Relevant bibliographies by topics / Negative side of gamification

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Academic literature on the topic 'Negative side of gamification'

Author: Grafiati
Published: 10 September 2021
Last updated: 1 February 2022

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Journal articles on the topic "Negative side of gamification"

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Algashami, Abdullah, Laura Vuillier, Amen Alrobai, Keith Phalp, and Raian Ali. "Gamification Risks to Enterprise Teamwork: Taxonomy, Management Strategies and Modalities of Application." Systems 7, no. 1 (2019): 9. http://dx.doi.org/10.3390/systems7010009.

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Gamification corresponds to the use of game elements to encourage certain attitudes and behaviours in a serious context. When applied to enterprise teamwork, gamification can lead to negative side-effects which compromise its benefits. For example, applying competitive elements such as leaderboard may lead to clustering amongst team members and encourage adverse work ethics such as intimidation and pressure. Despite the recognition of the problem in the literature, the research on concretising such gamification risks is scarce. There is also a lack of methods to identify gamification risks and their management strategies. In this paper, we conduct a multi-stage qualitative research and develop taxonomy of risks, risk factors and risk management strategies. We also identify the modalities of application of these strategies, including who should be involved and how. Finally, we provide a checklist to help the risk identification process as a first step towards a comprehensive method for eliciting and managing gamification risks to teamwork within enterprises.
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la Cuadra, Miguel Trigo-De, Natalia Vila-Lopez, and Asunción Hernandez-Fernández. "Could gamification improve visitors’ engagement?" International Journal of Tourism Cities 6, no. 2 (2019): 317–34. http://dx.doi.org/10.1108/ijtc-07-2019-0100.

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Purpose The experiences are the basis of the tourist sector and the creation of unique and unforgettable ones allows the differentiation from the competition. The purpose of this paper is to analyze the effects of the experience when visiting a zoo on our emotions and how they influence our (positive and/or negative) behaviors and to investigate whether an innovation (gamification programs) could be used to intensify the relations proposed. Design/methodology/approach The authors collected the experiences lived by 242 visitors in BIOPARC Valencia (a zoological park). Two subsamples were identified: 166 insatiable tourists who expressed that the gamification would complete their experience, and 76 conventional tourists who indicated that the current experience did not need any kind of improvement. Findings The results show that some of the proposed relationships are more tenuous among the insatiable visitors, defenders of gamification, which allows the authors to verify the possibilities offered by gamification. Originality/value First, although the impact of experiential modules on emotions and behaviors has already been investigated, as far as behavioral effects are concerned, the difference between positive behaviors (loyalty) and negative behaviors (complaints and claims) has not been addressed. Second, the relationship between both types of behaviors (positive and negative) in this sector has not been studied to date. Finally, although the literature recognizes the impact of technology and its importance as an instrument of experiential marketing, its empirical exploration remains uninvestigated. Indeed, to date, the willingness of consumers to adopt gamified strategies to improve their tourism experiences has not been investigated.
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Rybka, Nataliia M. "ГРАЇЗАЦІЯ ТА ДОСВІД ВИКОРИСТАННЯ КОМП’ЮТЕРНИХ ІГОР У НАВЧАННІ ФІЛОСОФІЇ У ТЕХНІЧНИХ ЗАКЛАДАХ ВИЩОЇ ОСВІТИ". Information Technologies and Learning Tools 67, № 5 (2018): 213. http://dx.doi.org/10.33407/itlt.v67i5.2108.

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Processes of gamification of society have been researching by many scientists. The phenomenon of gamification is ambiguous and complex, and the fact that more and more spheres of human activity get signs of the game is of great concern. Though game and play activity is typical to humans, it has always created numerous risks and destructive situations. So, we argue that the ambiguity of the perception of the phenomenon of gamification is caused by the difficulties of understanding it, modern historical conditions and social practices that strongly influence and distort ideas about gamification. The aim of the article is to study the role of gamification on a specific example of using computer games for teaching philosophy in technical institutions of higher education. Game practices activate and educate emotional intelligence. It is especially necessary for students of technical institutions of higher education. The purpose of the analysis is to define both the positive and negative consequences of using games and to suggest a way to overcome possible destructive results. In the course of the research of this problem, the author concentrated on objective, historical and social analysis. Practical approach to methods of terminological analysis, ways of defining and choosing games, are particularly stressed. Looking for methods to overcame negative consequences of gamification, when using games in teaching, we stress the importance of philosophical approach. Because namely systemic, interdisciplinary analysis takes into account many factors of risk and influence of gamification. We suggest that in-deep analysis of compatibility and value of game technologies in teaching philosophy may be useful for overcoming possible negative consequences of gamification in education and training. We also consider that first priority should be given to comprehensive research and definition of methods for assessing the relevance, effectiveness, and even economic feasibility of using game technology for teaching and learning academic subject, as well as for specific topics.
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Fijačko, Nino, Lucija Gosak, Nika Debeljak, Pavel Skok, Gregor Štiglic, and Leona Cilar. "Gamification in nursing." Obzornik zdravstvene nege 54, no. 2 (2020): 133–52. http://dx.doi.org/10.14528/snr.2020.54.2.2991.

