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Do badges increase user activity? A field experiment on effects of gamification
Abstract
During recent years, the practice of adding game design to non-game services has gained a relatively large amount of attention. Popular discussion connects gamification to increased user engagement, service profitability, goal commitment and the overall betterment of various behavioral outcomes. However, there is still an absence of a coherent and ample body of empirical evidence that would confirm such expectations. To this end, this paper reports the results of a 2 year (1+1 year – between-group) field experiment in gamifying a service by implementing a game mechanic called ‘badges’. During the experiment a pre-implementation group (N=1410) was monitored for 1 year. After the implementation, the post-implementation (the gamified condition) group (N=1579) was monitored for another full year. Results show that users in the gamified condition were significantly more likely to post trade proposals, carry out transactions, comment on proposals and generally use the service in a more active way.
... GAM means adding game elements to any service, which makes the service more interesting and creates customer loyalty [57]. Recently, GAM has been on the radar of the marketing and management strategies of many global businesses and mobile application developers [143]. ...
... The fact that the existing literature on GAM is still insufficient [112] requires an integrated study with MSApp. Most of the studies focused on GAM for customer engagement [49,71,109], higher loyalty ( [8,15,57], advertising [130], and motivation [58], however, no previous study has proposed an improved system for SEM of GAM, TAM, and MSApp. ...
... Also, GAM is applied in the creation of the content of e-commerce sites [130]. GAM is used in e-commerce and marketing to create content, increase sales, and create higher loyalty [8,15,57]. It has been found that gamified content increase loyalty, which in turn improves consumers' INT to engage [72]. ...
Businesses add gamification to their mobile shopping applications to increase customer interaction and their continuance intention. It has been observed that, with gamification based mobile shopping activities, consumers have positive experiences, and their customer loyalty has increased. Therefore, it is crucial to research the effects of gamification content used in mobile shopping applications on consumers’ tendencies to use or not use technology. This research aims to determine the effect of gamification activities offered in mobile shopping applications on users’ perceived ease of use, perceived usefulness, attitude, and intention using the Technology Acceptance Model (TAM). The research used a convenience sample of 442 mobile shopping applications users living in Turkey and an online survey method was used to collect the research data. Considering the analyses of the research, the relationship levels between the variables were determined. There are significant relationships between PEOU and GAM (r = .939), PU and PEOU (r = .874), ATT and PU (r = .827), INT and ATT (r = .969). Reliability and validity analyses were applied. The factor loadings of the scales, and AVE value above .50, Cronbach’s Alpha (Cα), and CR value above .70 were considered statistically reliable and valid. The technique of structural equation modeling (SEM) was used to estimate the variables' effect and mediation levels. Then, it was found that perceived ease of use had a positive and significant mediating effect (β = .339) between gamification and attitude variables. Similarly, perceived usefulness had a positive and significant (β = .827) mediating effect between gamification and attitude variables.
... The inclusion of gamification elements can exert a positive effect on different consumer-related outcomes (Hamari, 2017;Feng et al., 2020;Xi and Hamari, 2020). For this reason, many companies have started to include gamified features in their mobile apps to improve their users' experience, gain new customers and reinforce existing customers' positive attitudes towards the brand (Eisingerich et al., 2019;Xi and Hamari, 2020). ...
... In summary, based on the above reasoning, we propose that CBE mediates the relationship between the gameful experience and brand loyalty and between the influence of the gameful experience on behavioural intentions to use gamified branded apps. Users of a gamified system are more likely to engage with it and do activities that lead to increased loyalty; they also generally use the service more actively and persistently (Hamari, 2017). Therefore, the following hypotheses are proposed: ...
Purpose
This study aims to examine the impact of the gameful experience on behavioural outcomes. Drawing from stimulus–organism–response theory, it proposes and tests a new model that investigates the relationship between the gameful experience, brand loyalty and intention to use gamified branded applications in the sports context. In addition, it explores the mediating role of customer–brand engagement (CBE) and the moderating role of self-image congruity (SIC).
Design/methodology/approach
A sample of 436 active users of sport-related branded gamified applications was used to test the model. Data was collected from online sports forums, brands’ Facebook communities and during sporting events.
Findings
Results indicate that the gameful experience positively and directly impacts behavioural intentions but does not directly influence brand loyalty. This relationship becomes partially significant when mediated by CBE. In addition, results show that users with high levels of SIC are more likely to continue using the gamified application, whereas users with low levels are more likely to engage with the brand.
