Journal articles: 'Gamification'

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Rodrigues, Luiz, Paula T. Palomino, Armando Toda, and Ana Klock. "Storified quizzes in the classroom: a 12-week study in user experience and artificial intelligence courses." RENOTE 21, no. 1 (July 31, 2023): 221–30. http://dx.doi.org/10.22456/1679-1916.134349.

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Embedding game elements such as narrative and storytelling into learning activities is known as content gamification. Research argues content gamification might lead to improvements in psychological learning outcomes (e.g., motivation and preference). However, there is a lack of research experi- menting with content gamification in real educational settings. This paper ad-dresses this gap with a 12-week quasi-experimental study that compares content gamification to no gamification during real User Experience (UX) and Artifi-cial Intelligence (AI) courses. Specifically, we used a narrative framework to storify classroom quizzes and analyze gamification’s and contextual moderators’ roles in students’ learning experiences. Overall, the results indicate that content gamification did not positively affect students, and exploratory analyses suggest that AI students favored the standard quizzes. In contrast, UX students preferred the gamified quizzes, and their preferences changed over time. These findings contribute to practitioners and researchers by providing empirical evidence on how content gamification affects learning experiences in real contexts, compared to no gamification, revealing important considerations for designing, applying, and researching content gamification, especially as storified quizzes.

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Jedel, Izabella, Adam Palmquist, and David Gillberg. "A Practical View of Gamifying Information Systems for the Future." International Journal of Gaming and Computer-Mediated Simulations 13, no. 4 (October 2021): 1–13. http://dx.doi.org/10.4018/ijgcms.291540.

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Gamification’s role to support usability and innovation in the manufacturing industry is in its infancy. The present study displays a multi-cited ethnographical approach of a design science research project conducted between a start-up gamification firm and a manufacturing company. The case shows how different gamification design methods are used when gamifying a novel human modelling system. Furthermore, the interference from method to the design is presented and compared with conceptual views of gamification design. The findings show the need for early technical due diligence in collaborations between newer and older firms as well as the need for more comprehensive gamification frameworks to support industry design of gamification in different contexts.

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Su, Wanting. "Exploring the Impact of Gamification on STEM Learning in Education: The Mediating Role of Facilitating Focus." Communications in Humanities Research 40, no. 1 (September 27, 2024): 179–88. http://dx.doi.org/10.54254/2753-7064/40/20242263.

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This study aims to examine the effect of gamification on STEM Learning in education, the mediating role of promotion focus, and the moderating role of teacher guidance. A sample of 385 college students majoring in computer science across different colleges in Jiangsu Province who experienced gamification in their curriculum was surveyed. The data were collected using questionnaires designed to measure gamification in education, STEM Learning outcomes, the level of promotion focus, and the degree of teacher guidance. Confirmatory factor analysis showed good discriminant validity (^2 = 596.165, df = 260, ^2/df = 2.293, RMSEA = 0.056, CFI = 0.922, IFI = 0.924). Positive correlations were found between Gamification Engagement, Facilitative Focus, and STEM Learning in Education (Self-report & Teacher Evaluation). Hypothesis testing indicated gamification's direct effect on STEM Learning (=0.814, p<0.01), mediation by promotion focus (effect value 0.072, 95% CI [0.002, 0.155]), and moderation by teacher guidance (effect value 0.130, 95% CI [0.074, 0.156]). Gamification directly enhances STEM Learning and can be further optimized through teacher-guided promotion focus. To maximize gamification's impact, teachers should balance it with traditional methods and stimulate positive learning motivation among students. Thus, incorporating gamification, reinforcing teacher guidance, and nurturing a promotion-focused learning environment are key for optimal educational outcomes.

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Landers, Richard N. "Gamification Misunderstood: How Badly Executed and Rhetorical Gamification Obscures Its Transformative Potential." Journal of Management Inquiry 28, no. 2 (August 22, 2018): 137–40. http://dx.doi.org/10.1177/1056492618790913.

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Although management gamification has immense potential to broadly benefit both management and employees, its impact to date has been lackluster and its value unclear. I credit this to a market proliferation of rhetorical or “fake” gamification, a process which involves the decoration of existing organizational processes with game elements but with little or no attention paid to the psychological processes by which those elements influence human behavior. For gamification to be successful, specific psychological characteristics of employees or customers must be targeted, and game elements must be chosen to influence those characteristics. In theoretical terms, legitimate gamification in management can be defined as a family of work and product design techniques inspired by game design, whereas rhetorical gamification is at best novice gameful design and at worst a swindle, an attempt to make something appear “game-like” purely to sell more gamification. Only by carefully distinguishing legitimate and rhetorical gamification can legitimate gamification’s potential be fully realized.

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Agrawal, Nishit Anurag, and Sushil Punwatkar. "Exploring the Impacts of Gamification in Marketing on Consumer’s Buying Intention." RESEARCH REVIEW International Journal of Multidisciplinary 8, no. 8 (August 14, 2023): 145–53. http://dx.doi.org/10.31305/rrijm.2023.v08.n08.025.

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This scholarly article delves into the growing importance of gamification as a contemporary marketing tool for businesses. Despite its increasing adoption, there is a noticeable scarcity of scholarly investigation into how consumers perceive and embrace gamification, the factors influencing their behavior, and the varying effectiveness of gamification approaches in shaping purchasing choices and brand loyalty. Furthermore, the lack of a standardized framework for integrating gamification into existing processes presents challenges. This study aims to fill these gaps by examining how marketing gamification impacts consumer purchase intentions through elements like engagement, motivation & incentive, social influence, emotional connection, and decision-making processes. Through this analysis, we aim to gain deeper insights into gamification's cognitive impact on buying intentions, elevating its strategic importance in marketing strategies.

