforms including Classcraft can similarly enhance learning achievement (d = 0.621, z = 5.846, 95% CI [0.413, 0.829]) and motivation (d = 0.608, z = 6.167, 95% CI [0.415, 0801]), suggesting that gamification platforms including Classcraft can create optimal learning experiences. Another content analysis has revealed that Classcraft involving gamified reward mechanics, interactive settings, and collaborative tasks can fulfil the conditions of optimal gamification learning experiences. The main conclusion is that Classcraft can efficiently create optimal gamification learning processes that can positively influence learning achievement and motivation. We have also discussed the potential reasons for the positive effects of gamification on learning achievement and motivation. Game implementation can reflect learners’ preference for well-being based on continuity, interaction, and openness.
44
Tsarenkova, N. A. "Gamification in Foreign Language Classes (on the Example of Learning German)." Courier of Kutafin Moscow State Law University (MSAL)) 1, no. 11 (2024): 148–55. http://dx.doi.org/10.17803/2311-5998.2023.111.11.148-155.
Full textAbstract:
Gamification in German classes is an innovative approach that incorporates game elements and mechanics into the language learning process. Gamification, which includes game elements such as points, levels and rewards, aims to increase students’ engagement and motivation in learning a foreign language. Various methods of gamification can be applied, including digital platforms, interactive exercises and learning games. Gamification not only makes learning German more enjoyable, but also creates a competitive and engaging environment where students can practice their language skills in a fun and interactive way. In addition, gamification provides opportunities for personalised learning, allowing learners to move at their own pace and focus on the areas in which they need to improve. Integrating gamification into German language classes shows promising potential to increase engagement, motivation and ultimately improve language proficiency. In recent years, this approach has received more and more attention as it makes the learning process more enjoyable and effective. In this article we will examine the prospects and relevance of gamification in foreign language classes.
45
KULESHOV, S. M., and D. A. TSARYUK. "THE INFLUENCE OF GAMIFICATION ON THE INNOVATIVE MOTIVATION OF EMPLOYEES." Sociopolitical Sciences 13, no. 4 (2023): 131–36. http://dx.doi.org/10.33693/2223-0092-2023-13-4-131-136.
Full textAbstract:
The purpose of this work is to study the influence of gamification on the innovative motivation of employees. The main trends related to labor motivation in the market were studied. In the course of the analysis, promising tools of labor motivation were identified, among which gamification occupies a special place. Gamification acts as a management tool, which consists in integrating game mechanics into the workflow. The structural elements of gamification, its types, properties and stages of application were considered. In addition, the features of the application of gamification in the global context were studied, as well as the features of Russian practice were determined. To determine the impact of gamification on the innovative motivation of employees, an empirical study was conducted aimed at interviewing the heads of organizations and their employees. Conclusions. Gamification acts as a promising direction of labor motivation and is highly appreciated by both managers and employees. At the same time, a number of problems are highlighted that make it difficult to implement the principles of gamification, especially for small enterprises. The expansion of the use of gamification in the management environment has a positive impact on the prospects of this tool, since at the moment it is used in a limited number of areas.
46
Adilkhan, Sh, and Madina Alimanova. "GAMIFICATION OF MEDICAL PROCESSES." Journal of Emerging Technologies and Computing 53, no. 2 (2020): 5–10. https://doi.org/10.47344/wz31jr42.
Full textAbstract:
Nowadays, almost all areas of activity are switching to digital format. Medicine is no exception. Treatment is often not the most pleasant process, but it is certainly necessary. In medicine, the use of VR technologies is very popular. They help patients get distracted and immerse themselves in a world where they restore their health during the game. Treatment in the form of games is often more effective than traditional treatment. In this article, we have studied the methods of gamification of rehabilitation after certain diseases. Also, we developed a game prototype for the rehabilitation of hands using Leap Motion technology. Modern games are becoming more and more perfect interms of game mechanics and content, which makes it possible to use them not only in the gaming industry, but also in the field of medicine.
