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Nowadays, gamification, or the use of game elements in serious activities, is applied to enhance engagement and to improve user’s outcomes. On another note, the teaching of core concepts about Multi-Agent Systems (MAS) - such as distribution, autonomy, and interaction - is mostly performed by means of traditional theory classroom dynamics. Our clai...
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... Em [2], os autores propõem uma extensão do Gamification Model Canvas, aplicado ao ensino, visando melhorar a dinâmica tradicional das salas de aula. Duas ferramentas fora propostas: a) Lego Serius Play, para debates e discussões de ideias utilizando metáforas representadas por peças de LEGO; b) Audience Response System para coleta de respostas e feedback em tempo real. ...
Context: Open Design proposes a model of collaborative and voluntary work with full and free access to information, to the construction process and to the product resulting from the work. Open Design projects are dependent on the engagement of their participants, needing approaches that support engagement. Gamification uses game elements to induce positive behavior in people promoting motivation and engagement in specific tasks. Problem: However, due to the complexity of Open Design, it is not trivial to identify which gamification elements and strategies can be successfully used to engage people. The use of gamification without observing the relationship between the elements of gamification and the Open Design context can bring unwanted results in relation to the goals of gamification. Methodology: In this article, we present the cataloging of 105 gamification elements identified in the literature and a process to support gamification in Open Design. Theory of IS: The process and catalog were built taking into account the Self Determination Theory and the 5W2H conceptual framework that supports the gamification design. The Process and Catalog were experimented in a case study with 11 participants and evaluated with a questionnaire based on the Technology Acceptance Model. Summary of Results: The results of the case study indicated the feasibility and acceptance of the catalog and process by the participants, and revealed points for improvement, especially in terms of ease of use. Contributions and Impact in the IS area: The Process and the Catalog are promising in supporting the planning of gamification in Open Design, especially in providing designers with tools to understand the context to be gamified and to select suitable gamification strategies and elements.
Monitoring activities in highly digitalized and automated production plants are mentally and psychologically demanding (Warm et al., 2008) and due to their passive nature, they offer few opportunities to satisfy psychological needs which can lead to low intrinsic motivation, psychological strain and poor monitoring performance. This paper demonstrates the use of the motivating characteristics of game elements to address the needs of competence, autonomy and stimulation in order to support the monitoring activity and to generate a positive user experience (Ryan et al., 2006). Game elements were integrated in a dashboard of a control center and evaluated in two studies where test persons carried out a simulated, standardized monitoring task. The results showed no significant differences in the monitoring performance. However, the dashboard with game elements was assessed significantly more positively regarding joy, psychological needs, psychological demands as well as the assessment of usability and user experience. We conclude that the proper use of game elements in the dashboard made the monitoring activities in the control center more attractive and increased the wellbeing of the test persons.
In this study, a gamification process was implemented in an undergraduate course of Economics that consisted 397 students. The primary purpose of the research was to empirically validate the effects of gamification in terms of the variables of engagement, motivation, entertainment, perceived relevance of the course, knowledge increase and participation. To ascertain these, a questionnaire was administered to the participants. The results indicated that gamification provided significant positive effect on all variables listed above except motivation. Additional objectives of the article were to link the effects to Marczewski’s player types, namely, Philanthropists, Socialisers, Free spirits, Achievers, Players, and Disruptors, and to measure whether there are differences between the types in terms of the variables indicated above. Gamification resulted in positive effects on all player types except the player type of Disruptors.
This paper analyzes the development and implementation of a game-based learning course design framework. Drawing inspiration from task-based learning, the framework is structured around four core gamified elements: narrative assignment design; learner discovery; team-based collaboration and competition; and choice through quests. The intended goal of implementing this framework is to improve learner engagement and foster greater learner investment in the course. The framework, developed at the University of Waterloo, was integrated into the course design for—and subsequently taught in—a third-year history course. A mixed-methods analysis was conducted in which students (n = 15) were surveyed, interviewed, and observed throughout the course at different intervals. The results of the study suggest that the team-based nature of the framework and the embedded gameplay elements are most effective at improving engagement for learners, while some form of extrinsic motivation is still beneficial to ensure all learners find completing additional tasks worthwhile.
This paper analyzes the development and implementation of a game-based learning course design framework. Drawing inspiration from task-based learning, the framework is structured around four core gamified elements: narrative assignment design; learner discovery; team-based collaboration and competition; and choice through quests. The intended goal of implementing this framework is to improve learner engagement and foster greater learner investment in the course. The framework, developed at the University of Waterloo, was integrated into the course design for—and subsequently taught in—a third-year history course. A mixed-methods analysis was conducted in which students (n = 15) were surveyed, interviewed, and observed throughout the course at different intervals. The results of the study suggest that the team-based nature of the framework and the embedded gameplay elements are most effective at improving engagement for learners, while some form of extrinsic motivation is still beneficial to ensure all learners find completing additional tasks worthwhile.
In today's technological era, emerging educational technologies, such as digital badges, have shown the potential for fostering student learning. To examine the major considerations undergirding the design of digital badges used in an educational context, a conceptual literature review of multidisciplinary electronic databases oriented towards computing and education was undertaken. The three core design dimensions found in our analysis were the specific function of badges, the structure of badge systems and the different types of design and interaction features used with badges. We highlight the main effects of studies addressing these dimensions and provide recommendations and suggestions for further research to educational stakeholders who seek to better understand how to implement badges within their own institutions.