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Introduction: With new generations of students entering the educational system and calling for novel adult learning approaches, such as gamification, traditional didactics seem to be diminishing in importance. The aim of this paper is to introduce gamification as a novel concept in adult learning and to present its impact on nursing education.Methods: Through a combination of 2dSearch, Publish or Perish and PubMed2XL applications and the set criteria, we used the Google Scholar and Medline / PubMed search engines to compile, analyse, and synthesise studies related to gamification in correlation with the educational process in the field of nursing. To assess the level of methodological quality of research, we used the Mixed Methods Appraisal Tool (MMAT).Results: The final analysis included nine studies related to gamification in nursing course units. Most often, game elements in the form of badges and feedback were included. Most research studies reported a positive impact of gamification on nursing students in the form of increased motivation and engagement, with only one survey reporting a negative impact in the form of inappropriateness and inefficiency. The evaluation of the included studies according to the MMAT tool showed a medium level of methodological quality. Discussion and conclusion: Gamification is a relatively new concept in nursing education and represents the potential for a more advanced way of conveying information. In the future, research should be carried out to clarify the concept of gamification and examine the possibilities of its implementation in the educational environment in Slovenia.
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Dieva, A. A. "Gamification of business processes: Sociological analysis of the advanced management practices." RUDN Journal of Sociology 20, no. 3 (2020): 681–93. http://dx.doi.org/10.22363/2313-2272-2020-20-3-681-693.

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Gamification is a new management approach implying the use of computer games technologies in non-game contexts, particularly to improve motivation at work and efficiency of organizational processes. The key assumption is that introduction of game elements into the working routine can increase employees motivation, involvement, and loyalty. The first attempts of sociological reflection on gamification were based on the critical approach and concluded that this technology could only exacerbate inequalities, exploitation, and control. However, this claim remains unconfirmed, partially due to the fact that the available evidence was provided by the managerial research that focus mainly on the gamification efficiency. The article is based on the analysis of gamification projects in eight companies and aims at testing the claim of critical sociology that gamification is mainly a tool of control and exploitation. Today gamification is a multifunctional technology and solves different tasks: increases productivity and quality of work operations, stimulates organizational communications and knowledge transfer, learning, teambuilding, control, and employees loyalty. Gamification can have positive effects, but often they are short-term and accompanied by side effects. Generalization of the available data does not support the conclusions of critical sociology; however, in some cases, gamification is used to strengthen control and reinforce the structural inequality. The critical approach tends to underestimate the influence of institutional and sociocultural factors that make the company strive for a balance of actors interests, and employees strategic planning. Thus, gamification, despite its ambiguity, has a positive potential - it is capable of improving the quality of human and social capital.
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Lee, Byeong Cheol. "The Effect of Gamification on Psychological and Behavioral Outcomes: Implications for Cruise Tourism Destinations." Sustainability 11, no. 11 (2019): 3002. http://dx.doi.org/10.3390/su11113002.

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The purpose of this study is to empirically examine the effect of gamification on tourist psychological outcome and knowledge gain in the context of cultural heritage sites, which are popular cruise tourism destinations. A comprehensive literature review revealed the critical role of gamification in facilitating psychological (enjoyment, flow experience, and loyalty) and behavioral outcomes (knowledge gain) at cultural heritage sites. Using a field experiment, this study employed a gamified app as a manipulation. A total of 342 gamified app users (n = 165) or non-users (n = 177) were selected by stratified random sampling method from among college students majoring in tourism and cruise management in South Korea. After screening the data, a Hayes’ PROCESS modeling technique was mainly utilized to test the proposed hypotheses based on 331 cases. The results showed that gamification had a strong influence on knowledge gain about cultural heritage attractions. On the other hand, gamification had negative effects on enjoyment and flow experience. More importantly, gamification had a negative indirect effect on loyalty toward cultural heritage attractions. These findings imply the usefulness of gamified apps to convey memorable and real-time information and knowledge to users in cultural heritage sites.
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O'Donnell, Casey. "Getting Played: Gamification and the Rise of Algorithmic Surveillance." Surveillance & Society 12, no. 3 (2014): 349–59. http://dx.doi.org/10.24908/ss.v12i3.5017.

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Gamification, the idea that game mechanics can be integrated into assumed "non-game" circumstances has gained ascendance amongst champions of marketing, behavior change and efficiency. Ironically, some of the most heated critique to gamification has been the broader community of "traditional" videogame developers. Connecting broadly to projects surrounding "big data" and algorithmic surveillance, the project of gamification continues to expand and intensify. This paper examines the complex relationship between game designers and the rise of arguments in support of gamification. The essay presents an analysis of the various actors and interests mobilizing arguments, deconstructing their underlying assumptions about the relationship between games and social phenomena. Turning to an analytic framework rooted in Actor-Network Theory (Latour, 1999) and work in Game Studies on the Assemblage of Play (Taylor, 2009) and emergent forms of (played) control (Taylor, 2006) the essay critiques assumptions on either side of the debate on the role of games and play. The strained connections between debates on gamification and broader interest in serious games offers an important moment to explore algorithmic surveillance.
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Yang, Hualong, and Dan Li. "Understanding the dark side of gamification health management: A stress perspective." Information Processing & Management 58, no. 5 (2021): 102649. http://dx.doi.org/10.1016/j.ipm.2021.102649.