47
Vargas-Macías, Zulma Liliana, Ariel Adolfo Rodríguez-Hernández, and Claudia Liliana Sánchez-Saenz. "Digital Games (Gamification) in Learning and Training: an Approach to Adaptation and Integration in the Classroom." GIST – Education and Learning Research Journal 20 (June 11, 2020): 171–88. http://dx.doi.org/10.26817/16925777.765.
Full textAbstract:
This article is the result of the SGI 2174 project. Its objective is to identify how elements, techniques and mechanics game (gamification) have been implemented, as an ICT-mediated learning strategy for learning and training in the education. A systemic literary review of works on the subject is carried out to contextualize and identify methods, techniques, tools and platforms of gamification. The results make an analysis of the articles reviewed, and describe and describe the technologies and methodologies of gamification and the most relevant results with which gamification has been implemented in educational and business environments. This project is developed in the research groups TelemaTICs and TICA, and funded by DIN-UPTC
48
Sholahudin, Usep, and Yenti Yenti. "Possible Gamification Learning for Optimizing Student Learning Motivation?" EduLine: Journal of Education and Learning Innovation 2, no. 3 (2022): 261–66. http://dx.doi.org/10.35877/454ri.eduline975.
Full textAbstract:
With low student learning motivation, a teacher must be creative so that students can have a more optimal learning motivation than before. One way to optimize student motivation is to use Gamification Learning. Gamification is a process that aims to change non-game contexts, one of which is in teaching and learning activities to be more attractive by integrating game mechanics, aesthetics, and thinking to motivate students in the learning process. Gamification includes game design elements, including points, scoreboards, badges, and challenges. This study uses a literature review research method that collects data from journals, books, and several other scientific sources relevant to this research topic. The results obtained are Gamification Learning can optimize students learning motivation.
49
Christopher, Leon, and Alexander Waworuntu. "Java Programming Language Learning Application Based on Octalysis Gamification Framework." IJNMT (International Journal of New Media Technology) 8, no. 1 (2021): 65–69. http://dx.doi.org/10.31937/ijnmt.v8i1.2049.
Full textAbstract:
Java programming language is rated as the second most active language in the world based on GitHub active repository statistic. Meanwhile, many university students are found lack interest to learn Java. Many researches have shown the positive impact of gamification in many areas of life, include education and learning. The purpose of this study is to design and build an application to learn java programming language with gamification in mind. We use Octalysis Gamification Framework to design the usage of game mechanics in the application. The application was tested on second year students to learn Java for the first half semester and evaluated using the Unified Theory of Acceptance and Use of Technology (UTAUT) Model and get the result of 74.27% agree that the application is well accepted by the students.
 
 Index Terms—gamification; java programming language; octalysis gamification framework
50
Najjar, Eman Ahmd, and Reham Ahmd Salhab. "Position Paper: Gamification in the Learning Process." International Journal of Online and Biomedical Engineering (iJOE) 18, no. 01 (2022): 148–53. http://dx.doi.org/10.3991/ijoe.v18i01.26609.
Full textAbstract:
Recently, learning environments have transformed from traditional, lecture-based learning environments to team-based, experiential and problem based learning to prepare learners for a more complex and collaborative world. One teaching approach that embodies these essential characteristics of learning is gamification. Gamification is the application of gamified thinking and game mechanics to solve problems and increase engagement (Çeker & Özdam, 2017). Gamification is characterized by its ability to achieve cognitive, emotional, and behavioural effects by giving students opportunities to improve their critical thinking skills, arouse their feelings of curiosity, and increase active participation, respectively. However, giving consideration to gamification as an approach for education and learning is still a controversial subject. It is our position of this paper that as educators, we believe that gamification engages learners, motivates them to learn, satisfy their needs, and transfers knowledge by fun tasks