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Et al., Bilqis Firyal Nabilah. "“ THE EFFECT OF MIXED GAMIFICATION AND ACHIEVEMENT MOTIVATION ON CONCEPT COMPREHENSION AND CREATIVE THINKING SKILLS IN LEARNING SCIENCE.”." Psychology and Education Journal 58, no. 1 (January 20, 2021): 5139–52. http://dx.doi.org/10.17762/pae.v58i1.1735.

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This research is motivated by the poor comprehension and creativity of elementary school students in science lessons. This study aimed to determine gamification's effect on improving learning outcomes in concept comprehension and creative thinking skills in students studying science. Achievement motivation is suspected of being involved as a variable that interacts with gamification in improving learning outcomes. The data analysis technique used the Multivariate Analysis test. The research subjects were 73 students in the control class and the experimental class. This research is a quasi-experimental research, with a 2x2 factorial, and pretest-posttest non-equivalent control group design. The experimental class uses mixed gamification, while the control class uses content gamification. The difference between the two lies in the gamification elements used. The study results showed that 1) there was no significant difference in the learning outcomes of conceptual comprehension between groups of students who used mixed gamification and content gamification; 2) there was no significant difference in the learning outcomes of conceptual comprehension between groups of students who have high achievement motivation and low achievement motivation; 3) there was no interaction between gamification (mixed gamification and content gamification) and achievement motivation on learning outcomes comprehension the concept; 4) there was no significant difference in the learning outcomes of creative thinking between groups of students who use mixed gamification and content gamification; 5) there was no significant difference in the learning outcomes of creative thinking between groups of students who have high achievement motivation and low achievement motivation; 6) there was no interaction between gamification (mixed gamification and content gamification) and achievement motivation on learning outcomes to think creatively. Achievement motivation is not the only factor that affects the learning outcomes of concept comprehension and creative thinking. Future research is important to consider the different moderator variables from achievement motivation and other gamification elements.

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Laura-De La Cruz, Kevin Mario, Stefany Juliana Noa-Copaja, Osbaldo Turpo-Gebera, Cecilia Claudia Montesinos-Valencia, Silvia Milagritos Bazán-Velasquez, and Gerber Sergio Pérez-Postigo. "Use of gamification in English learning in Higher Education: A systematic review." Journal of Technology and Science Education 13, no. 2 (May 8, 2023): 480. http://dx.doi.org/10.3926/jotse.1740.

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Digital gamification is a dynamic technique for enhancing English learning and closing the barrier across student learning and pedagogical praxis. The review offers a summary of gamification in digital English learning environments. In addition, this review investigates the learning experiences and outcomes of foreign language students using gamification. For this study, 18 articles published between 2014 and March 2021 were analyzed to highlight the key characteristics of this research topic. Studies have demonstrated the positive effects of gamification on English as a Foreign Language Educational Experiences from University Learners. In gamified English learning environments, pleasantness, attractiveness, motivation, and enjoyment were all desirable qualities. Gamification's intended learning goals were language content learning, involvement, motivation, and satisfaction. This study's findings include recommendations for the design of digital gamification for the English learning of students, as well as their perspectives and corresponding learning achievements.

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Zakaria, Nor Zaitul Shahira, and Hanifah Mahat. "EXPLORING GAMIFICATION ELEMENTS IN EDUCATION: A BIBLIOMETRIC STUDY." International Journal of Modern Education 6, no. 23 (December 26, 2024): 769–84. https://doi.org/10.35631/ijmoe.623052.

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This bibliometric study examines the integration of gamification elements within educational contexts, highlighting trends, influential research, and collaborative networks in the field. Gamification, increasingly recognized for its potential to enhance student engagement and motivation, has become a focal point in educational research. However, there remains a need for a comprehensive analysis to map its development, identify key contributors, and evaluate its impact. This study addresses these gaps by analyzing 1,637 documents from the Scopus database, focusing on publications related to gamification in education. Methodologically, Scopus Analyzer was used to identify publication trends, while VOSviewer software facilitated keyword mapping and co-authorship network analysis. The results reveal a steady increase in research activity, particularly since 2020, reflecting a growing acceptance of gamification as a viable educational tool. Key findings reveal that "gamification," "engagement," and "motivation" are frequently occurring keywords, indicating core themes within the field. The United States, Spain, and the United Kingdom emerged as the leading contributors in terms of publications and collaborations, highlighting significant international interest. Additionally, prominent authors have contributed substantially to advancing theoretical and practical knowledge on gamification's application in diverse educational settings. Despite this progress, gaps remain in standardized frameworks and longitudinal studies assessing gamification's long-term impact. In conclusion, the study underscores the extensive research interest in gamification within education, its established benefits, and the collaborative efforts across countries. Thus, future research should focus on addressing identified gaps by developing structured frameworks and conducting studies that evaluate the sustained effectiveness of gamified interventions across various educational contexts. This bibliometric analysis provides a foundation for educators, researchers, and policymakers to understand the evolving landscape of gamification in education.

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Vos, Tim P., and Gregory P. Perreault. "The discursive construction of the gamification of journalism." Convergence: The International Journal of Research into New Media Technologies 26, no. 3 (March 26, 2020): 470–85. http://dx.doi.org/10.1177/1354856520909542.

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This study explores the discursive, normative construction of gamification within journalism. Rooted in a theory of discursive institutionalism and by analyzing a significant corpus of metajournalistic discourse from 2006 to 2019, the study demonstrates how journalists have negotiated gamification’s place within journalism’s boundaries. The discourse addresses criticism that gamified news is a move toward infotainment and makes the case for gamification as serious journalism anchored in norms of audience engagement. Thus, gamification does not constitute institutional change since it is construed as an extension of existing institutional norms and beliefs.

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Kassymova, G. K., M. Nursultan, and W. Xu. "Overview Study on Using Gamification in Education for Personality Development." Iasaýı ýnıversıtetіnіń habarshysy 131, no. 1 (March 30, 2024): 335–45. http://dx.doi.org/10.47526/2024-1/2664-0686.27.

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Gamification in the educational process has attracted the attention of educators and policymakers over the past three decades because it can increase student motivation and engagement in various academic tasks. Intrinsic and extrinsic motivations have a special effect on the cognitive abilities of students in learning outcomes and improve overall academic performance. Motivation, which is an important means of achieving learning goals, motivates students according to their interests. Since students have different perceptions of information, they can choose their activities based on their learning preferences. This article provides an overview study on using gamification in education for personality development. According to the research topic, ten gamified learning cases are analysed and the relevance of digital gamification in education is identified. This study focuses on gamification's influence on personal development through learning, gamification in learning and business, the role of gamification in education and the role of the English language in business by implementing gamification. As a result, the authors highlight the role of English in business and the use of gamification in language teaching as a foreign language. In addition, the authors identify research gaps and suggest potential future research directions in this area.

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Di Nardo, Vincenzo, Riccardo Fino, Marco Fiore, Giovanni Mignogna, Marina Mongiello, and Gaetano Simeone. "Usage of Gamification Techniques in Software Engineering Education and Training: A Systematic Review." Computers 13, no. 8 (August 14, 2024): 196. http://dx.doi.org/10.3390/computers13080196.

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Gamification, the integration of game design elements into non-game contexts, has gained prominence in the software engineering education and training realm. By incorporating elements such as points, badges, quests, and challenges, gamification aims to motivate and engage learners, potentially transforming traditional educational methods. This paper addresses the gap in systematic evaluations of gamification’s effectiveness in software engineering education and training by conducting a comprehensive literature review of 68 primary studies. This review explores the advantages of gamification, including active learning, individualized pacing, and enhanced collaboration, as well as the psychological drawbacks such as increased stress and responsibility for students. Despite the promising results, this study highlights that gamification should be considered a supplementary tool rather than a replacement for traditional teaching methods. Our findings reveal significant interest in integrating gamification in educational settings, driven by the growing need for digital content to improve learning.

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Kaushik, Harshita, and Archana Vijay. "Gamification in Mobile Apps: Assessing the Effects on Customer Engagement and Loyalty in the Retail Industry." December 2023 5, no. 4 (December 2023): 404–16. http://dx.doi.org/10.36548/jitdw.2023.4.006.

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Gamification, involving elements like earning points and badges, has emerged as a strategy to enhance user retention. This study investigates the impact of gamification on customer engagement and loyalty in the retail industry, addressing challenges in user retention for mobile apps. The objective comprises learning about gamification's influence, exploring user satisfaction components, and offering recommendations. The study adopts a survey-based descriptive research approach in Bengaluru city, targeting prospective gamification-enabled app users. The study collected data from a sample of 116 participants in Bengaluru, Statistical analyses conducted using the Statistical Package for Social Sciences (SPSS) included descriptive statistics to profile the participants, factor analysis to identify key components influencing user experience, and Spearman's rho correlation analysis to explore relationships between gamification, engagement, and user recommendations.

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Hass, Danielle, Ashley Hass, and Mathew Joseph. "A preliminary investigation of gamification from the young consumer’s perspective." Young Consumers 22, no. 3 (February 4, 2021): 413–28. http://dx.doi.org/10.1108/yc-10-2020-1221.

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Purpose Over the past decade, gamification’s popularity has broadened into many industries and has become embedded in consumers’ lives. As privacy protection and how firms utilize users’ data has been at the forefront of consumers’ minds, practitioners and academics alike need to understand consumers’ perceptions of the ethics of gamification. This paper aims to explore and provide preliminary evidence on young consumers’ perceptions of gamification and the ethics involved in these strategies used by firms. Design/methodology/approach The authors conducted two studies using a mixed-methods approach to gain a foundational understanding of young consumers’ perceptions of gamification. In Study 1, interviews provided initial insights and helped inform an exploratory survey administered in Study 2 to 161 young consumers attending a university in the southwest region of the USA. Findings The findings indicate that consumers have positive attitudes toward gamification tactics as long as the rewards are sufficient. Further, consumers do not find gamification as unethical as long as they have control over having the ability to opt-in. Originality/value Previous research has examined gamification from several contexts including health care, education and the workplace. However, there is little research that focuses on gamification from the consumers’ perspective, specifically the young consumer. As more firms are using gamification tactics such as on their mobile applications, it is critical to understand how young consumers perceive gamification and how that can impact the consumer-brand relationship. This research offers two studies as a first step in investigating young consumers’ perceptions of gamification tactics firms use and offers several future directions.

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Shenoy, Veena, and Doel Bhattacharya. "Engaging Mind Chemistry with Gamification: HR Practitioners Views." Ushus Journal of Business Management 19, no. 4 (December 12, 2020): 39–48. http://dx.doi.org/10.12725/ujbm.53.4.

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Purpose: The purpose of this study is to examineworkplace gamification in the HR process. Moreover, toexplore the impact of workplace gamification onemployee engagement and experience.Design/ Methodology /Approach: The current study isqualitative. The views of HR practitioners from Deloitte,TCS, Wipro, and Continental are taken through atelephonic and personal interview to understandworkplace gamification in the HR process. And its impacton employee engagement and employee experience.Findings: Workplace demographics are with changingdue to the entry of tech-savvy and hyperactivemillennials. Millennials get into an organization withmuch higher expectations in terms of work, workenvironment, and HR practices. Gamification is engrossedas one of the tools for employee engagement andemployee experience. Gamification is a psychologicalimperative. Playing games keeps the brain fit, reducesstress, helps deal with cognitive overload, and alsoteaches work skills and team spirit.Practical implications: The gamification made the workof HR practitioners easy. Creating user experience,involving them through practice and engagement was achallenge for HR practitioners. Now with the help ofworkplace gamification, feedback and rewards are more transparent; it strengthens interpersonal relationships,betters employee experience, and establishes friendlycompetitions.Originality/Value: The paper provides insights ongamification from HR practitioners' views. And theapplication of gamification in various HR-relatedprocesses such as recruitment, training, learning anddevelopment, performance management, andengagement. Hence, HR practitioners and policymakerscan take a call on implementing workplace gamificationin various HR processes, and that results in HR-relatedoutcomes.

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Wael Abbass Hafez, Dina, Mohamed Abd El Salam, Shimaa Farid, and Mahmoud Farouk. "The impact of gamification intention to use in e-learning through student attitude: evidence from Egyptian Private Higher Education Institutions (HIEs)." SocioEconomic Challenges 7, no. 2 (2023): 67–77. http://dx.doi.org/10.21272/sec.7(2).67-77.2023.

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The COVID-19 pandemic has forced many universities to move to online learning to sustain students’ education. Today’s Students are digital natives. They grew up with digital technologies and have different learning styles, new attitude to the learning process and higher requirements for teaching and learning. Indeed, there is a need to develop new e-learning models that transform education to sustain goals and achieve education’s objectives. Modern pedagogical paradigms and trends in education, reinforced by the use of ICT, create prerequisites for use of new approaches and techniques in order to implement active learning. Gamification is one of these trends as applying gamification in a non-gaming environment motivates students and also keeps them engaged in learning. The purpose of this research is to empirically investigate gamification intention to use in E-learning through student attitude in the Egyptian Private Higher Education Institutions (HIEs). This study proposes to integrate the personal characteristics including the dimensions (computer anxiety, enjoyment, self-efficacy) which extends the Technology Acceptance Model (TAM) including dimensions (Perceived usefulness, perceived ease of use). The objectives of this research are: to examine how gamification affects intention to use in E-learning, to identify how gamification affects student’s attitude, to investigate how student’s attitude affects intention to use gamification. Data in this study came from a survey of 4.3 acceptable responses. the results were analysed employing by Structural Equation Modeling technique (SEM) using Analysis Moment of Structures (AMOS) software. The main conclusions drawn from this study are: the direct effect between gamifications and intention to use gamification in E-learning is statistically significant, the direct effect between gamification and student’s attitude towards gamification is statistically significant, the direct effect between student’s attitude towards gamification and intention to use gamification in E-learning is statistically significant, and finally, student’s attitude mediates the relationship between gamification and intention to use Egyptian higher education institutions.

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Rahayu, Flourensia Sapty, Lukito Edi Nugroho, Ridi Ferdiana, and Djoko Budiyanto Setyohadi. "Motivation and Engagement of Final-Year Students When Using E-learning: A Qualitative Study of Gamification in Pandemic Situation." Sustainability 14, no. 14 (July 20, 2022): 8906. http://dx.doi.org/10.3390/su14148906.

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The COVID-19 pandemic has changed how the education system operates. The shift from face-to-face learning to online learning generated many problems, including decreasing students’ motivation and engagement. Gamification has been used as one of the solutions to overcome the problem of low motivation and engagement in learning. The current study aims to examine students’ behavioral change when using e-learning with gamification, investigate gamification elements that are important to students and how it influences students’ motivation and engagement, and investigate whether population characteristics may influence students’ motivation and engagement. Qualitative methods were employed to gather and analyze the data. The thematic analysis resulted in six main themes. The findings revealed that there were behavioral changes in students during gamification implementation, i.e., from negative to positive and from positive to negative. Four gamification elements were found to be the most important gamification elements to students, i.e., points, leaderboard, badges, and gamified test. The mechanism of how these elements influenced motivation and engagement was discussed. The population characteristics of final-year students also had an impact on gamification effectiveness. Despite gamification’s capabilities to influence motivation and engagement, there are some concerns related to negative impacts that must be addressed in the future.

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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 (June 18, 2021): 691–737. http://dx.doi.org/10.1108/jstp-05-2020-0094.

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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.

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Faganel, Armand, Filip Pačarić, and Igor Rižnar. "The Impact of Gamification on Slovenian Consumers’ Online Shopping." Administrative Sciences 14, no. 5 (April 25, 2024): 86. http://dx.doi.org/10.3390/admsci14050086.

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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.

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Ponce Anchundia, Luis Stiven, and Carlos Humberto Chancay Cedeño. "Gamification to Improve oral Communication in English Learners: A Systematic Literature Review." Ciencia Latina Revista Científica Multidisciplinar 8, no. 6 (January 7, 2025): 6451–63. https://doi.org/10.37811/cl_rcm.v8i6.15332.

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This systematic review explores the effectiveness of gamification in enhancing oral communication skills among English language learners. Employing the PRISMA framework, 50 studies published between 2019 and 2023 were analyzed to address the research question: "To What extent does gamification foster students’ oral communication?". Findings suggest that gamification positively impacts oral communication by increasing student motivation, fostering engagement, and reducing anxiety during speaking activities. Key factors contributing to these outcomes include the strategic use of game elements, collaborative learning tasks, and interactive learning environments. However, challenges such as the need for teacher training and the variability of gamification's effectiveness across different educational contexts were also identified.

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Doria, Jerilyn L., Maria L. Edwas, Aprilyn Joy F. Fagsao, Juliana D. Galduen, and Maria Lourdes G. Eguia. "Using Gamification to Enhance Reading Comprehension of Grade 4 Learners." Cognizance Journal of Multidisciplinary Studies 5, no. 1 (January 30, 2025): 157–66. https://doi.org/10.47760/cognizance.2025.v05i01.013.

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The study aimed to determine gamification's effectiveness in enhancing reading comprehension in grade 4 learners at Aguinaldo Elementary School. The respondents of the study were 49 grade 4 learners. The researchers used qualitative research design through the Phil-IRI pretest and post-test as the main data-gathering tool. Before using gamification, the level of performance was satisfactory as assumed in our hypothesis. Gamification has been proven to have significance in improving reading comprehension. Despite the struggles encountered the research was successfully conducted. The result of the study demonstrated that the reading comprehension of grade 4 learners improved using gamification. It is therefore recommended as a tool to enhance the teaching-learning process in the classroom.

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Ašeriškis, Darius, and Robertas Damaševičius. "Gamification Patterns for Gamification Applications." Procedia Computer Science 39 (2014): 83–90. http://dx.doi.org/10.1016/j.procs.2014.11.013.

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Mila, Hayatul, and Moh Arif Mahbub. "An alternative board game to promote EFL learners grammatical skill." EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English 7, no. 1 (July 15, 2022): 78–87. http://dx.doi.org/10.26905/enjourme.v7i1.7043.

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Gamificatian has been acknowledged as a powerful tool to promote the conducive and attractive learning environment. Recenly, extensive research has been carried out on the role of gamification in facilitating languages learners. Yet, little research has taken to explore the undergraduate students about the incorporation of gamification into English grammar classroom in Indonesian tertiary-level. We employed a sequential-explanatory research ( Creswell, 2014; J. W. Creswell, 2018) intended to explore in-depth the undergraduate students’ perceptions about the use of Gamification in such context. There were four (N=4) undergraduate students from one private university in Jember, Indonesia, consented to participate in this study. They were invited to fill a 9-items web-based five points-Likert scale questionnaire covering several categories: students’ behavior, motivation and engagement. Also, a semi-structure interview was conducted to explore their in-depth feelings to select participant. The results indicated that participants mostly demonstrated positive feelings toward the utilization of gamification in grammar classrooms. This study concludes with discussion of implications for teaching-learning grammar in EFL context, limitation and recommendation for future studies. DOI: 10.26905/enjourme.v7i1.7043

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Topushipambao, Muaricoela. "Investigating the Role of Gamification in Enhancing Language Learning Among Elementary School Students." Interdisciplinary Journal Papier Human Review 3, no. 2 (December 22, 2022): 14–22. http://dx.doi.org/10.47667/ijphr.v3i2.227.

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The use of gamification to improve language learning results for primary school kids is investigated in this study. We quantitatively assess the effects of gamification on linguistic competence, motivation, engagement, and potential confounding variables using a mixed-methods approach. Language proficiency scores significantly increased between the pre- and post-testing phases, on average by 6.25 points, demonstrating the value of gamification in accelerating language learning. Gamification has the ability to increase intrinsic motivation and engagement, as evidenced by its high mean motivation scores (4.25), and engagement scores (4.12). The results of the correlation study revealed a moderate link between "Socioeconomic Status" and post-test results (r = 0.28, p 0.05), suggesting the possible impact of socioeconomic background on academic results. This is consistent with studies by Sirin (2005) that highlights socioeconomic status as a factor of academic achievement. The findings highlight gamification's potential to transform educational environments, promote linguistic proficiency, and close educational gaps, highlighting the need for thorough implementation methodologies.

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Saad, Sharina, Rafidah Amat, Nor Asni Syahriza Abu Hassan, Nur Syazwanie Mansor, and Syazliyati Ibrahim. "Preserving Indigenous Semai Folktales as A Process of Educating 21st Century Learners Through Gamification." Malaysian Journal of Social Sciences and Humanities (MJSSH) 7, no. 9 (September 30, 2022): e001751. http://dx.doi.org/10.47405/mjssh.v7i9.1751.

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Gamifying Semai folktales is a project which aims to preserve the Semai cultural heritage and values in the 21st century and the gamification idea is also in line with policy makers, the Ministry of Higher Education Malaysia, via its Minister, mentioned the importance of integrating gamification in Teaching &Learning of all levels of education. The project explores the idea of gamification in encouraging ESL students to read short stories from various genres and culture and it is also set to disclose the ramifications of language gamifications in ESL teaching and learning particularly in the choice of Orang Asli Semai folktales in the selection. To ensure the language learners’ understanding of the Semai folktales, the animated movie comes with online quizzes to help the language learners to comprehend the content of the story and are able analyse the short story elements. Applying gamification in teaching and learning will give a new dimension not only to the students but also to prepare more dynamic language educators in embracing the rapid change in teaching and technology. Since gamification has exciting elements which can be motivating to the students, the videos and online quiz questions created have great commercialization potential. The videos uploaded on YouTube will be able to garner followers and the online questions uploaded on Quizzes can be accessed by any ESL learners. The findings revealed that most students preferred language activities with gamification which are more relevant to the 21st century learners.

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Helmefalk, Miralem. "An interdisciplinary perspective on gamification: Mechanics, psychological mediators and outcomes." International Journal of Serious Games 6, no. 1 (March 14, 2019): 3–26. http://dx.doi.org/10.17083/ijsg.v6i1.262.

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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.

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Sam-Epelle, Ibelema, Olakunle Olayinka, and Peter Jones. "The Evolution of Enterprise Gamification in the Digital Era and the Role of Value-Based Models." Sustainability 14, no. 15 (July 28, 2022): 9251. http://dx.doi.org/10.3390/su14159251.

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Gamification’s adoption in the enterprise today is on the rise and provides benefits such as customer loyalty and increased employee engagement. In this article, the use of gamification in the enterprise is assessed in seeking to understand how fully gamified systems differ from related concepts such as toys, playful designs, and serious games. Given the increasing interest in enterprise gamification, it is useful to evaluate how it has evolved and its acceptance via a multidisciplinary lens. It is also critical to assess frameworks and approaches applied in understanding the trend. The current article concludes that a value-oriented approach is needed for a more comprehensive understanding of enterprise gamification acceptance and users’ experience, particularly in today’s workforce that is largely dominated by millennials.

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Legala Sreya and Dr. B. Lavanya. "A Study of Gamification in Select Service." International Research Journal on Advanced Engineering and Management (IRJAEM) 2, no. 09 (September 4, 2024): 2829–33. http://dx.doi.org/10.47392/irjaem.2024.0414.

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The study on gamification aims to provide actionable insights for organizations by exploring employee perceptions, adoption, and challenges of gamification in HR functions across IT, banking, and education sectors. Data collected via structured questionnaires revealed positive employee outlooks on gamification's potential to enhance engagement, motivation, and skill development, but also highlighted concerns about task oversimplification, distractions, and unhealthy competition. Statistical analyses, including ANOVA, indicated significant sector-based differences, emphasizing the need for tailored strategies to address specific challenges in each sector.

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Chee Hoo, Wong, Veera Pandiyan Kaliani Sundram, Ahmad Rais Mohamad Mokhtar, Natasha Dzulkalnine, Nur' Asyiqin Ramdhan, Prem Chhetri, and Christian Wiradendi Wolor. "Gamification in supply chain education: A comparative study of supply chain card games and board games in Malaysian tertiary institutions." Edelweiss Applied Science and Technology 8, no. 6 (September 16, 2024): 18–30. http://dx.doi.org/10.55214/25768484.v8i6.1703.

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Gamification has gained popularity in educational settings as a tool to enhance learning experiences. This research compares two well-known gamification tools, supply chain master card games and supply chain board games, in their capacity to teach supply chain management (SCM) concepts. Random sample interviews were conducted with students and employees to gather their perspectives on the games and SCM topics. The study evaluates the content delivery, level of understanding, and the advantages and disadvantages of using it for teaching and learning in a criteria table. It is aligned with the Sustainability Development Goal (SDG) 4 which is Quality Education in empowering sustainability through quality education. The findings demonstrate that gamification, including the use of these games, positively impacts the teaching and learning of supply chain management in Malaysian tertiary education. The results indicate that both the Supply Chain Card Game and the supply chain board game have significant advantages in enhancing student engagement, experiential learning, and the understanding of key SCM concepts which involve three (3) main measurements which are characteristics, content delivery, and level of understanding. It improves student engagement, facilitates active learning, and fosters essential skill development. The recognition of gamification's potential has led to policy initiatives supporting its integration into the curriculum, aligning with the goals of learner-centered and experiential education. However, challenges remain in implementing gamified learning approaches effectively. The Malaysian government should acknowledge gamification's potential and provide support for teachers to incorporate gamification tools, including training programs, workshops, and educational resources. By addressing implementation challenges, the sustained integration of gamified learning approaches can be ensured in the Malaysian education system. This research emphasizes the significance of gamification in enhancing teaching techniques and its positive impact on student learning outcomes in the field of supply chain management.

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Özdamli, Fezile, and Dlgash Faran Yazdeen. "GAMIFICATION IN COMPUTER SCIENCE COURSES: A LITERATURE REVIEW." Near East University Online Journal of Education 4, no. 2 (September 8, 2021): 90–106. http://dx.doi.org/10.32955/neuje.v4i2.345.

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The complicated, boring problems in computer science learning make them lack motivation during the COVID-19 pandemic. The further exciting and appealing educational setting is the more significant learners' participation in the learning challenge. A traditional setting was not appealing too much, creating a dull environment that has no learning motivation. Gamification is often used as an instrument for motivating learners and increasing their commitment. A study analyzes several previous research types in this field to assess gamification's effect on higher education students in a computer science course. The results conclude that gamification enhances the interest and encouragement of the learners. Also, it improves computer science curriculum training and knowledge of a complicated topic, providing learners with optional barriers. While they are beneficial, pedagogical games may have drawbacks that impact either emotionally and physically learners. The most popular gamification elements used during computer science classes were badges, leaderboards, score, level, and feedback. They were the most commonly known feature of the game in learning computer science. Implementing components of gamification in education is a resource that can motivate learners in computer science education. Gamification can give positive outcomes for student's achievement and the teaching and learning process framework, which teachers increasingly accept. Further research is required to determine if this transforms into an effect on finished performance and governs particular group impacts. Students' academic achievement and results in the computer science curriculum must develop a broader amount of knowledge on the utility through gamification.

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Rezi, Melisa, Ahmad Firdaus Mohd Noor, and Tsai Nicholas. "Utilization of Gamification in Arabic Language Learning to Increase Student Motivation and Achievement." Lughawiyah: Journal of Arabic Education and Linguistics 6, no. 1 (June 28, 2024): 1. http://dx.doi.org/10.31958/lughawiyah.v6i1.12559.

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Technological developments in the current era of globalization are essential in the world of Education. There is much technology that supports learning. In the current digital era, technology and Education have introduced gamification as an innovative method to increase student motivation and learning achievement in higher Education. However, gamification’s negative impact on academics still requires further research. This research aims to determine the effect of using gamification in increasing motivation and achievement. The method used in this research is a quantitative survey method. This method can show that this research is in the form of data containing numbers. This data was obtained by using Google Forms to create a questionnaire containing questions, which were then distributed to respondents who would get the results. So, the researchers will discuss these results in the results and discussion. The results of this research show and explain that gamification in learning Arabic can increase the interest, motivation, and achievement of college students in the Arabic language learning process. The conclusion of this research shows that gamification can increase enthusiasm for learning and student involvement in the learning process. The limitation of this research is that the researcher only focuses on the influence of gamification in increasing student motivation and achievement in higher Education. The researcher’s hope for future researchers is that they can further develop and explain in detail the influence of gamification in Arabic language learning to increase student motivation and achievement in higher Education.

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Müller-Stewens, Jessica, Andreas Herrmann, Tobias Schlager, and Martin Riedi. "Gamification." WiSt - Wirtschaftswissenschaftliches Studium 44, no. 7 (2015): 12–16. http://dx.doi.org/10.15358/0340-1650-2015-7-12.

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Lau, Angelika, and Margret Borchert. "Gamification." WiSt - Wirtschaftswissenschaftliches Studium 49, no. 5 (2020): 5–10. http://dx.doi.org/10.15358/0340-1650-2020-5-5.

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Dieser Beitrag thematisiert Gamification als neuartigen spielerischen Ansatz zur Motivation und Leistungssteigerung von Mitarbeitern. Zunächst wird Gamification als innovatives Konzept des Performance-Managements erläutert und ausgewählte Praxisbeispiele werden präsentiert. Darüber hinaus wird die motivierende und leistungssteigernde Wirkung von Gamification aus führungstheoretischer Sicht erklärt. Auf Basis der Selbstbestimmungs- und Selbstführungstheorie werden Implikationen zur Motivations- und Leistungssteigerung für die Praxis abgeleitet.

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Basten, Dirk. "Gamification." IEEE Software 34, no. 5 (2017): 76–81. http://dx.doi.org/10.1109/ms.2017.3571581.

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Bharamgoudar, Reshma. "Gamification." Clinical Teacher 15, no. 3 (June 2018): 268–69. http://dx.doi.org/10.1111/tct.12787.

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Deterding, Sebastian. "Gamification." Interactions 19, no. 4 (July 2012): 14–17. http://dx.doi.org/10.1145/2212877.2212883.

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Röhle, Theo. "Gamification." POP 3, no. 2 (September 1, 2014): 61–64. http://dx.doi.org/10.14361/pop-2014-0210.

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Prince, J. Dale. "Gamification." Journal of Electronic Resources in Medical Libraries 10, no. 3 (July 2013): 162–69. http://dx.doi.org/10.1080/15424065.2013.820539.

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Dale, Steve. "Gamification." Business Information Review 31, no. 2 (June 2014): 82–90. http://dx.doi.org/10.1177/0266382114538350.

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Craig Liebenson, D. C. "Gamification." Journal of Bodywork and Movement Therapies 22, no. 1 (January 2018): 232–34. http://dx.doi.org/10.1016/j.jbmt.2017.12.009.

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Blohm, Ivo, and Jan Marco Leimeister. "Gamification." WIRTSCHAFTSINFORMATIK 55, no. 4 (June 14, 2013): 275–78. http://dx.doi.org/10.1007/s11576-013-0368-0.

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Blohm, Ivo, and Jan Marco Leimeister. "Gamification." Business & Information Systems Engineering 5, no. 4 (June 14, 2013): 275–78. http://dx.doi.org/10.1007/s12599-013-0273-5.

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Kingsley, Tara L., and Melissa M. Grabner-Hagen. "Gamification." Journal of Adolescent & Adult Literacy 59, no. 1 (April 11, 2015): 51–61. http://dx.doi.org/10.1002/jaal.426.

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Kalaf, Luke. "Gamification." International Journal of Narrative Therapy and Community Work 2023, no. 1 (September 19, 2023): 25–32. http://dx.doi.org/10.4320/fwjy1582.

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This paper documents ways of incorporating gamification using game design elements in a non game context into therapeutic conversations using narrative therapy principles to uncover skills and knowledges suppressed by dominant discourses.

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De Campos, Ariana, and Amanda Franzão Rodrigues da Silva. "Gamification." Revista Triângulo 16, no. 3 (January 24, 2024): 169–88. http://dx.doi.org/10.18554/rt.v16i3.6809.

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Com o rápido avanço e disseminação das Tecnologias Digitais da Informação e da Comunicação, a oferta de produtos e serviços foi modificada e a necessidade de inovação foi instalada nas organizações. Nas bibliotecas, primordialmente, nas universitárias, a busca pela inovação tem sido indispensável e pauta de discussão entre bibliotecários preocupados em acompanhar o cenário de transição, aperfeiçoar os atendimentos e cultivar seus usuários, marcados por novas expectativas e comportamentos ocasionados pelo progresso e convivência com as tecnologias. O Serviço de Referência é um dos serviços oferecidos pelas bibliotecas universitárias e lida diariamente com os acadêmicos e suas respectivas necessidades e comportamentos informacionais, oferece auxilio para a pesquisa científica e nos processos de aquisição de informação relevante, sendo essencial no tripé ensino-pesquisa-extensão das instituições de ensino. O objetivo do trabalho foi apontar as possibilidades do uso do Gamification nos Serviços de Referência de Bibliotecas Universitárias. Como ferramenta inovadora, o Gamification significa utilizar da mecânica, da estética e do pensamento baseados em games para engajar pessoas, motivar a ação, promover a aprendizagem e resolver problemas. O estudo possui caráter de pesquisa exploratória quanto aos objetivos e é bibliográfico quanto aos procedimentos adotados. Como resultado, foram apontadas bibliotecas que já utilizam o mecanismo e os benefícios que podem ser adquiridos a partir do uso do Gamification para atividades realizadas nos Serviços de Referência.

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Tayal, Swati, and K. Rajagopal. "Gamification with Codeathon for Productivity Toward Sustainable Development Goal 8 – Decent Work and Economic Growth." Brazilian Journal of Operations & Production Management 21, no. 4 (November 23, 2024): 2089. http://dx.doi.org/10.14488/bjopm.2089.2024.

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Goal: This study aims to examine the Gamification application of Productivity with Codeathon, which can make employees more engaging at work. The growing presence of Information technology in the industry is increasing the demand for a skilled workforce and further making them productive. Gamification's growing popularity among the industry and academicians is bringing new emerging forms that are beneficial to influence the user experience. However, there are many areas in which gamification has yet to benefit the user experience. The study analyzed the gathered data using confirmatory factor analysis, and the later section detailed the study analysis using a structural equation method. Design/Methodology/Approach: An online questionnaire gathered data from IT professionals to adopt the exploratory research, where respondents from Pune, India, were the study participants. The statistical approach adopted for this study was factory analysis followed by structural modelling with the help of tools such as IBM SPSS and Amos, which adds to the empirical Gamification contribution. Results: The study indicated a relationship between Gamification and Productivity among IT employees, where Autonomy was a mediator factor. Limitations of the investigation: This study primarily focused on the information technology sector among Generation Z and Y, but future research can explore other industries and countries. Practical Implications: Gamification encourages the participants' motivation level, making them productive at work and bringing sustainability. Companies shall organize gamified events like Codeathon and encourage their employees' participation, and therefore, the human resources team shall include it as part of their annual budget and planning. Originality/value: There is limited study in the Codeathon, and this research contributes by analyzing the Gamification aspects with Competition and Autonomy. It addresses the organization's emerging need for productivity issues, making it one of the limited studies in the Gamification with Codeathon. As a result, this study addresses the sustainable development goal 8 to bring and attain sustainability for work.

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Mohd Safar, Noor Zuraidin, Hazalila Kamaludin, Masitah Ahmad, Muhammad Hanif Jofri, Norfaradilla Wahid, and Taufik Gusman. "Intervention Strategies through Interactive Gamification E-Learning Web-Based Application to Increase Computing Course Achievement." JOIV : International Journal on Informatics Visualization 6, no. 2 (June 30, 2022): 376. http://dx.doi.org/10.30630/joiv.6.2.1001.

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This study aims to help students improve their knowledge capability based on their active participation through gamification. Gamification is one of the newer methods of education that has the potential to improve student learning. This research looked into gamification's efficacy in student engagement and learning retention during teaching and learning sessions for computer science or information technology courses. The assessment involved in this study is through Pre-Test and Post-Test through instructional intervention by adapting interactive Quizizz gamification e-learning web-based application. The flow of research works begins with a survey of the problem, pre-intervention analysis, and action was taken during the intervention, ending with the implementation and observation phase. The pre and post-analysis of test results and questionnaires were accomplished and discussed. Fifty-six respondents participate in this study. Results show that 87% of the respondents have increased their percentage of marks. In the pre-test result, 56% of the respondents achieved below the 55 marks, while in the post-test, it reduced to 14%. Adoption of other gamification applications, a larger target demographic, and the addition of computer science or information technology courses will help improve the study in the future.

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Mutholib, Abdul, Ma’rifatul Munjiah, and Syamfa Agny Anggara. "The Use of Gamification in Teaching Writing Skills to Junior High Students | Istikhdām Al Tal’īb Fī Ta’līm Mahārah Al Kitābah Lada Thullāb Al Madāris Al Muthawassithah." Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban 7, no. 1 (June 1, 2023): 72–87. http://dx.doi.org/10.15575/jpba.v7i1.23894.

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Writing as a language skill is still considered a language skill that is categorized as very difficult. Various kinds of problems arise in learning to write Arabic because writing skills are skills that combine various disciplines. Therefore, teachers must continually innovate in the learning process, such as choosing a learning model or using various learning methods, one of which is gamification-based Arabic learning. Gamification is a modern educational strategy popular in the West, namely educational stimulation by applying game elements and principles in non-game contexts. This article describes Gamification's use in teaching high school students writing skills. The research method used is the descriptive method with the desk research method. The results of the study show that the use of Gamification in teaching writing skills can improve the quality of learning, especially in Arabic, so that students can master writing skills in an easy and fun way, and can lead to the development of teaching writing skills in a social context following their interests, motivations, and needs Student. This study recommends further research to test the effectiveness of Gamification on other Arabic language skills with a more varied research method.

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Buckley, Jim, Tabea DeWille, Chris Exton, Geraldine Exton, and Liam Murray. "A Gamification–Motivation Design Framework for Educational Software Developers." Journal of Educational Technology Systems 47, no. 1 (June 20, 2018): 101–27. http://dx.doi.org/10.1177/0047239518783153.

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Gamification is the use of game design elements in nongame contexts and has been shown to be effective in motivating behavior change. By seeing game elements as “motivational affordances,” and formalizing the relationship between these elements and motivational affordances, it is the position of this article that gamification can be effectively applied to improve software systems across many different application domains. The research reported here aims to formalize the relationship between game elements and motivation, toward making gamification’s use more systematic. The focus is on the development of a framework linking commonly occurring game elements with the components of a psychological motivational model known as the self-determination theory, coupled with a proposed framework of commonly occurring game elements. The goal is to inform system designers who would like to leverage gamification of the game elements they would need to employ as motivational affordances.

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Gómez, Sebastián. "“Good Icing can’t Change an Average Cake”." Digital Culture & Society 5, no. 2 (December 1, 2019): 61–82. http://dx.doi.org/10.14361/dcs-2019-0205.

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Abstract Research on the impact of gameful experiences on the automation of labour and value creation is in need of a critical reformulation. The results presented in this study developed from a critical reading of the current literature on gamification and its internal struggles. I question what the gamification of work is, this time including knowledge collected by decades of academic research in the field of digital cultures and society, converging in a diverse yet attuned corpus of neomaterialist, post-anthropocentric, anti-Humanist, and intersectional theories of politics, algorithmic cultures and social justice (see Braidotti/ Hlavajova 2017). Findings suggest the experimental development of gamification technologies materializes from an interest in governance through the automation of behavioural management, resulting in the forced correction of non-normative bodies through self-optimization. Beyond colonial, anthropocentric binaries, gamification’s genealogy is not found in the overcoming of the Eurocentric distinction between work and games, but in the algorithmic architecture of techno-capitalism.

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Siregar, Yunarni, Ifan Iskandar, and Ratna Dewanti. "Teaching Indonesian Speaking Skills with A Gamification Approach." English Education Journal 13, no. 3 (December 18, 2022): 361–72. http://dx.doi.org/10.24815/eej.v13i3.26190.

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Speaking skills are essential language skills to master in the digital era. Indonesian teachers are therefore challenged to develop approaches and materials according to the development of students in this era. Gamification is an approach that Indonesian language teachers can develop to be more effective and make students involved in learning. This study intends to further explore gamification's effectiveness in learning speaking skills. The research is a quasi-experimental study involving 34 students of class XI IPS MAN 4 Jakarta in one learning session. All students were involved in total sampling and received treatment as a whole without a control group. The data were observed using a questionnaire according to the curriculum target and analyzed by frequency distribution. The results showed that gamification improved students' abilities, learning motivation, and engagement. The implication is that the gamification designed in this study can be further developed in accordance with the study's limitations. The game can also be developed digitally.

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Journal articles on the topic 'Gamification'

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