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Abu-Shanab, Emad Ahmed, and Malak Rasheed Al-Sayed. "Can Gamification Concepts Work With E-Government?" Journal of Information Technology Research 12, no. 3 (2019): 44–59. http://dx.doi.org/10.4018/jitr.2019070103.

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This article predicts the adoption of e-government websites and services by focusing on gamification and enjoyment factors. The sample uses ranked use of points and coupons as the most suitable schemes, while excluding the use of quests and puzzles. In predicting the intention to use e-government, five constructs were used: perceived usefulness, perceived ease of use, enjoyment and innovation, positive influence on government image and negative influence of government images. Results indicated a significant role for enjoyment and innovation based on the gamification context. The influence on government image (positive and negative) were not significant in predicting the intention to use e-government. The coefficient of determination of the regression model was 0.655, which explains 65.5% of the variance in ITU.
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Biryukov, Alexander P., Irina S. Brikoshina, Natalia V. Mikhalevich, Svetlana M. Sycheva, and Ekaterina A. Khalimon. "Gamification in education: threats or new opportunities." SHS Web of Conferences 103 (2021): 02001. http://dx.doi.org/10.1051/shsconf/202110302001.

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This article discusses the expediency and efficiency of implementing gamification in education. This study is a meta-analysis of the modern experience of gamification application obtained from numerous international studies, practical cases, and reports of educational entities. The influence of gamification technologies on cognition and learning processes was proved by hardware neurobiological research of students’ brain activity during a game using electroencephalography, functional magnetic resonance tomography, and functional near-infrared spectroscopy. On the basis of an analysis of gamification effects regarding efficiency improvement due to perceptive learning, the conclusions were obtained used in a generalized list of opportunities, problems, and threats of application of gamification elements in education. This study systematizes practical results presented by corporate cases and reference literature, which mention the necessity to use specialized online platforms or automated control systems for systematic implementation of gamification into education. The practical cases in the context of education considered the results of gamification application mainly as positive; however, at the same time, negative results were mentioned, which should be analyzed and which also should be included in the list of threats in this study.
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Dissertations / Theses on the topic "Negative side of gamification"

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McGee, Michael K. "Assessing Negative Side Effects in Virtual Environments." Thesis, Virginia Tech, 1998. http://hdl.handle.net/10919/35766.

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Virtual environment (VE) systems have been touted as exciting new technologies with many varied applications. Today VEs are used in telerobotics, training, simulation, medicine, architecture, and entertainment. The future use of VEs seems limited only by the creativity of its designers. However, as with any developing technology, some difficulties need to be overcome. Certain users of VEs experience negative side effects from being immersed into the graphically rendered virtual worlds. Some side effects that have been observed include: disorientation, headaches, and difficulties with vision. These negative side effects threaten the safety and effectiveness of VE systems. Negative side effects have been found to develop in a variety of environments. The research focus on VE side effects thus far has been on the symptoms and not the causes. The main goals of this research is fourfold: 1) to compare a new measure for side effects with established ones; 2) begin analyzing the causes of side effects with an analysis of head-tracking; 3) to examine any adaptation that may occur within a session and between days of a session; and, 4) to examine possible predictors for users who may experience side effects. An experiment was conducted using two different VEs with either head-tracking on or head-tracking off over four days. A questionnaire, a balance test, a vision test, and magnitude estimations of side effects were used to assess the incidence and severity of sickness experienced in the VEs. Other assessments, including a mental rotation test, perceptual style, and a questionnaire on pre-existing susceptibility to motion sickness were administered. All factors were analyzed to determine what their relationships were with the incidence and severity of negative side effects that result from immersion into the VEs. Results showed that head-tracking induces more negative side effects than no head-tracking. The maze task environment induces more negative side effects than the office task environment. Adaptation did not occur from day to day throughout the four testing sessions. The incidence and severity of negative side effects increased at a constant rate throughout the 30 minute immersive VE sessions, but did not show any significant changes from day to day. No evidence was found for a predictor that would foretell who might be susceptible to motion sickness in VEs.<br>Master of Science
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Phung, Quoc Dung. "The negative effect of Gamification in E-learning in the eyes of University students." Thesis, Internationella Handelshögskolan, Jönköping University, IHH, Företagsekonomi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-48696.

