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Since its inception around 2010, gamification has become one of the top technology and software trends. However, gamification has also been regarded as one of the most challenging areas of software engineering. Beyond traditional software design requirements, designing gamification requires the command of disciplines such as (motivational/behaviora...
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Citations
... Research has shown that the effective use of instructional gamification requires more than just appealing to users. Scholars have argued that stakeholders within the organisation should also be considered in gamification (Almeida and Simoes 2019;Herzig et al. 2015;Morschheuser et al. 2018). Despite being overlooked in gamification research for learning, the importance of considering stakeholders in gamification projects has been emphasised in the health (Cheng 2020) and business sectors (Mora et al. 2017). ...
There is increasing interest in incorporating game design elements in workplace learning, known as instructional gamification. Despite initial positive indications, there is still a need for a deeper understanding of how organisational stakeholders play a role in implementing instructional gamification. This study employed an explanatory sequential mixed-methods approach to identify and understand stakeholders’ instructional gamification design preferences and how these preferences might impact their endorsement of instructional gamification. A survey of 231 individuals at a software company was conducted to gather data on stakeholders’ preferences for instructional gamification. This was followed by in-depth interviews with eight employees to enhance further the understanding of stakeholders’ instructional gamification design preferences. The quantitative findings revealed four interrelated factors concerning the instructional gamification design preferences of the three stakeholder groups. However, the qualitative findings revealed that the stakeholder groups interpreted the items differently. By integrating the quantitative and qualitative findings, the study provides a comprehensive understanding of the factors that enable or hinder stakeholders’ endorsement of instructional gamification in workplace learning. The study also presents four design propositions facilitating stakeholder endorsement of gamified learning artifacts. The findings have both theoretical and practical implications for designing and implementing instructional gamification in workplace learning environments.
... Research has shown that the effective use of instructional gamification requires more than just appealing to users. Scholars have argued that stakeholders within the organization should also be considered in gamification (Almeida & Simoes, 2019;Herzig et al., 2015;Morschheuser et al., 2018). Despite being overlooked in gamification research for learning, the importance of considering stakeholders in gamification projects has been emphasized in the health (Cheng, 2020) and business sectors (Mora et al., 2017). ...
There is increasing interest in incorporating game design elements in workplace learning, known as instructional gamification. Despite initial positive indications, there is still a need for a deeper understanding of how organizational stakeholders play a role in implementing instructional gamification. This study employed an explanatory sequential mixed-methods approach to identify and understand stakeholders' instructional gamification design preferences and how these preferences might impact their endorsement of instructional gamification. A survey of 231 individuals at a software company was conducted to gather data on stakeholders' preferences for instructional gamification. This was followed by in-depth interviews with eight employees to further enhance the understanding of stakeholders' instructional gamification design preferences. The quantitative findings revealed four interrelated factors concerning the instructional gamification design preferences of the three stakeholder groups. However, the qualitative findings revealed that the stakeholder groups interpreted the items differently. By integrating the quantitative and qualitative findings, the study provides a comprehensive understanding of the factors that enable or hinder stakeholders' endorsement of instructional gamification in workplace learning. The study also presents four design propositions that facilitate stakeholder endorsement of gamified learning artifacts. The findings have both theoretical and practical implications for designing and implementing instructional gamification in workplace learning environments.
... academic achievement and behavioural engagement (Granic et al., 2014). The considerable growth in gamification research in the past decade has connected gamified learning to increased engagement (Morschheuser et al., 2018), improved performance (Chu & Chang, 2014), enhanced motivation (Hwang et al., 2014), and an overall more enjoyable experience (Liu et al., 2017). Building on these potential affordances for learners, a growing number of researchers have suggested gamification as a useful tool to positively impact students' learning in STEM education (Li & Tsai, 2013), including in geoscience education (Reuss & Gardulski, 2001). ...
Background
The substantial growth in gamification research has connected gamified learning to enhanced engagement, improved performance, and greater motivation. Similar to gamification, personalized learning analytics dashboards can enhance student engagement.
Objectives
This study explores the student experiences and academic achievements using a gamified dashboard in a large, introductory STEM course.
Methods
We examined two groups of students enrolled in different sections of a one‐semester‐long physical geology course with a total enrollment of 223 students. The only difference between the groups was that one had access to the dashboard. The data collection included students' assignments, overall performances, and exam scores. Students in both sections completed a Science Literacy Concept Inventory survey at the beginning and end of the term. Additionally, students completed an end‐of‐term survey containing open‐ended questions on their experience and interactions with specific elements.
Results
Students shared mostly positive comments about their experience with the dashboard, and the final grade of students with access to the dashboard was 13% higher, on average, compared to their peers in the non‐dashboard section.
Conclusion
With low costs and little time invested, gamified dashboards could have a significant impact on student performance in large STEM lecture courses.
... In an era of high-speed digitalized technology and a multi-generational capacity team, the scenario has resulted in a struggle for the smarted of the people (Palmquist, 2020). The critical need for firms to entice talent becomes a fascinating case to embrace innovative operational and recruitment methods, such as gamification (Morschheuser et al., 2018). Gamification can increase employee engagement by incorporating game-like elements into non-game contexts such as work, to create a more interactive and engaging experience (Kapp, 2012). ...
Background: Research suggests that gamification can increase work engagement by providing employees with a sense of autonomy, competence, and relatedness, and by creating a fun and engaging work environment. Gamification is designed to increase consumer and employee engagement and see that they holistically collaborate to achieve a shared vision. The concept of gamification is as old as learning itself, just that the use of the terminology “Gamification” is of a recent origin.
Methods: This article focuses on the impact of gamification in various organizations and simultaneously sees its relationship with job engagement and productivity. A primary investigation was done to determine the nexus between the various variables and data collection from 400 respondents working in various fraternities of the economy from both public and private domains from countries in the Gulf region. The structural equation model and SPSS has been inferred to analyse the results.
Results: The study results show that variable such as perceived adoption and usefulness in the gamified system is significantly associated with job engagement. Similarly, employee’s recognition and perceived motivation have a positive impact on productivity. The study identified job engagement mediating factor to enhance organisational productivity in a gamified system.
Conclusion: The effectiveness of gamification in enhancing work engagement may depend on factors such as the design of the gamification system, the preferences and motivations of individual employees, and the organizational culture and goals. The findings have significant implications for insight into how employees in the service sector are aware of the gamified working environment and react to the system through work engagement and productivity.
... Moreover, it is widely recognized that organizations are composed of diverse stakeholders with varying interests (Freeman et al., 2010) including the ongoing digital transformation of the workplace. As a result, these stakeholders have a vested interest in organizations implementing gamified technologies (Morschheuser et al., 2018;Shahri et al., 2019). Despite the widespread adoption of gamified employee onboarding in contemporary workplaces, little is known about how the interests of various stakeholders affect the design of gamified HRM technologies. ...
... It seems that organizational stakeholders function as they can either facilitate or hinder a gamification project. Neglecting the prerequisites and perspectives of these groups might risk disrupting the already complex implementation process (Morschheuser et al., 2018;Shahri et al., 2019). Therefore, it is crucial to carefully consider stakeholder groups' opinions and attitudes and make sure to design a gamification implementation that meets their needs to be effective in an organization. ...
... The first rationale echoes Krippendorff's argument that a designer must apprehend an awareness and understanding of the contemporary design discourse where the design artifact is intended to be employed (Krippendorff, 2020). This further augments the argument that gamification providers must be proficient in the characteristics of the context where they deploy a gamification design (Callan et al., 2015;Morschheuser et al., 2018). Second, it should be noted that the management, newcomer, and leader stakeholders had not experienced the full extent of the design element, as they had used Mercury in its beta stage. ...
Gamification, the use of game-like elements in non-game contexts, has gained popularity in the field of human resources. However, little research has been conducted on the use of gamification in the employee onboarding process, specifically in terms of socializing and assimilating new employees into an organization. This study aimed to explore the design, development, and implementation of a gamified smartphone application for employee onboarding in a manufacturing company. Ethnographic data were collected over the course of 60 weeks through participation at various field sites and analyzed using thematic analysis with a human-centered design focus, examining the meaning attributed to the gamified application by different stakeholders within the organization. The results showed that different stakeholder groups attributed different and sometimes conflicting meanings to various design elements. The key finding was the identification of four bipolar design dimensions that both supported and hindered the design among stakeholders. These findings have both academic and practical implications for the design of future gamified employee onboarding tools in large enterprises.
... Although gamification is promising in many aspects it is not thoroughly described how it best should be implemented (Morschheuser et al., 2018). A prominent reason may be limited resources combined with lack of time to test and implement game-based methods (Aronsson & Björklung, 2015). ...
... At the same time, if it is not, the risk is elevated that stakeholders will abandon the gamification project. Even though knowledge is limited on how to properly implement digital gamification (Morschheuser et al., 2018), the understanding of how to accomplish analogue gamification implementations is next to zero. This is an apparent setback for the gamification field as analogue gamification implementations demand fewer resources and are more transformative than their digital counterpart. ...
Technology education has traditionally been male dominated and many educator providers struggle to both attract and keep females related to the education. Gamification, the use of game elements in a non-game context, has been shown to increase student engagement and inclusion in the learning environment. However, the gamification design and development process has been declared resource-demanding, which has reduced the more tailored approaches resulting in more generic ones. This is contradictory to the findings that gamification designs, especially in instruction, are context-dependent. Therefore this chapter displays an analogue gamification solution that is applied in a real-life environment, a technology vocational school, supporting the teachers' combat of gender inequality and expediting diversity and inclusion.
... To determine how gamification should be designed and implemented, it is necessary to consider users' individual differences, targeted behaviors, and other contextual factors, as they influence what types of strategies might work best in achieving a sustained behavioral change [13]. ...
Due to the ongoing social turmoil and the climate crisis, passenger road vehicles face increasing pressure to improve energy-efficiency. A central aspect of this endeavor is to motivate drivers to adopt a more energy-efficient driving style. In that respect, the use of information systems (IS) can be a game changer. Among motivational IS, especially gamification is a promising approach to encourage eco-driving as it has the potential to direct user behavior by providing positive experiences like those experienced when playing games. However, despite the emerging interest on gamified eco-driving, there is a lack of comprehensive understanding on how gamification has been applied in the eco-driving domain, hindering the understanding of how it should be designed in this context and what areas need further research inquiries. Therefore, this study synthesizes existing research on gamified eco-driving (17 studies) through a systematic literature review. Based on the results, performance-based and social gamification are most applied, while they aim at encouraging a relatively comprehensive set of different ecodriving behaviors by addressing the motivational hurdles related to eco-driving. We encourage future research endeavors to consider a wider variety of gamification types and be more transparent about the goals of implementing gamification and evaluate the psychological effects accordingly.
... The goal of gamification is to affect human behaviors [44], and, thus, iterations must be designed with users and context in mind. ...
... All the papers showed positive effects, except for a study conducted by Kim et al. [43], who indicated that gamification can be counterproductive if its use is forced on users rather than being optional. The goal of gamification is to affect human behaviors [44], and, thus, iterations must be designed with users and context in mind. ...
Online commerce has been growing rapidly in an increasingly digital world, and gamification, the practice of designing games in a context outside the industry itself, can be an effective strategy to stimulate consumer engagement and conversion rate. This paper describes the design process involved in introducing gamification into an online shop that is supported by two game servers of the same kind, namely one in the United States of America (US) and another in Portugal (PT). Through the various phases of the design thinking process, a gamified system was implemented to meet the needs of various types of users frequently found in the shops. The gamification elements used were intended to increase user engagement with the shops so that they would become more aware of existing products and the introduction of new products, promoting purchase through intangible challenges and rewards. The impacts on server revenues and user satisfaction (N = 138) were evaluated one month after introducing the gamification techniques. The results show that gamification has a positive effect on users, with a significant increase in consumer interaction in both shops. However, from a business point of view, the results show only an increase in revenue for the US shop, while the Portuguese shop shows no significant differences compared to previous months. Of the two user groups analyzed, only those who frequent the US shop show receptivity toward intangible rewards, with tangible rewards (discounts) being a greater motivating factor for both groups.
... Thus, to successfully apply gamification, game design elements must be adopted intentionally. According to Morschheuser et al. (2018), the participants must be studied and the context and the effect of the game design elements must be taken into cognisance to attain the desired effect. Positive results of gamification include improved engagement, higher participation, improved learning propensities, increased contributions and so on (Seaborn and Fels, 2015). ...
... Thus, gamification is integrating game design elements into a non-gaming domain. The ultimate aim of gamification according to Morschheuser et al. (2018), is to incentivize a user to possess the so-called game-like behaviors whilst working overtime without complaints, multitasking under pressure, focusing on the task at hand and keeping engaged no matter the obstacles. Some of the primary elements underpinning gamification are points, leaderboards, levels, badges, quests, on-boarding and engagement loops (Zichemann and Cunningham, 2011). ...
Purpose-This study examines the level of awareness and usage of game elements among construction professionals with a view to promoting the usage of gamification tools for the effective and efficient delivery of construction projects. Design/methodology/approach-Data were obtained from construction professionals including architects, builders, engineers and quantity surveyors. Retrieved data were analyzed using several statistical tools such as percentages, frequencies, mean item scores and exploratory factor analyses. Findings-The analysis revealed that progress bars, certificates and bonuses are the significant game elements adopted by professionals, but there is a low awareness of elements such as avatars and badges. Practical implications-There is a salient need for construction stakeholders' awareness of the importance of gamification and game elements as a key digital tool for the delivery of construction projects. The findings of this study make a case for stakeholders, professional bodies and government agencies to embrace and implement gamification practices in the construction sector. Originality/value-This study is the first conducted in Nigeria to examine the level of awareness and usage of game elements among construction professionals. The findings of this study will provide a reference point for researchers who will undertake studies relating to the concept of gamification in the construction industry context.
... Following the methods used to assess game design in the works of Dhillon et al. (2011), Helms et al. (2015, Morschheuser et al.(2018), and Schöbel et al.(2020), open-ended interviews were also conducted to evaluate the mobile D&D character creator proposed in this study to develop a holistic perspective on the subject matter. The aim of the evaluation is to investigate whether the proposed mobile D&D character creator meets its pre-defined objectives. ...
This paper contributes to rapid prototyping for Aboleth, a mobile application designed as a virtual character sheet for Dungeons and Dragons 5th edition. We propose augmenting an API framework, including details of the general design process and crucial details regarding the specific implementation of the project. The prototype is developed using Computer-Assisted Designs and Xamarin. Software engineering is integrated into game design to improve Human-Computer Interaction and eventually enhance user experiences. Additionally, we discuss the relevance of using such a tool to achieve rapid prototyping for enterprise mobile applications and Metaverse and explore opportunities to improve the project design.
