Table 1 - uploaded by Juho Hamari
Content may be subject to copyright.
Source publication
During recent years “gamification” has gained significant attention among practitioners and game scholars. However, the current understanding of gamification has been solely based on the act of adding systemic game elements into services. In this paper, we propose a new definition for gamification, which emphases the experiential nature of games an...
Contexts in source publication
Context 1
... the definitions vary in emphasis they all include both a systemic component, defining how the game is constructed and an experiential component describing the human involvement within the game. In the Table 1 below, we have enlisted all these conditions of the definition of games and gamification from past literature. ...
Similar publications
Today’s complex and fast-evolving world necessitates young students to possess design and problem-solving skills more than ever. One alternative method of teaching children problem-solving or thinking skills has been using computer programming, and more recently, game-design tasks. In this pre-experimental study, a group of middle school students (...
Modern professional networking relies on social media. To take advantage of this fact, we present CHI PLAYGUE, a conference game designed to facilitate interaction among strangers and encourage social networking to create a community. The game integrates digital technology (mobile devices and large displays) within the space of the conference venue...
Games provide an attractive venue for engaging participants and increasing nutrition-related knowledge and dietary behavior change, but no review has appeared devoted to this literature. A scoping review of nutrition education and dietary behavior change videogames or interactive games was conducted. A systematic search was made of PubMed, Agricola...
Citations
... Specifically, gamification allows game-like features and mechanics to be incorporated in instruction, transforming learning into a more enjoyable process and improving learners' selfefficacy and motivation IEEE 2014). Some research has demonstrated an optimistic plan: through gamification, it is possible to introduce innovation and build collaboration based on teamwork inside the classroom (Huotari and Hamari 2012;Taalas and Hirsjärvi 2013;Kim et al. 2018). However, arguments about the spread of gamification in the coming years have varied from hopeful and positive to less optimistic outlooks (Seaborn and Fels 2015). ...
... A common practice in gamification is to offer points and badges when specific training behaviour signs are identified (e.g., tracking the completion of a learning task) (Kuo and Chuang 2016;Landers et al. 2019). Game mechanics and elements do not constitute the backbone of a gamified software application or system; rather, they operate as motivators , Huotari and Hamari 2012, Domínguez et al. 2013Hamari et al. 2014;Triantafyllou and Georgiadis 2022;Triantafyllou and Sapounidis 2023). Further investigation is needed to examine whether adding game elements strengthens the possibility that user enjoyment will last for long periods of time. ...
... • whether the course has met learners' needs and objectives; • the organisational benefits of the training programme; • the reinforcement of learning; and • suggestions for improvement. With regard to both games and gamification, several studies show positive outcomes for engagement, motivation and satisfaction Huotari and Hamari 2012;Hamari et al. 2014;Seaborn and Fels 2015). However, while many studies have already investigated how game elements -such as points and badges (Denny 2013) or progress levels (Thom et al. 2012) -influence users' behaviour, few have explored how to support intrinsic motivation. ...
Gamification, when properly implemented in education and training, can increase the engagement and motivation of learners and inspire them to change aspects of their behaviour to support learning. Although the use of gamification in the learning process might have a positive impact, its potential to strengthen education and training has not yet been confirmed. The descriptive literature review presented in this article synthesises studies and findings on the use of gamification in the education and training context. The authors used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) model to select and analyse 46 publications from six bibliographic databases. They investigated the gamification theories, frameworks, models, elements and mechanics that can support learning. In addition, research was conducted to identify constraints, challenges and organisational impediments that may arise in gamified education and training programmes, to answer the question of how gamification can be implemented to achieve better learning outcomes. Findings show that further studies need to be conducted into this evolving learning approach. Overall, gamification is most likely to be effective when instructional design principles are used to ensure training content meets learners’ needs and expectations.