Originality/value
This study expands the gamification literature in the sports sector by revealing the importance of the gameful experience in driving loyalty, behavioural intentions and CBE. It proposes a new model that sheds light on the emotional aspect of the interaction between a user and a gamified system and the importance of exploring the effects of moderators, such as SIC, in these relationships.
... Another mechanic considered to be valuable was competition, namely in the form of social comparison. The phenomenon of social comparison is known for its persuasive power (Hamari, 2017). When public competition is available, users tend to benchmark themselves. ...
... This action can have a persuasive role and affect the user's behaviour. Another known effect of social comparison is engagement by empathy, mean-ing that users are more prompt to participate in activities that other users are also involved in (Hamari, 2017). Considering this and the results from Parra, R.'s work about competition (Parra, 2017), the authors decided to implement a social comparison system. ...
... Gamification research has dealt with studying game elements such as badges (Hamari, 2017) and leaderboards (Landers and Armstrong, 2017). It has also dealt with the effect of gamification on behavioral outcomes such as the use of website tasks on TripAdvisor (Sigala, 2015) or usage activity in a peer-to-peer trading service (Hamari, 2017), brand loyalty, word of mouth and resistance to negative outcomes (Hsu and Chen, 2018) or has investigated the impact of underlying psychological states of hope and compulsion on EJM attitudinal outcomes such as customer engagement and behavioral outcomes such as digital sales (Eisingerich et al., 2019). ...
... Gamification research has dealt with studying game elements such as badges (Hamari, 2017) and leaderboards (Landers and Armstrong, 2017). It has also dealt with the effect of gamification on behavioral outcomes such as the use of website tasks on TripAdvisor (Sigala, 2015) or usage activity in a peer-to-peer trading service (Hamari, 2017), brand loyalty, word of mouth and resistance to negative outcomes (Hsu and Chen, 2018) or has investigated the impact of underlying psychological states of hope and compulsion on EJM attitudinal outcomes such as customer engagement and behavioral outcomes such as digital sales (Eisingerich et al., 2019). ...
Purpose
This paper aims to develop a conceptual model to understand how different gamification designs (hedonic and utilitarian) evoke different emotions and impact subsequent patronage intentions for online consumers in different mindsets.
Design/methodology/approach
The authors first conducted a content analysis study and then tested the model with two online experiments [both 2 × 2 factorial designs – gamification (hedonic/utilitarian) and mindset (implemental/deliberative), with different utilitarian and hedonic products].
Findings
Gamification with hedonic benefits influences website patronage intentions by evoking promotion emotions, while gamification with utilitarian benefits does so by evoking prevention emotions. Gamification with hedonic benefits has a stronger impact on consumers shopping with deliberative mindsets, while gamification with utilitarian benefits works better for those with implemental mindsets.
Research limitations/implications
Future research may extend the present work by considering other types of gamification.
Practical implications
Managerially, e-tailers may use gamification with hedonic aspects for consumers in deliberative mindsets and utilitarian aspects for those in implemental mindsets.
Originality/value
To the best of the authors’ knowledge, this research is the first to draw a link between mindsets and gamification. This research is also the first to operationalize gamification as hedonic and utilitarian based on their design characteristics and to establish emotional consequences as an important link between gamification and user behaviors.
... The exact nature of verifying secure coding practices on freelance platforms is beyond the scope of this paper, but if a system can be devised that is universally trusted and easily implementable, then the use of gamification may work as a reward system. Gamification methods have been shown to have long-term behavioral effects (Hamari, 2017), but gamification should be done with caution as not all findings support their efficacy (Barreto & França, 2021). If badges are perceived by platform-users meaningful and trusted, these may act as a reward system that can be used for freelancers. ...
... Consequently, consumers can compare their ranks with others, inspiring a spirit of competitiveness (Raman, 2020). This, in turn, may inculcate trust and satisfaction among online shoppers and passion among online retailers to involve people for a long time (Deterding et al., 2011;Hamari, 2017). Therefore: H1: Gamification has a positive impact on customer satisfaction in online shopping. ...
This research uses self-determination theory to examine gamification, virtual-try-on technology (VTO), and e-logistics service quality(e-LSQ) as antecedents of customer satisfaction in the domain of online shopping. This research further examines customer satisfaction as predictor of repurchase intentions while theorizing Pay-on-delivery (POD) as a moderator between customer satisfaction and repurchase intention. Data were gathered using a self-administered questionnaire from online shoppers. The sample comprised of 634 respondents who had purchased products using VTO. The results confirmed VTO and e-LSQ as strong antecedents of customer satisfaction, which further leads to repurchase intention. Interestingly, gamification had insignificant influence on customer satisfaction. Further, POD moderated the relationship between customer satisfaction and repurchase intentions. This study is a preliminary attempt in the online context to evaluate POD and VTO as substantial factors stimulating online purchase using the SDT as a theoretical underpinning. A theoretical relationship among e-LSQ, VTO, and customer satisfaction is further demonstrated by the study.
... Landers et al. (2017) found that leaderboards motivated employees to improve their task performance by the setting of their goals at the top of the leaderboard. In addition, Hamari (2017) observed that GE increased user engagement, service experience, and GC. Similarly, Garcia Margo and Pinar (2019) noted that manufacturing firms use gamification strategies to improve their servitization processes. ...
... Various research (Barata et al., 2013;Giang, 2013;Hamari, 2017) highlights the idea that educational games seem to be a valuable practical approach to learning and teaching, with positive effects on learning/training outcomes. By applying gamification in the educational process, users (pupils, students, etc.) are motivated to be present, to engage and actively participate in the learning process given the joy of the game, the opportunity to win, and the idea of being in competition with peers. ...
... Evidence on the effectiveness of gamification is limited or contradicting due to methodological limits in study designs and analytic approaches (Huang & Hew, 2018;Hamari, 2017;Sailer et al., 2017;Seaborn & Fels, 2015). Many previous studies, which is also the case for Malaysia, rely entirely on self-reported survey data, a class intervention with no pre-test, or a two-class comparison study that does not compare students from the same course (Hamari et al., 2014;Çakıroğlu et al., 2017). ...
Gamification becomes trending to increase learning engagement. Yet it is rarely attempted by teachers for flipped classroom approach due to time constraint, the need for creativity and technology literacy. In this paper, I share my experience in gamification design to promote communication, collaboration, critical thinking, and creativity (4Cs) among students. Faced with stagnancy in using traditional cooperative strategies, I took on the challenge of designing the game “Mystery of Super Ball” for the Polymer topic, involving a group of pre-service teachers as Agents in a mystery-mission game. The study design was motivated by the gap in action research’s reflective practitioner philosophy. Data was gathered through video recording, semi-structured interviews, and student reflections. The findings indicate that students demonstrated strong communication and collaboration skills while immersing themselves in their detective roles. Triangulating with quantified episodes, communication (31.01%) and collaboration (25.58%) were substantively prevalent in the students’ problem-solving tasks. However, critical thinking (22.79%) and creativity (20.62%) showed relatively lower occurrences, suggesting the need for revising my strategies. Among the 24 subconstructs of the 4Cs themes, two were minimally observed: ‘Create new and worthwhile ideas (both incremental and radical concepts)’ and ‘Analyze and evaluate major alternative points of view’, falling under creativity and critical thinking, respectively. These insightful findings strongly advocate for reevaluating the current critical essay assessment on the Polymer topic. A more innovative approach is needed, one that challenges students to showcase their creative and critical problem-solving abilities. Noteworthy, students’ perceptions of my creativity shed light on my strengths and weaknesses in game design, providing valuable insights for future research recommendations. This study highlights the importance of being a reflective practitioner, both for my pre-service student-teachers and myself as a lifelong learner.
... Therefore, platform owners can leverage platform endorsements as a positive reinforcer to encourage users to contribute content. This hypothesis is supported by the work of Hamari (2017) and Li et al. (2012), which demonstrated that awards or badges positively impact user contributions to online communities in the post-recognition phase. Thus, based on reinforcement theory (Richardson, 2013), we expect that platform endorsements as a positive reinforcer will have a positive impact on user content generation. ...
... Moreover, language learning platforms increasingly incorporate elements of gamification and adaptive learning, both powered by AI. Gamification introduces engaging game-like elements such as incentives, challenges, and leaderboards, effectively motivating learners and infusing enjoyment into the learning process (Hamari, 2017). On the other hand, adaptive learning systems, driven by AI algorithms, personalize the learning experience dynamically. ...
Foreign language acquisition has been a key issue in the field of language education. In recent years, the integration of Artificial Intelligence (AI) into language learning has brought about a transformative shift in the teaching and acquisition of the English language. This article delves into the tasks associated with implementing these actions and provides recommendations that form the methodological foundation for cultivating linguistic personalities in ELT. The research is dedicated to the analysis of prevalent and frequently employed methods and competency-based approaches to online foreign language instruction, grounded in both national and international experiences, illuminating the progress made in this burgeoning field. This comprehensive review of effective strategies for teaching foreign languages in the context of distance online learning offers valuable insights into contemporary language teaching.
... To encourage repeated use of DAHLIA, increase engagement with modules, and help participants keep track of modules they have completed, a checkbox "badge" system was implemented. Badges can help stimulate motivation and engagement by acting as a token of an accomplishment or goal (Hamari, 2017). After a module was completed for the first time, as described above, a bright green checkmark appeared on the module in the main menu. ...
Sexual assault is a common human rights violation that globally affects approximately 1 in 3 women (30%). Making interventions available via the internet can enhance the security, privacy, and accessibility of mental health resources. This pilot study evaluates utilization, perceived helpfulness, and initial efficacy of Digital Aid to Help Life Improve after Assault (DAHLIA), a fully automated internet-based microintervention website developed to help women improve mood and functioning. Sixty-eight individuals consented to take part in this study. Although most participants visited the website only once, the eight DAHLIA microinterventions were used 117 times. Participants rated the microinterventions as moderately useful; depression and anxiety were inversely related to the perception of usefulness (p < .05). Microinterventions that were designed to offer immediate relief improved mood from before to after use more than the microinterventions requiring activities outside of the intervention (p < .05). Both types of microinterventions were similarly effective for reducing distress from before to after using microinterventions. Our initial test of DAHLIA indicated an interest in such interventions along with their potential to improve mental well-being in the moment. This study also suggested areas for improvement and further development.
... In a learning context, this could involve adding points, badges, and leaderboards to the institution's learning management system LMS or classroom (Koivisto & Hamari, 2019;Majuri, Koivisto, & Hamari, 2018;Seaborn & Fels, 2015;Hamari et al., 2014). The aim of points, badges and leaderboards is to promote engagement and fun learning experience among students (Deterding, Nicke, O'Hara &Dixon, 2011 andGamification, 2010) and it was perceived that the badges they collected highlight their social status to their peers (Hamari, 2015). A study conducted showed that gamification concepts with badges and progress bars were used as a tool for online learning. ...
Universities, researchers and practitioners are looking for effective ways to engage, enhance, and promote students’ learning in the classroom. Gamification is the integration of game-like design elements into non-game context to motivate action, engage, and solve problems. This paper presents the effectiveness of gamification through leaderboards to improve student engagement in subjects for Company Website Design (EIC552) and Communication through Drama (EPE530) at Akademi Pengajian Bahasa, Universiti Teknologi MARA. Questionnaires were given to examine the effects of gamification on student learning and engagement. Results suggest that gamification through leaderboards are effective in improving student participation and encouraging extracurricular learning.
... Los sMOOC, por su carácter de modelo de educación abierta e informal, suelen usar estrategias de recompensa y gamificación (Brull y Finlayson, 2016;Hamari et al., 2016). En el caso de DPAP, se usaron insignias como elementos de recompensa para los distintos objetivos de los módulos, de modo que los participantes tuvieran registro y prueba digital de sus logros, algo que se ha probado como un buen estímulo en este tipo de herramientas (Hamari, 2017). ...
El proyecto europeo YouVerify! tiene como objetivo desarrollar un programa de cursos y actividades para estimular la alfabetización mediática e informacional (AMI) entre estudiantes, profesionales de la información y profesores de todos los niveles educativos. El diseño de recursos pedagógicos AMI requiere contextualizar el trabajo del estudiante en el mismo tipo de medios y tecnologías de comunicación social en los que hoy accede a la información, y que son parte de sus actividades educomunicativas. El modelo de diseño de cursos masivos en línea sociales, sMOOC, es como una herramienta educomunicativa capaz de implicar a los estudiantes e interesados en actividades colaborativas a través de medios y herramientas sociales. Con una metodología de análisis cuantitativo, a partir de los datos del cuestionario de satisfacción voluntario que aportaron los participantes que realizaron el sMOOC, se estudia el interés de los mismos en los mecanismos de desinformación y las herramientas para la verificación y refutación de noticias falsas. Se revisa su percepción de la metodología social y abierta del sMOOC y su interés en difundir estas nuevas competencias entre sus estudiantes o colaboradores. Como conclusión, se destaca el alto grado de satisfacción que suscitó la iniciativa en la alfabetización con espíritu crítico. También, y gracias al componente social del sMOOC, destacó el interés que mostraron los participantes para desarrollar sus propios proyectos AMI como profesores o influencers.
... Uma das metodologias ativas emergentes é a gamificação. A gamificação associa a diversão e as emoções presentes nos games com o aprendizado, tornando-se uma metodologia cada vez mais aplicada nas escolas (Fotaris et al., 2016;Hamari, 2017). Ao inserirmos elementos de games nos instrumentos tradicionais pedagógicos criamos uma experiência gamificada, ver Figura 1, capaz de atrair a atenção, aumentar o engajamento, a motivação e o desempenho escolar (Hanus e Fox, 2015;Mekler et al., 2017;Razali et al., 2020). ...
Perante a uma nova realidade de aula remota, os professores estão cada vez mais buscando utilizar metodologias ativas, como por exemplo a gamificação, para tornar suas aulas remotas mais atrativas e mais participativas. Nesse cenário, cresce a utilização de recursos educacionais abertos para apoiar o ensino e a aprendizagem, com diversas opções para enriquecer essa interação online. A investigação ocorreu durante as aulas remotas da disciplina matemática com estudantes de uma escola pública brasileira, por meio da plataforma gamificada Quizizz, através de avaliações formativas para revisar os conteúdos de funções. A metodologia empregada teve uma abordagem mista, através de Design-Based Research, em três fases, com duas iterações realizadas. No intuito de contribuir para o professor proporcionar uma experiência gamificada nas aulas remotas, foi desenvolvido um roteiro de exploração do recurso educacional aberto Quizizz. Dentre os resultados encontrados, 89,1% dos estudantes afirmaram que participam das aulas quando tem uma atividade gamificada e 93,5% dos estudantes estão motivados em realizar suas atividades na plataforma Quizizz. Os professores podem beneficiar-se desse formato mais dinâmico e divertido do Quizizz para criar uma experiência gamificada por meio de uma avaliação formativa, com o potencial para aumentar o engajamento e o desempenho escolar.
... 2. Badge is a visual representation of the learner's achievements. Badges rep resent a document of recognition of the learner's efforts in achieving the various learning objectives [12]. 3. Levels indicate moving from one category to another, or from one lev el to another based on the learner's progress in the educational tasks and his/her achievement of goals that qualify him/her to join a higher level that requires new challenges. ...
Introduction. Digital stimuli are one of the strategies prepared by higher education institutions in university teaching in the field of vocational education, but they do not attach importance to them from other strategies that are used. The investigation of the role of educational digital stimuli in achieving the academic passion of vocational education students in Jordanian universities in light of COVID-19 is important to try to know the effect of digital stimuli on the academic passion of vocational education students.
Methodology and research methods. The descriptive survey method was used to analyse the data. To achieve the objectives of the study, a questionnaire consisting of (29) items was designed, divided into three areas: dynamics (11 items), mechanics (7 items), and components (11 items) to collect data. The study sample consisted of 260 male and female students in Jordanian universities. Results and scientific novelty. The results showed that the role of educational digital stimuli in achieving academic passion was ‘high’ with no statistically significant differences due to the gender variable, with statistically significant differences due to the variables of the academic year and university type. Practical significance. The study recommends designing educational environments that are attractive, interactive, and related to the students’ reality, using strategies for deep information processing, problem-solving method, creativity and critical thinking in order to achieve students’ involvement in learning.
... Service scholars have argued that positive outcomes associated with gamified services are less dependent on whether gamification is applied but more on how it is designed (Köse et al., 2019;Rapp et al., 2019). Studies have alluded to the central roles of game mechanics and design elements such as rewards (Hwang and Choi, 2020), challenges (Zichermann and Cunningham, 2011), badges/leaderboards (Hamari, 2017;Landers et al., 2017), and themes/storylines . ...
This research aims to (1) investigate the effects/mechanisms of gamifying restaurant self-service technologies (SSTs) on post-SST usage behavior; and (2) understand how this gamification effect varies as a function of the game result (win vs. loss), reward type (monetary vs. altruistic), and reward size (small vs. large). Two simulation experiments were conducted to achieve these objectives. Our findings suggest that gamified (vs. non-gamified) SST interactions yield higher behavioral outcomes. The results further indicate that menu knowledge, which can be acquired through gamified SSTs, is a necessary condition for impulsive menu ordering. Moreover, we discovered that participants who win (vs. lose) in the game expressed greater enjoyment, perceived value, and post-SST behavioral outcomes, but only when a monetary (vs. altruistic) reward was offered. These findings contribute to the literature by providing evidence of the impacts of gamification, game results, and reward type on menu ordering and behavioral intention in restaurant settings
... Pazarlamada oyunlaştırma çalışmalarında ilgi çeken bir diğer araştırma alanı da farklı oyunlaştırma tekniklerinin ve tasarım unsurlarının kullanımıdır. Literatürde yer alan çalışmalar ödül sistemlerinin (Ahn vd., 2019;Dikcius vd., 2021;Lewis vd., 2016), liderlik tablolarının (Landers vd., 2017;Ortiz-Rojas vd., 2019;Zhang vd., 2021), rozetlerin (Hamari, 2017;White & Shellenbarger, 2018) ve diğer oyun mekaniklerinin (Olaison & Taalas, 2016) pazarlama bağlamında etkilerini incelemiştir. Hamari ve Koivisto (2014) tarafından yapılan bir çalışmada, rozetlerin ve liderlik tablolarının pazarlamada en yaygın kullanılan oyunlaştırma unsurları olduğu ve kullanıcı katılımını ve motivasyonunu artırmada etkili oldukları bulunmuştur. ...
Bu bibliyometrik inceleme, dijital pazarlama alanında yayımlanmış, oyunlaştırma konusunda yapılan araştırmaların mevcut durumuna genel bir bakış sunmaktadır. Analiz sürecinde kapsamlı bir arama stratejisi kullanılarak, Web of Science akademik veri tabanından toplam 217 ilgili makale tespit edilmiştir. Bulgular, son on yılda dijital pazarlama alanında yayımlanmış, oyunlaştırma üzerine yapılan yayınların sayısında istikrarlı bir artış olduğunu ve 2020'de önemli bir zirve yaptığını göstermektedir. En yaygın araştırma konularının, oyunlaştırmanın tüketici davranışı, kullanıcı deneyimi, katılım ve motivasyon üzerindeki etkileriyle ilgili olduğu tespit edilmiştir. Çalışma aynı zamanda pazarlamada oyunlaştırma çalışmalarında en sık kullanılan anahtar kelimeleri de vurgulamaktadır. Bunlar; oyunlaştırmanın kendisi, pazarlama, katılım, motivasyon ve sadakat şeklindedir. Ayrıca, dijital pazarlamada oyunlaştırma araştırmalarının büyük çoğunluğunun Kuzey Amerika ve Avrupa bölgelerine odaklandığı görülmektedir. Buna ek olarak, dijital pazarlama alanında yayımlanmış, oyunlaştırma araştırmalarında en çok çalışılan sektörler arasında oyun endüstrisi, sağlık ve fitness, eğitim ve perakende yer almaktadır. Son olarak çalışma sonuçları, oyunlaştırmanın dijital pazarlamada, özellikle de sosyal medya pazarlaması, mobil pazarlama ve e-ticaret alanlarında kullanımına yönelik artan ilgiye dikkat çekmektedir. Bibliyometrik inceleme, dijital pazarlama alanında yayımlanmış, oyunlaştırma üzerine yapılan araştırmaların mevcut durumunun kapsamlı bir şekilde anlaşılmasını sağlamaktadır. Araştırma bulguları, literatürdeki önemli eğilimleri ve boşlukları ortaya koyarak ve bu da konuyla ilgili gelecekteki araştırmalara yol göstermeye yardımcı olabilecek potansiyeldedir. Genel olarak bu çalışmanın sonuçları, dijital pazarlama alanında yayımlanmış, oyunlaştırmanın potansiyelini ve tüketici davranışı, katılımı ve motivasyonu üzerindeki etkisini tam olarak anlamak için daha fazla araştırma yapılması gerektiğini vurgulamaktadır.
... Contrary to studies supporting the efficacy of badges (Hamari, 2017;Helmefalk, 2019;Xu et al. 2021), 38.9% of students rated badges poor/not useful. Part of the lack of this mechanic's success may lie in how it was undervalued in the course in terms of lacking any extrinsic reward or recognition system. ...
This article explores the praxis of gamification pedagogy and post-secondary course design. The literature on gamified design theory and current research on its application as a pedagogy are explored. A student-centric, motivationally based gamification design model is proposed, operationalized, implemented, evaluated, and reiterated. The design process, application strategies and challenges, and resulting qualitative outcomes over a two-year implementation period of the re-designed gamified course are detailed. Student evaluations rated both the overlaid gamified structural design and the integrated course mechanics as highly motivating and contributing significantly to their success and positive learning experience. The gamified course design was able to resolve historical challenges for the identified course and increased student engagement. Gamification pedagogy proved uniquely effective for two sub-groups of students, those struggling with anxiety and second language learners. This innovative pedagogy effectively leveraged students’ unique intrinsic and extrinsic motivators to create an empowering, supportive, and highly effective learning framework.
... In a learning context, this could involve adding points, badges, and leaderboards to the institution's learning management system LMS or classroom (Koivisto & Hamari, 2019;Majuri, Koivisto, & Hamari, 2018;Seaborn & Fels, 2015;Hamari et al., 2014). The aim of points, badges and leaderboards is to promote engagement and fun learning experience among students (Deterding, Nicke, O'Hara &Dixon, 2011 andGamification, 2010) and it was perceived that the badges they collected highlight their social status to their peers (Hamari, 2015). A study conducted showed that gamification concepts with badges and progress bars were used as a tool for online learning. ...
Universities, researchers and practitioners are looking for effective ways to engage, enhance, and promote students' learning in the classroom. Gamification is the integration of game-like design elements into non-game context to motivate action, engage, and solve problems. This paper presents the effectiveness of gamification through leaderboards to improve student engagement in subjects for Company Website Design (EIC552) and Communication through Drama (EPE530) at Akademi Pengajian Bahasa, Universiti Teknologi MARA. Questionnaires were given to examine the effects of gamification on student learning and engagement. Results suggest that gamification through leaderboards are effective in improving student participation and encouraging extracurricular learning.
... Consumers are more inclined to engage in behavior when they believe that they have greater control over it. By increasing task transparency and providing users with visible feedback on progress, gamification components, such as points, badges, and leaderboards, can boost users' perceptions of behavioral control (Hamari, 2017;Alhammad & Moreno, 2020). Gamification may boost consumer motivation and engagement by encouraging social interaction between users and non-users. ...
Increasing use of social communication networks and mobile technology have caused the airline-passenger relationship to shift from traditional methods to more modern and technological infrastructure processes. The airline loyalty programs provide that permit more focused marketing, tailored services, and more accessibility for both members and non-members. Consumers are motivated by prizes, competition, and social engagement in gamified loyalty programmes. Gamification, which is effective in improving the results of innovation practices and their acceptance by consumers, plays an active role in this interaction. In this direction, the study aims to reveal the factors that affect the service system non-users behavioral intentions based on airline loyalty programs and its relationship between social influence, consumer innovativeness, and gamification. The research data were collected from air passengers who use air transportation at least once time and have no loyalty program membership. Data obtained from passengers were analyzed using the PLS-SEM model. The findings show that gamification processes will improve the participation process of new passengers, and in this direction, new consumer profiles can be added to the portfolio of service systems. In addition, it has revealed that gamification and social influence are effective on behavioral intention and gamification has a mediating role in the relationship between consumer innovativeness and behavioral intention.
... Gibson ve diğerleri (2015) dijital rozetleri, çevrimiçi erişilebilen ve bir etkinliğin bağlamını, anlamını, sürecini ve sonucunu açıklamaya yardımcı olan başarım, ilgi veya ilişkileri temsil eden görseller olarak tanımlamıştır. Rozetler kullanıcı etkinliğini artırmada (Hamari, 2017;Huang ve Hew, 2015), çevrimiçi materyaller ve aktivitelerle sürekli etkileşimde bulunmada (Gibson vd., 2015) motive edici unsurlardır. ...
Öğrenme ortamlarında başarıyı, motivasyonu, katılımı artırma potansiyeline sahip oyunlaştırmanın uygulanması için çeşitli araçlara ihtiyaç duyulmaktadır. Öğretmenler finansal ve teknik destek eksikliği; uygulamanın ve değerlendirmenin vakit alması gibi, araçlarla ilgili sebeplerle oyunlaştırma uygulamalarından kaçınabilmektedir. Bu çalışmada, eğitim ortamlarında kullanılabilecek oyunlaştırma araçlarının özellikleri incelenmekte ve karşılaştırmalı bir şekilde sunulmaktadır. