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The flow channel is a balance between challenge and skill. Anxiety arises when challenges cannot be met with one's skills. If challenges are inadequate for one's skills, boredom accrues. Adapted from "The concept of flow", by J. Nakamura and M.
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In human-computer interaction, the trend towards gamification is part of the shift of focus from usability to the more holistic approach of user experience. Gamification is "the use of game elements in non-game contexts" and is increasingly used in a variety of domains such as crowd sourcing, health care, sustainability, sports and learning. In tod...
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Though gamified loyalty programs (GLPs), or loyalty programs that deploy gamified elements, are increasingly adopted, academic acumen of customer engagement with GLPs lags behind, thus exposing an important research gap. Based on this gap, we review the gamification-, loyalty program-, and customer engagement literature, from which we derive import...
Citations
... The individual's tendency to do his/her activities freely is called autonomy, whereas competence alludes to the individual's ability to do a task. Relatedness is the beseech to interact with others as a form of social influences (Brühlmann, 2013;Csikszentmihalyi, 1990;Ryan & Deci, 2000) (Figure 2). ...
... Csikszentmihaily stated this flow as a buoyed experience, i.e., doing something for its own sake that was in concordance with Brühlmann in 2013 defined it as "the optimal experience, a state of mind and body with absorption and enjoyment" so when everything comes together, and we feel focused and involved in the task, we experience flow (Brühlmann, 2013). He hypothesized the theory based on three factors Personal factors based on causality orientation ; Situational factors based on rewards & Contextual factors based on goals (Figure 3). ...
Background
The advancements in digital technologies and globalization in dentistry demand a new innovative way of teaching and learning methodologies to shape our students to perceive high intellectual skills and critical learning abilities in the Indian education system. Few empirical studies have contextualized Game Based Learning (GBL) to achieve this herculean task. This review aims to offer a concept-centric synthesis matrix framework (SMF) to synthesize a few evidence-based studies on game-based learning and gamification to conceptualize theories and understand the hypothesis involved in game dynamics for increased student involvement in learning.
Methods
The search strategy was initiated using PRESS in databases such as PubMed/Medline, Embase, and Scopus was conducted with language restriction (English) and time restriction (2010- 2020). Publications included in the review spanned to original studies in the domain of teaching modules applying game-based learning (GBL), excluding articles with language other than English & review articles.
Results
All the studies synthesized by SMF inferred higher cognitive outcomes using GBL with an excellent understanding of the subject and increased academic scores.
Conclusion
Game-based learning (GBL) and gamification can be a new platform that can create an extra level of motivation and increase learners’ cognitive development. The application of SMF is crucial in identifying the knowledge gap from the existing literature, providing valuable insights for future research. This approach should be considered as a preliminary exercise prior to the conduction of SLR or scoping review, ensuring that educators and policymakers are well-informed about the research needs in dentistry education.
... The theoretical framework for assessing the impact of gamification in students' training programs at Universitas Muhammadiyah Surakarta draws from Self-Determination Theory, Flow Theory, and Expectancy-Value Theory (Brühlmann, 2013). It aims to investigate how gamification elements such as points, badges, leaderboards, challenges, and rewards influence student engagement, motivation, and learning outcomes. ...
... • Flow Theory: This theory suggests that optimal engagement occurs when students are fully immersed in activities that balance challenge and skill. Gamification can create such conditions through well-designed challenges and feedback (Brühlmann, 2013 H.2 Positive engagement dynamics among students during gamified training at UMS. ...
This research study examines the impact of gamification on student training programs at Universitas
Muhammadiyah Surakarta (UMS). Gamification, which integrates game-like elements into educational contexts, is
increasingly recognized for its potential to enhance engagement, motivation, and learning outcomes. Employing a
quantitative approach, the study collected data through google form from 102 UMS students. Data was analyzed
using SPSS and SmartPLS Software. Analysis focused on assessing how gamification influences student
engagement, motivation, and learning outcomes. Results indicate that gamification significantly enhances these
aspects within UMS training programs. Elements such as points, badges, leaderboards, and challenges were found
to increase student engagement, motivation, and improve learning outcomes. The study also highlights increased
participation, attendance, and collaboration levels among students participating in gamified training. The findings
contribute empirically grounded insights supporting Self-Determination Theory, Flow Theory, and ExpectancyValue Theory. Practical implications include guidance for educators, program designers, and administrators at UMS
and other institutions in developing effective gamified educational activities and training programs tailored to
diverse student preferences. Acknowledging limitations such as the study's focus on self-reported data and the
specific context of UMS, future research avenues include exploring long-term effects, demographic differences, and
incorporating objective performance metrics to further understand gamification's educational impact.
... Upon examining public libraries as valuable cultural, scientific, and social institutions, it is apparent that they coexist with media and information service providers such as social networks, the web, and television (Brühlmann, Mekler, and Opwis 2013). This highlights the importance of libraries adopting innovative strategies and approaches to remain competitive and attractive in this digital world. ...
... One such strategy is the implementation of gamification within libraries or organizations. Given that the primary objective of gamification efforts is to enhance enjoyment and satisfaction in performing a task or activity while achieving high productivity for both users and staff (Brühlmann, Mekler, and Opwis 2013), focusing on innovative gamification technologies can improve the competitive edge and appeal of libraries. This is essential for the quantitative and qualitative development of public libraries. ...
Gamification has emerged as an engaging approach to motivate participation and enhance experiences in diverse contexts. This study aimed to identify potential applications of gamification for attracting audiences to public libraries. Data was collected through semi-structured interviews with gamification experts, using purposive and snowball sampling, with thematic analysis revealing 16 main themes and 56 sub-themes. Our results show the potential of gamification to increase reading rates, help organize interesting events/challenges, and improve interactivity, the book lending process, library appeals, program awareness, user experience, educational activities, brand loyalty, participatory/volunteer activities, patron guidance, book searching, resource returns, marketing, and scientific/economic outputs in public libraries. This study highlights the fundamental and influential role of gamification in advancing public libraries and improving services in libraries. A dedicated gamification platform and system could enable libraries to engage librarian visitors, with further research needed to continue building knowledge in this emerging area.
... According to one scoping review regarding "The Use of Gamification and Incentives in Mobile Health Apps to Improve Medication Adherence", it was found that gamification features in mobile applications, such as dosage reminders, incentives, education, and social community interventions in mobile apps, can contribute to maintaining optimal medication adherence over time [34]. Furthermore, game elements and app features such as rewards can be used as tools to support basic psychological needs that align with the self-determination theory of Desi and Ryan for behavior change in various health areas such as medication adherence [37]. Overall, gamification features in mobile applications can improve medication adherence among users by fostering motivation and resilience and incentivizing the user's need to fight their illnesses. ...
... As users become more familiar with the app, progress in their gameplay, personalize their experience, engage socially, and receive feedback and improvements, mobile app gamification's interest and choice component is likely to increase significazntly. It can result in a more engaging and motivating user experience over time [37]. ...
Background
Finding innovative methods to enhance Tuberculosis treatment adherence in Malaysia is imperative, given the rising trend of non-adhere TB patients. Direct Observed Therapy (DOTS) has been used to ensure Tuberculosis (TB) drug compliance worldwide. However, due to its inconvenience, digitalizing this system into a virtual monitoring system via a mobile app can help deliver a more efficient tuberculosis management system. A gamified video-observed therapy is developed that connects three users the patient, supervisor, and administrator, allowing drug monitoring and patient loss to follow up with the patient tracking system. Thus, the objective of this study is to determine the impact of Gamified Real-time Video Observed Therapy (GRVOTS) mobile apps on patient medication adherence rates and motivation.
Methods
71 patients from 18 facilities participated in the 8-week single-arm intervention study. GRVOTS mobile apps were installed in their mobile apps, and patients were expected to fulfill tasks such as providing Video Direct Observe Therapy (VDOTS) daily as well as side effect reporting. At 3-time intervals of baseline,1-month, and 2-month intervals, the number of VDOT taken, the Malaysian Medication Adherence Assessment Tool (MyMAAT), and the Intrinsic Motivation Inventory (IMI) questionnaire were collected. One-sample t-test was conducted comparing the VDOT video adherence to the standard rate of 80%. RM ANOVA was used to analyze any significant differences in MyMAAT and IMI scores across three-time intervals.
Results
This study involved 71 numbers of patients from 18 healthcare facilities who showed a significantly higher treatment adherence score of 90.87% than a standard score of 80% with a mean difference of 10.87(95% CI: 7.29,14.46; p < 0.001). The participants’ MyMAAT and IMI scores significantly increased over 3-time intervals with the IMI Interest domain showing the highest mean difference 19.76 (95% CI: 16.37, 21.152: p < 0.001).
Conclusions
By utilizing GRVOTS, a mobile application based on gamification and real-time features, we can enhance motivation and medication adherence among TB patients, while also addressing the limitations of physical DOTS.
Trial registration
IRCT20230308057657N1, Registered on (15/03/23).
... Recent studies identified some attributes that constitute the components of autotelic personality, such as grit, interest, and openness to challenges (Baumann, 2012). These attributes overlap considerably with the dimensions of trait intrinsic motivation, pointing to the similarity of these two concepts (Brühlmann, 2013;Tse et al., 2020). Trait intrinsic motivation is a generalized tendency to formulate mastery goals which may lead to high levels of effort, persistence, and performance in a task (Heggestad & Kanfer, 2000). ...
We investigated whether the presence of explicit instantaneous positive feedback in video games might facilitate intrinsic motivation for and performance on a subsequent unrelated cognitive task. We hypothesized that the experience of flow, which would be facilitated by the instantaneous positive feedback during gaming, would facilitate positive motivational spillover on the subsequent cognitive task. We used an experimental design manipulating the instantaneous positive feedback during the game (n = 77 and n = 86 college students for the control and the experimental groups, respectively) and estimated a structural equation model. Controlling gender, prior gaming experience, and trait intrinsic motivation, the average level of flow for the participants who received instantaneous positive feedback was significantly higher than the others. Flow, in turn, positively and significantly predicted the performance and state intrinsic motivation for the cognitive task. Our findings pointed to a motivational spillover process initiated by the affective experience during video gaming.
... The flow or zone shows a player's state between anxiety and boredom; it could satisfy the motivational level for the player. [18,19] The difference in perception and students' satisfaction scores in the present study could be explained due to difference in individuals autonomy, competency and relatedness as well as the flow level of the involved participants. We encountered certain limitations during the study. ...
Background: Rapid advancements in computer technology have created a new platform for teaching students of present generations. Dental education is rapidly evolving and expectation for variety in curriculum teaching for improving student's performance skills is the need of an hour. Hence, the Aim of this study was to analyze a game based learning method in the subject of Oral pathology to improve student's learning performance in the subject.
... These games, applied to different areas of education, especially those in which students are otherwise demotivated and consequently with low levels of involvement with learning activities, are able to bring about positive impacts on students. Applying gamification efficiently may enable the overcoming of learning challenges, both learning and gaining better academic results (Brühlmann et al. 2013). Hence, the efforts made to ensure efficient gamification include constant challenges and feedback as well as high levels of interactivity (Pilar et al. 2016;Taspinar et al. 2016). ...
... Gamification is often defined as the use of game elements or metaphors in non-game environments (Deterding et al. 2011) in order to influence behaviour, improve motivation and enhance engagement. While sometimes criticised as vague or reductive (Tulloch 2014), this definition has been employed by many practitioners seeking to make various tasks more effective or enjoyable (Brühlmann 2013). In education, aided by the increased availability of technology in the classroom, gamification has been employed at various scales, from individual exercises and lectures to entire courses (Dichev & Dicheva 2017). ...
... 1. Clear goals 2. Unambiguous feedback 3. Balance between challenge and skill 4. Sense of control 5. Concentration 6. Action-awareness merging, i.e. deep and effortless involvement whereby participants feel oneness with the activity (Brühlmann 2013) 7. Losing self-consciousness 8. Time transformation, i.e. time passing faster than expected. 9. Autotelic experience, i.e. performing the activity for its own sake (Brühlmann 2013) The first three dimensions (skill-challenge balance, clear goals and unambiguous feedback) are preconditions for flow to occur; control and concentration are middle-level flow-enabling factors, which simultaneously result from the lower-level factors and contribute to flow; action-awareness merging, time transformation and losing self-consciousness are evidence of flow occurring. Finally, autotelic experience is effectively flow itself. ...
... Self-Determination Theory (SDT) fits well in combination with MAR gaming, as SDT is a global theory of human functioning of which motivation is one important component. Therefore, SDT can be used to explore the motivations of players (Brühlmann, 2016;Przybylski, Rigby, & Ryan, 2010). Pokémon Go has indeed the potential to satisfy the psychological needs in SDT as exploration and cooperation are highly valued (Broom et al., 2019;Lindqvist, Castelli, Hallberg, & Rutberg, 2018). ...
Purpose: There is a lack of analysis on players’ perceptions of mobile augmented reality (MAR) games and their sustainable effect. This study analyses Pokémon Go players motivation to play and their perceived physical activity behaviour.
Method: Semi-structured interviews of 12 young adult participants residing in Singapore, aged 21–32 years, were performed between February and April 2017. Participants were 6 regular active players of Pokémon Go and 6 were ex-players.
Findings: Findings revealed players were motivated to play to fulfil their needs for competency and relatedness. While the game seemed to impact players’ physical activity behaviour, it was not sustained. In addition, already physically active participants may have reduced their physical intensity level when playing.
Implications: The study raises questions with regards to the sustained physical activity impact of MAR games for already active young adults. Sport organisations’ managers could use MAR games high attractiveness to secure new membership.
... These games, applied to different areas of education, especially those in which students are otherwise demotivated and consequently with low levels of involvement with learning activities, are able to bring about positive impacts on students. Applying gamification efficiently may enable the overcoming of learning challenges, both learning and gaining better academic results (Brühlmann et al. 2013). Hence, the efforts made to ensure efficient gamification include constant challenges and feedback as well as high levels of interactivity (Pilar et al. 2016;Taspinar et al. 2016). ...
The application of gamification to the teaching-learning process across different fields of knowledge constitutes an emerging practice applied across all levels of education, from primary school up to university. This article, in keeping with the importance of the applications of this type of tool, holds the general objective of undertaking the mapping of research articles that approach the application of gamification techniques to teaching-learning processes in general education of all areas and the teaching of management in particular. In order to achieve this, this article describes the organisational structure of the field research in terms of publications, authors and journals as well as identifying and classifying the research articles about adopting gamification methods. Hence, the subject of analysis encapsulates scientific articles published in either the ISI Web of Science (WOS) or Scopus (SCO) databases related to the application of gamification to the teaching process in general and to management in particular.
The present research focused on the mapping of the literature related to the application of gamification to the management field because we didn’t find an article in the literature addressing this particular area. The existence of this GAP motivated the authors to conduct a research directed to the analysis of scientific studies in which gamification had been applied in this area.