... Detering et al. (2011) define the term "gamification" as the "use of game mechanics in non-gaming contexts". Huotari & Hamari (2012) argued that desired behavioral patterns, such as customer engagement, can be strengthened by positive, intrinsically motivated psychological reward systems, such as those typically experienced when playing games. ...
First semester students often face major challenges in adjusting to university studies. Inexperienced students may not appreciate the practical relevance of abstract, theoretical concepts taught using traditional, instructor-centered lectures. Furthermore, the rise of generative artificial intelligence (GenAI) can mislead some to believe they no longer need to exert effort to learn academic skills. To encourage students to engage in learning material and thus improve retention rates, two complementary teaching methods were integrated into a large, introductory course for first semester STEM students: Problem-Based Learning (PBL) and gamification. Problem-Based Learning was implemented to make the subject matter more meaningful by simulating a real world experience: How to start up a small business. This entrepreneurship task was simulated in an online game, to increase student motivation. Quantitative questionnaires of student motivation and experiences with e-learning were evaluated. Based on input obtained in expert interviews, a fictitious startup enterprise was designed to serve as the used case. An online e-learning game was developed, which leveraged gamification elements to try to increase motivation. Each phase of the startup process was represented as one level of the e-learning game. The e-learning game was tested by a group of first semester students. Their opinions were collected using an anonymous online survey. Aggregated results of the survey are discussed and plans for further research are presented.
... The minority of respondents who disagree or strongly disagree (a combined 8.3%) might reflect a skepticism toward gamification's relevance or suitability within a library environment. This group could perceive gamification as distracting or non-essential for scholarly activities, as suggested by Huotari and Hamari (2012), who noted that some users view gamification as incongruent with environments typically associated with serious or educational purposes. This highlights a potential challenge in designing gamification strategies that resonate with all users, including those who may perceive the approach as incompatible with the library's core mission. ...
Purpose
The purpose of this study is to examine the characteristics and perceptions of gamification strategies as a means to enhance library resource exploration among information science students and professionals.
Design/methodology/approach
The study utilized a descriptive survey research design with a two-stage sampling method. It focused on four universities in the North Central and South West regions of Nigeria, representing both private and public institutions. The population consisted of 296 Library and Information Science students, from which a purposive sample of 198 was drawn. Data collection was conducted via a self-designed questionnaire on Google Forms, achieving a 66.89% response rate suitable for analysis. The questionnaire was distributed through WhatsApp, with research assistants in each department overseeing the completion process.
Findings
The data highlights the essential role of academic libraries in supporting student learning and research, underscoring their impact on LIS students’ information-seeking behaviors. A strong emphasis on information technology reflects the field’s digital transformation, though limited interest in archives, preservation and public libraries points to a need for broader exposure to these areas. Most students use digital resources regularly, underscoring the importance of digital literacy, but some face barriers like awareness and usability. Additionally, a knowledge gap regarding gamification suggests potential challenges in effectively incorporating it into library services, despite its perceived benefits.
Originality/value
This research is original and valuable as it explores the innovative application of gamification in enhancing library resource exploration among information science students and professionals. Its findings contribute to the existing body of knowledge in library science, inform practical strategies for improving user engagement and pave the way for future research in this evolving field.
... Khái quát về "Trò chơi hóa" (Gamification) "Trò chơi hóa" (gamification) là việc áp dụng những cơ chế trò chơi vào các bối cảnh không phải trò chơi nhằm tạo ra trải nghiệm thú vị và hấp dẫn như trò chơi (Hamari et al., 2014). Điều này bao gồm việc sử dụng các yếu tố như điểm số, phần thưởng, bảng xếp hạng hay cốt truyện để thúc đẩy sự tham gia và động lực của người tham gia (Huotari & Hamari, 2012). "Board game" là một hình thức trò chơi không phụ thuộc vào công nghệ kĩ thuật số tạo điều kiện cho người chơi tương tác trực tiếp với nhau thông qua việc sử dụng các vật phẩm như quân bài, thẻ bài, bàn cờ và tuân theo những quy tắc chung để đạt được mục tiêu (Trần Thị Phượng và cộng sự, 2024). ...