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Background         Across centuries, games are part of human life. In his article "Keeping up with ... Gamification," Kim (2015) indicated that the development of Information Technology has taken gaming to the reach of individuals around the world, thus expanding worldwide collaboration and interaction. Parallelly, With the removal of the obstructions of time and space, E-learning platforms have attracted millions of students. "Here we are now, entertain us," if we could pick one phrase that would portray modern learning procedure, this statement would suit best. Games have been available in education for quite a while (Sciforce, 2018). Turning to this strategy in E-learning would have been unavoidable. However, gamification is not equivalent to games intrinsically. It is alluded to as the "utilization of game components within non-game contexts" (Deterding, Dixon, Khaled, &amp; Nacke, 2011). Although previous studies illustrate the noticeable benefits of gamification in E-learning, the negative effects however remain largely implicit and overlooked. Purpose:              The purpose of this study is to explore the negative effect of Gamification in E-learning in the eyes of university students who are familiar with modern technology and terms in learning field and has decided to choose a course that is very focus and meet their need. The study thereby helps university students and the others to understand the comprehensive view about gamification in E-learning, especially in the negative side. Moreover, this paper would help the E-learning platforms for better Gamification-design. Method:              Following the purpose of this study, an exploratory qualitative research with an inductive approach was used. In particular, in-depth interviews with open-ended questions were utilized to have an insight into the interviewees' perception about Gamification in E-learning.   Conclusion:          The result of the study indicate that gamification could make student get bored (Attention), losing confident, stressful and feeling helplessness (Confident), annoying, uncomfortable and reluctant (Satisfaction), distracted and want to give up (Volition) In the theme of Engagement, gamification has the noticeable negative impact on Community Support factor, slightly impact on Peer Collaboration and Cognitive Problem solving, and almost no effect on Interact with Instructor and Learning Management factor. In detail, gamification could make learners feel useless, frustrate, confusing, and want to give up.
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Goncharenko, Roman, Juraj Hledik, and Roberto Pinto. "The dark side of stress tests: Negative effects of information disclosure." Elsevier, 2018. http://dx.doi.org/10.1016/j.jfs.2018.05.003.

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This paper studies the effect of information disclosure on banks' portfolio risk. We cast a simple banking system into a general equilibrium model with trading frictions. We find that the information disclosure lowers the expected risk-adjusted profits for a non-negligible fraction of banks. The magnitude of this effect depends on the structure of the banking system and, alarmingly, it is more pronounced for systemically important institutions. We connect these theoretical findings to the stress test procedure, where bank information is disclosed by the regulator. The 2011 and 2014 stress tests are used in an empirical study to further support our theoretical results.
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Ngo, Tri Minh. "On the Behavior of the Gamma Function on the Negative Side." ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/honors_theses/25.

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In this paper we analyze the behavior of the Gamma function at its critical points and points of discontinuity on the negative side of the x-axis. We will also explain the bluntness of the gamma function on this negative side.
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Hadjistephanou, Petros. "The Olympic Games ; a demonstration of the positive and negative side of project management." Thesis, Keele University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572456.

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This thesis will try to delineate and extrapolate a mode for consideration of project management in practice, with particular emphasis upon both the political, institutional and commercial aspects of project management practices of the Olympic Games. The research will produce a project management framework identifying relevant variables for the success organisation of the Olympic Games project. ' .. The writer examines the Olympic Games as a project in two case studies: The Atlanta and Athens Games are analysed with respect to various criteria such as the political and administrative structure, finances and the outcomes or multiplier effects that have- come about as a result of the Olympics. What is really important in the organisation of the Games, why there is not stability, what are the typical difficulties encountered, etc. are' questions that the thesis examines through reference to project management theory. The 1996 and 2004 case studies allowed the writer to look at the organisation of the Olympics with particular attention to the practicalities of their realisation and in the process see things that otherwise might not have been seen. The two case studies focus on specific dimensions (project management approaches/techniques used, commercial aspects, political dimensions and logistical subproject requirements), which are compared consistently across both cases. The thesis is an attempt to analyse the Organising Committee's (Project Manager) role to develop a co-operative relationship with all parties (Host City _ authorities, local community, government, the IOC, etc.) involved in the Olympic Games organisation to fully explore the potentials of the project. Its involvement is required at all stages of the 11 " project, from the identification of needs to the design, and implementation of arrangements to satisfy them. The Olympic Games, as a project, takes a certain level of development, infrastructure, and resources. Accommodation, construction, transportation, technology and security are the main challenges that most Organising Committees face. The Olympic Games have appeared as one of the central discursive resources for representing reality, be it political, economic or social. III I
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Richter, Karsten [Verfasser]. "Film formation, side reactions and interactions in Si/C negative electrodes in Lithium ion batteries / Karsten Richter." Ulm : Universität Ulm, 2020. http://d-nb.info/1222109301/34.

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Blick, Ryan W. "Understanding the Other Side: The Traits of Partners of Individuals with Neurotic Traits in Committed Premarital Relationships." BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/1036.

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The purpose of this study was to identify the partners' traits and skills that predict relationship satisfaction in committed, premarital relationships in which one person has neurotic traits, as well as to examine the degree of consensus about neuroticism for both individuals. Data from 198 never-married, young adult, premarital couples who had completed the RELATionship Evaluation (RELATE) questionnaire were used in the analyses. Measures of perceived partner traits and skills included levels of empathic communication, clear sending, flooding, kindness, flexibility, criticism, and contempt and defensiveness. Relationship satisfaction as measured by RELATE was the criterion variable. Results showed little agreement between self and partner perceptions of the specific neurotic traits manifested by neurotic individuals; that is, levels of anxiety, depression, anger, and low self-esteem. A negative relationship between partner-rated neurosis and each person's relationship satisfaction, however, was present for both genders. The significant positive predictors of the neurotic female actor's relationship satisfaction were her perceptions of her partner's: 1) empathic communication, 2) flexibility, and 3) clear sending, as well as 4) the length of the relationship. The only significant predictor of the non-neurotic male partner's relationship satisfaction was the neurotic female actor's perception of his empathic communication. The significant predictors of the neurotic male actor's relationship satisfaction were his perceptions of his partner's: 1) criticism (a negative relationship), 2) kindness, 3) flooding (a negative relationship), and 4) empathic communication. The significant predictors of the healthy female partner's relationship satisfaction were the neurotic male actor's perceptions of her: 1) kindness, 2) flexibility, 3) criticism, 4) flooding, and 5) empathic communication, as well as 6) the length of the relationship. These results suggest that certain partner traits and skills may help to increase the relationship satisfaction for both partners in relationships in which one partner possesses neurotic traits. Implications of these results for therapists working with premarital couples in which one partner has neurotic traits are outlined.
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Björn, Inger. "Hormone replacement therapy and effects on mood." Doctoral thesis, Umeå universitet, Obstetrik och gynekologi, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-94115.

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Background: During the past 5 decades, hormone replacement therapy (HRT) has been used, and appreciated for its beneficial effects, by millions of women in their menopause. As treatment for climacteric symptoms, estrogen is outstanding, and effects on hot flushes, vaginal dryness, and insomnia have been widely documented. The increased risks of venous thrombosis and breast cancer, however, restrict the use of estrogen. Estrogen treatment in women with a remaining uterus includes a progestin, added to protect the endometrium from hyperplasia and malignancies. The long-standing clinical impression, that progestin addition negatively influences mood, has been discussed in previous studies. Mood deterioration is, however, not mortal, although mood is important to the wellbeing and daily functioning of women treated with hormones. Studies of the mental side effects of HRT add to our understanding of steroid effects in the brain. Aims and methods: In our studies, we aimed to establish to what extent negative side effects cause women to discontinue HRT, and find out which drug compounds lead to mood deterioration. The questions asked were whether the type and dose of progestin and the estrogen dose during the progestin addition influence the mood and physical symptoms during sequential HRT. Compliance with HRT and reasons for discontinuing the therapy were evaluated in a retrospective longitudinal follow-up study. Treatment effects were studied in three randomized, double-blind, cross-over trials. During continuous estrogen treatment, effects of sequential addition of a progestin were studied by comparing two different progestins, medroxyprogesterone acetate (MPA) andnorethisterone acetate (NETA), comparing different doses of the same progestin, MPA, and comparing two doses of estrogen during addition of the same dose of MPA. The main outcome measure was the daily rating on mood and physical symptoms kept by the participants throughout the studies. The clinical trials were carried out at three gynecological centers in northern Sweden. Results and conclusions: Besides fear of cancer and a wish to determine whether climacteric symptoms had meanwhile disappeared, negative side effects was the most common reason or discontinuing HRT. Tension in the breasts, weight gain, a depressed mood, abdominal bloating, and irritability were the most important side effects seen both in women who continued HRT and in women who had discontinued the therapy. In our clinical trials, we showed that addition of a progestin to estrogen treatment induces cyclic mood swings characterized by tension, irritability, and depression, as well as increased breast tension, bloatedness, and hot flushes. Women with a history of premenstrual syndrome (PMS) appeared to be more sensitive to the progestin addition and responded with lower mood scores compared with women without previous PMS. In our studies, MPA provoked depressed mood to a lesser extent than did NETA. Surprisingly, the higher dose of MPA (20 mg) enhanced the mood, compared with 10 mg, when added to estrogen treatment. In women continuously treated with 3 mg estradiol, mood and physical symptoms worsened during the progestin addition, as compared with treatment with 2 mg estradiol. The negative side effects seen during sequential HRT have much in common with symptoms seen in the premenstrual dysphoric disorder (PMDD), which is a psychoneuroendocrine disorder with psychiatric expression. Explanations for treatment effects on mood are likely to be found in drug interactions with neurotransmitter systems of the brain.<br><p>Diss. (sammanfattning) Umeå : Umeå universitet, 2003</p><br>digitalisering@umu
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Odisho, Sankhero, and Nordberg Kevin Rylander. "Effekter av spelifiering : På lärplattformen PING PONG." Thesis, Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-12646.

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Spelifiering definieras som användningen av speldesignelement inom icke-spelsammanhang. Detta är ett koncept vars popularitet har ökat och fortsätter att öka. På senare år har spelifiering tillämpats inom utbildning men även andra områden som: marknadsföring, politik och interaktiva system. Studier har visat märkbar inverkan av spelifiering på användares beteende men trots detta finns det en brist på tillämpningar och forskning av spelifiering på informationssystem och undervisning. Avsikten med denna studie är att redogöra för vilka känslor studenter upplever när de använder sin primära lärplattform samt hur en spelifierad lärplattform skulle påverka studenters känslor och därmed deras studieupplevelse. Detta utförs genom en kvalitativ forskningsansats som baseras på semistrukturerade intervjuer med fem studenter vilket innehar en aktiv utbildning vid Högskolan i Borås. I samband med de semistrukturerade intervjuerna presenterades en interaktiv IT-artefakt i form av en prototyp där spelelement har tillämpats på studenternas primära lärplattform. Prototypen användes för att informanterna skulle kunna få en djupare förståelse kring vad spelifiering innebär och hur det skulle kunna se ut i praktiken tillämpat vid lärplattformen. Slutsatserna som presenteras tyder på att studenters studieupplevelse förbättras till viss del då det framkommer mer positiva känslor i samband med användningen av den spelifierade lärplattformen. Detta till skillnad från vad det gjorde i samband med användningen av den primära lärplattformen där spelifiering inte var tillämpat. De positiva känslor som uppstod bland studenterna var främst en ökad motivation, ett förbättrat självförtroende och en ökad gemenskap. Vissa delar av den spelifierade lärplattformen har framkallat negativa känslor såsom stress och prestationsångest. Slutsatserna tyder även på vad man som utvecklare behöver ta i åtanke för att undvika stress och prestationsångest bland studenterna. Vi finner i övrigt att slutsatserna är väsentliga för utvecklare till följd att lyckas med en praktisk tillämpning av spelifiering på en lärplattform där studenternas studieupplevelse ligger i huvudfokus.<br>Gamification is defined as the use of game design elements in non-gaming context. This is a concept whose popularity has increased and continues to increase. In recent years, gamification has been applied in education but also other areas such as: marketing, politics and interactive systems. Studies have shown a noticeable impact of gamification on user behavior, but despite this, there is a lack of applications and research of gamification applied on information systems and teaching. The purpose of this study is to describe what feelings students experience when using their primary learning management system and how a gamified learning management system would affect students' feelings and thus their study experience. This is done through a qualitative research assignment that is based on semi structured interviews with five students, which holds an active education at the University of Borås. In connection with the semi structured interviews, an interactive IT artefact was presented in the form of a prototype where game elements have been applied to the students' primary learning management system. The prototype was used to enable the informants to gain a deeper understanding of what gamification involves and what it could look like in practice applied to the learning management system. The conclusions presented indicate that students' study experience is improved to some extent as there are more positive feelings in connection with the use of the gamified learning management system. This is unlike what it did in connection with the use of the primary learning management system where gamification was not applied. The positive emotions that arose among the students were primarily an increase of motivation, improved self-esteem and an increased community. Some parts of the gamified learning management system have caused negative feelings such as stress and performance anxiety. The conclusions also indicate what developers need to keep in mind in order to avoid stress and performance anxiety among the students. We also find that the conclusions are essential for developers to succeed in the practical application of gamification on a learning management system where the students' study experience is the main focus.
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Weinsteinová, Adéla. "Negativní aspekty nasazování ICT." Master's thesis, Vysoká škola ekonomická v Praze, 2013. http://www.nusl.cz/ntk/nusl-199727.

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This diploma thesis exmines the negative aspects of using information and communication technologies. The main attention is fosused on virtual reality, especially 3D projection in order to decide wheather the using of it has negative impact on phycal and psychological state of the user or not, which exactly are these impacts and what probably cause them. This first part is dedicated to expain concept and history of ICT, explonation of the multidimensional princip and content of each dimension. The following is determination of which ICT areas are currently struggling in their use with negative effects. Detected list of these areas is reduced to six specific technologies which common user has opportunities to experience. These particular technologies were examined as a form of questionnaire, which resulted in a determination of the most used one, ie virtual reality. Shortly afterwards was conducted an experiment imparting undesirable effects caused by using virtual reality. The other five selected technologies are discussed for the most important negatives with which has to face today. The main finding of this study is the identification the side effects of virtual reality based on different types of technologies which are anaglyf 3D projection, passive 3D projection, active 3D projection and comparing if adverse effects depends on the type. It also includes determining the rate of uptake in virtual reality.
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Books on the topic "Negative side of gamification"

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Giacomoni, Paola, Nicolò Valentini, and Sara Dellantonio, eds. The Dark Side: Philosophical Reflections on the “Negative Emotions”. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-55123-0.

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Goldberg, Jane G. The dark side of love: The positive side of our negative feelings - anger, jealousy, andhate. Aquarian/Thorsons, 1993.

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Holleyman, Isabella. Managing the positive and negative side effects of publishing controversial books. LCP, 2003.

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The dark side of love: The positive role of negative feelings. Transaction Publishers, 1999.

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Galves, Al. Harness your dark side: Mastering jealousy, rage, frustration and other negative emotions. New Horizon Press, 2012.

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Goldberg, Jane G. The dark side of love: The positive role of our negative feelings-- anger, jealousy, and hate. G.P. Putnam's Sons, 1994.

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The dark side of love: The positive role of our negative feelings-- anger, jealousy, and hate. G.P. Putnam's Sons, 1993.

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Positive Side of Negative Emotions. Guilford Publications, 2014.

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Farley, Laurie Lankins. The Positive Side of the Negative. 1st Books Library, 2003.

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The Negative Side of Positive Thinking. Harvest House Publishers, 1988.

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Book chapters on the topic "Negative side of gamification"

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Toda, Armando M., Pedro H. D. Valle, and Seiji Isotani. "The Dark Side of Gamification: An Overview of Negative Effects of Gamification in Education." In Communications in Computer and Information Science. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-97934-2_9.

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Sabbagh, Daniel. "The Negative Side Effects of Transparency." In Equality and Transparency. Palgrave Macmillan US, 2007. http://dx.doi.org/10.1057/9780230607392_6.

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Mueller, Andreas, and Stanisław Strzelczak. "Negative Side Effects of Lean Management." In Progress in Pattern Recognition, Image Analysis, Computer Vision, and Applications. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-662-44733-8_21.

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Callan, Rachel C., Kristina N. Bauer, and Richard N. Landers. "How to Avoid the Dark Side of Gamification: Ten Business Scenarios and Their Unintended Consequences." In Gamification in Education and Business. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-10208-5_28.

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Emblem, Knut. "Side Notes on Negative Consequences and Uncertainty." In Quantified Societal Risk and Policy Making. Springer US, 1998. http://dx.doi.org/10.1007/978-1-4757-2801-9_12.

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Hajja, Ayman, Hakim Touati, Zbigniew W. Raś, James Studnicki, and Alicja A. Wieczorkowska. "Predicting Negative Side Effects of Surgeries Through Clustering." In New Frontiers in Mining Complex Patterns. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17876-9_3.

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Gans, Jerome S. "Welcoming and deepening the negative side of ambivalence." In Addressing Challenging Moments in Psychotherapy. Routledge, 2021. http://dx.doi.org/10.4324/9781003174608-23.

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Mueller, Andreas, and Stanisław Strzelczak. "Negative Side Effects of Lean Management Implementations – A Causal Analysis." In Advances in Production Management Systems: Innovative Production Management Towards Sustainable Growth. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-22759-7_34.

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Galvagni, Enrico. "Where Is the Fury? On Hume’s Peculiar Account of Anger and Resentment." In The Dark Side: Philosophical Reflections on the “Negative Emotions”. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-55123-0_9.

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Gastaldi, Silvia. "Envy and Rivalry in Aristotle’s Rhetoric." In The Dark Side: Philosophical Reflections on the “Negative Emotions”. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-55123-0_5.

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Conference papers on the topic "Negative side of gamification"

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Graul, Cezary, Jacek Wachowicz, Ryszard Bielski, Karol Kufel, and Mariusz Zoltowski. "ENTERPRISE GAMIFICATION – LEARNING AS A SIDE EFFECT OF COMPETITION." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.2272.

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Marchiori, Massimo, and Enrico Bonetti Vieno. "Negapedia: The Negative Side of Wikipedia." In 2018 IEEE/ACM International Conference on Advances in Social Networks Analysis and Mining (ASONAM). IEEE, 2018. http://dx.doi.org/10.1109/asonam.2018.8508406.

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Saisubramanian, Sandhya, Ece Kamar, and Shlomo Zilberstein. "A Multi-Objective Approach to Mitigate Negative Side Effects." In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/50.

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Agents operating in unstructured environments often create negative side effects (NSE) that may not be easy to identify at design time. We examine how various forms of human feedback or autonomous exploration can be used to learn a penalty function associated with NSE during system deployment. We formulate the problem of mitigating the impact of NSE as a multi-objective Markov decision process with lexicographic reward preferences and slack. The slack denotes the maximum deviation from an optimal policy with respect to the agent's primary objective allowed in order to mitigate NSE as a secondary objective. Empirical evaluation of our approach shows that the proposed framework can successfully mitigate NSE and that different feedback mechanisms introduce different biases, which influence the identification of NSE.
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Saisubramanian, Sandhya, Shannon C. Roberts, and Shlomo Zilberstein. "Understanding User Attitudes Towards Negative Side Effects of AI Systems." In CHI '21: CHI Conference on Human Factors in Computing Systems. ACM, 2021. http://dx.doi.org/10.1145/3411763.3451654.

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Wu, Binbing, Yuxi Chen, and Liansong Xiong. "Negative Sequence Component Compensation Strategy of Grid-side Inverters Without PLL." In 2020 IEEE 9th International Power Electronics and Motion Control Conference (IPEMC2020-ECCE Asia). IEEE, 2020. http://dx.doi.org/10.1109/ipemc-ecceasia48364.2020.9368137.

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Herdt, Vladimir, Daniel Grose, and Rolf Drechsler. "Closing the RISC-V Compliance Gap: Looking from the Negative Testing Side*." In 2020 57th ACM/IEEE Design Automation Conference (DAC). IEEE, 2020. http://dx.doi.org/10.1109/dac18072.2020.9218629.

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"CONSUMER PRIVACY BEING RAIDED AND INVADED - The Negative Side of Mobile Advertising." In 12th International Conference on Enterprise Information Systems. SciTePress - Science and and Technology Publications, 2010. http://dx.doi.org/10.5220/0002844601170123.

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Csatári, Orsolya, and Boldizsár Szentgáli-Tóth. "THE OTHER SIDE OF THE COIN: THE NEGATIVE ASPECT OF FREEDOM OF RELIGION." In IISES Annual Conference, Sevilla, Spain. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.035.009.

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Lee, Jong-Mu, Stephan Chmielus, and Chung-Yuen Won. "A negative voltage supply for high-side switches using buck-boost bootstrap circuitry." In 2014 IEEE Applied Power Electronics Conference and Exposition - APEC 2014. IEEE, 2014. http://dx.doi.org/10.1109/apec.2014.6803413.

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Liu, Liangliang, Zhuo Li, and Yu Luo. "Realizing Deep-Subwavelength Negative-Index Waveguiding by a Single-Side Conformal Surface Plasmons." In 2018 Cross Strait Quad-Regional Radio Science and Wireless Technology Conference (CSQRWC). IEEE, 2018. http://dx.doi.org/10.1109/csqrwc.2018.8455381.

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Reports on the topic "Negative side of gamification"

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Ahmad, Ehtisham, and Hans van Rijn. The Role of Local Governments in Driving High-Quality Growth in the People’s Republic of China. Asian Development Bank, 2020. http://dx.doi.org/10.22617/wps200400-2.

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Over the past 25 years, the People’s Republic of China has gone through a long period of remarkable growth, lifting millions of people out of poverty. But this focus on growth has come at a cost, particularly in terms of environmental degradation, increasing socioeconomic and spatial inequalities, and the building up of fiscal liabilities at the local government level. Under the High-Quality Growth agenda, the People’s Republic of China seeks to rebalance the economy by addressing those negative side effects, and local governments will have a key role to play in the implementation of that agenda. In this paper, some critical aspects of the fiscal and institutional environment in which local governments operate are analyzed, and proposals are offered for the strengthening of local government finances.
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Phillips, Jake. Understanding the impact of inspection on probation. Sheffield Hallam University, 2021. http://dx.doi.org/10.7190/shu.hkcij.05.2021.

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This research sought to understand the impact of probation inspection on probation policy, practice and practitioners. This important but neglected area of study has significant ramifications because the Her Majesty’s Inspectorate of Probation has considerable power to influence policy through its inspection regime and research activities. The study utilised a mixed methodological approach comprising observations of inspections and interviews with people who work in probation, the Inspectorate and external stakeholders. In total, 77 people were interviewed or took part in focus groups. Probation practitioners, managers and leaders were interviewed in the weeks after an inspection to find out how they experienced the process of inspection. Staff at HMI Probation were interviewed to understand what inspection is for and how it works. External stakeholders representing people from the voluntary sector, politics and other non-departmental bodies were interviewed to find out how they used the work of inspection in their own roles. Finally, leaders within the National Probation Service and Her Majesty’s Prisons and Probation Service were interviewed to see how inspection impacts on policy more broadly. The data were analysed thematically with five key themes being identified. Overall, participants were positive about the way inspection is carried out in the field of probation. The main findings are: 1. Inspection places a burden on practitioners and organisations. Practitioners talked about the anxiety that a looming inspection created and how management teams created additional pressures which were hard to cope with on top of already high workloads. Staff responsible for managing the inspection and with leadership positions talked about the amount of time the process of inspection took up. Importantly, inspection was seen to take people away from their day jobs and meant other priorities were side-lined, even if temporarily. However, the case interviews that practitioners take part in were seen as incredibly valuable exercises which gave staff the opportunity to reflect on their practice and receive positive feedback and validation for their work. 2. Providers said that the findings and conclusions from inspections were often accurate and, to some extent, unsurprising. However, they sometimes find it difficult to implement recommendations due to reports failing to take context into account. Negative reports have a serious impact on staff morale, especially for CRCs and there was concern about the impact of negative findings on a provider’s reputation. 3. External stakeholders value the work of the Inspectorate. The Inspectorate is seen to generate highly valid and meaningful data which stakeholders can use in their own roles. This can include pushing for policy reform or holding government to account from different perspectives. In particular, thematic inspections were seen to be useful here. 4. The regulatory landscape in probation is complex with an array of actors working to hold providers to account. When compared to other forms of regulation such as audit or contract management the Inspectorate was perceived positively due to its methodological approach as well as the way it reflects the values of probation itself. 5. Overall, the inspectorate appears to garner considerable legitimacy from those it inspects. This should, in theory, support the way it can impact on policy and practice. There are some areas for development here though such as more engagement with service users. While recognising that the Inspectorate has made a concerted effort to do this in the last two years participants all felt that more needs to be done to increase that trust between the inspectorate and service users. Overall, the Inspectorate was seen to be independent and 3 impartial although this belief was less prevalent amongst people in CRCs who argued that the Inspectorate has been biased towards supporting its own arguments around reversing the now failed policy of Transforming Rehabilitation. There was some debate amongst participants about how the Inspectorate could, or should, enforce compliance with its recommendations although most people were happy with the primarily relational way of encouraging compliance with sanctions for non-compliance being considered relatively unnecessary. To conclude, the work of the Inspectorate has a significant impact on probation policy, practice and practitioners. The majority of participants were positive about the process of inspection and the Inspectorate more broadly, notwithstanding some of the issues raised in the findings. There are some developments which the Inspectorate could consider to reduce the burden inspection places on providers and practitioners and enhance its impact such as amending the frequency of inspection, improving the feedback given to practitioners and providing more localised feedback, and working to reduce or limit perceptions of bias amongst people in CRCs. The Inspectorate could also do more to capture the impact it has on providers and practitioners – both positive and negative - through existing procedures that are in place such as post-case interview surveys and tracking the implementation of recommendations.
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