Career guidance is an essential activity in secondary schools today. Based on Holland’s theory and the gamification approach, this study presents the design of the “Career Path” board game, which applies Holland’s Code Theory to help students identify their interests and abilities in a creative and practical way. Through gameplay, students can develop self-awareness, facilitating their career orientation process. The experimental results and feedback from 76 students indicate that the game was highly rated in terms of usefulness (Mean = 3.86), design (Mean = 3.89), and its role in supporting students' self-directed career exploration (Mean = 3.90). The board game is not only an innovative tool for career guidance but also contributes tothe development of students' soft skills, highlighting its potential for widespread application in education in general and career counseling in particular.
... Health apps are framed with competitive leaderboards to incentivize daily exercise (Wood & Reiners, 2015). Social media and dating sites encourage the sharing of personal information with progress bars toward profile "completion" (Huotari & Hamari, 2012). Purchases are "rewarded" with increasingly complex loyalty programs (Zichermann & Cunningham, 2011, p. 6). ...
... One of the marketing tactics that has become increasingly popular in recent times is gamification, which involves incorporating elements and mechanics typically found in games into non-game environments (Zichermann & Cunningham, 2011).This approach aims to improve user engagement and encourage specific behaviours (Deterding et al., 2011). Gamification harnesses principles of motivation, competition, and reward to incentivize user engagement and foster brand loyalty, ultimately influencing purchase intention (Huotari & Hamari, 2012;. ...
Gamification has evolved as a potent method for engaging and motivating consumers in today's dynamic market scenario. This research report investigates the impact of gamification on customer purchasing intentions to determine its current relevance. This study investigates the subtle links between gamification aspects, user engagement, brand loyalty, and consumer purchasing intentions using Partial Least Squares Structural Equation Modelling (PLS-SEM). Gamification is an important technique in modern marketing approaches because of its capacity to captivate and incentivize people. The survey included 300+ individuals from Durg and Raipur, Chhattisgarh's two major districts, representing a broad demographic. The findings show that Gamification has a large indirect effect on Customer Engagement, which in turn affects Brand Loyalty and eventually shapes Customer Buying Intentions. This study emphasises the critical significance of gamification in altering customer behaviour and the relevance of promoting User Engagement and Brand Loyalty to drive purchasing decisions. Gamification strategy emerges as a powerful force in the contemporary marketing landscape, with the potential to affect the entire customer journey, as firms seek novel methods to connect with consumers.
... Subsequent studies have expanded on this definition. Huotari and Hamari (2012) emphasized that its core lies in implementing motivational strategies to influence user behavior, while Hamari et al. (2019) described gamification from a broader perspective as a cultural and societal phenomenon in which reality becomes increasingly game-like, fostering skill development, motivational benefits, and engagement. This suggests that gamification is not merely a technical tool but an innovative strategy designed to enhance experiences and motivational outcomes. ...
Bullying is increasingly prevalent in Chinese schools, contributing to a rise in associated criminal cases. A key factor in this trend is the lack of comprehensive understanding of bullying. Studies indicate a clear correlation between the level of understanding of bullying and its frequency. The adverse effects of bullying are expected to persist into adulthood, particularly during the crucial phase of behavioral and cognitive development in elementary school, when children are most receptive to changes in behavior and attitudes. Traditional lecture-based methods used to teach bullying awareness to Chinese primary school students often result in boredom and disengagement, reducing their ability to comprehend and address bullying effectively. This study developed a gamified interactive e-book (GIEB) aimed at enhancing the motivation and anti-bullying knowledge of Chinese primary school students. A quasi-experimental design with pretest and posttest assessments was employed to evaluate the approach’s effectiveness. The study involved 60 third-grade students from a public primary school in Hefei, Anhui Province, China, who were randomly assigned to either an experimental group using the gamified interactive e-books (GIEB group) or a control group receiving traditional lectures (TL group). Findings indicated that the GIEB group showed significant improvements in motivation and understanding of bullying compared to the TL group. This research highlights the potential of gamified interactive e-books as effective educational tools for bullying prevention by making learning more engaging and effective. The practical implications of this study suggest that integrating gamified interactive e-books into the curriculum could significantly enhance students’ motivation to learn about bullying and their anti-bullying knowledge, ultimately contributing to more effective bullying prevention in schools.
... Therefore, these concepts were included in the study. (Huotari and Hamari, 2012). ...
The article presents the results of research on the social perception of several aspects of Polish educational policy, including the assessment of the latest proposed changes in the Polish education system and the idea of introducing gamification and game-based learning into Polish schools.
Material and methods
The study was conducted on 201 individuals, using a custom questionnaire to assess specific aspects comprising educational policy.
Results
Analysis of the respondents’ answers confirms the hypothesis that Polish educational policy requires profound reforms, which provides a basis for social debate in this area.
Conclusions
The respondents are knowledgeable about the Polish education system and hold a critical view of it. They recognize the need for profound changes that require political intervention.
... This can be achieved by enhancing the quality and productivity of user activities, social interactions, and behaviors [25]. The desired usage patterns are thought to emerge from the positive, intrinsically motivating experiences [26] that gamification fosters through elements of play and motivation within services [27]. While gamification has been shown to yield positive outcomes, Appl. ...
... For a visual representation of this model, please refer to Figure 1. motivating experiences [26] that gamification fosters through elements of play and m vation within services [27]. While gamification has been shown to yield positive outcom these effects are highly context-dependent, varying with the environment in which i applied and the characteristics of the users engaging with it [28]. ...
This study investigated how older Asian adults (aged 50+) accept fitness apps, focusing on experiential factors derived from the technology acceptance model (TAM) and the Diffusion of Innovations (DOI). Between December 2023 and March 2024, a convenience sampling method was used to recruit older adults with three months of experience using fitness apps from social media platforms and community groups in multiple Asian countries. Of the 700 initial respondents, 587 valid questionnaires were retained (an 83.8% validity rate). Structural equation modeling (SEM) assessed relationships among relative advantages, compatibility, trialability, gamification, observability, perceived ease of use (PEU), perceived usefulness (PU), behavioral intention, and actual usage. Trialability, relative advantages, and compatibility significantly enhanced PEU (p < 0.01), while gamification and observability did not. By contrast, gamification and observability positively influenced PU (p < 0.05). Both PEU and PU in turn predicted behavioral intention, which explained actual app usage (p < 0.01). These findings underscore the importance of designing fitness apps that accommodate older adults’ skills and preferences, while also incorporating engaging features that reinforce perceived usefulness. Healthcare professionals and developers may leverage these insights to tailor digital health interventions, potentially improving exercise habits and well-being among aging populations in Asia.
... Gamification involves introducing game elements to non-gaming contexts for engagement purposes [41], which is separate from its game-based sibling, the serious game. Other authors have also stressed this separation [15,42]. Some differences are that gamification extracts elements typically found in games and implements them in other contexts, where they do not necessarily need to be visible. ...
This paper aims to explore the relation between gamification and recycling of household waste by answering the question of how a gamified recycling station can make recycling a more engaging experience. The station was designed to make recycling a smart, neat and engaging experience for fifteen households during six months. A smartphone application based on gamification mechanics was developed including missions, achievements, quizzes and a visual progression map. Participants were using the smartphone application providing data during the project, as well as were interviewed before and after the period. Results show that when examining recycling experiences in terms of interaction, knowledge, attitudes, and perception, three different groups of participants could be identified. It was shown that the connection between the physical environment and smartphone application was important to consider as these had to be congruent. Further, it was revealed that such intervention via gamification and a new recycling station could contribute to a better recycling experience and increase knowledge, depending on the type of user ranging from engaged, partly engaged to not engaged.
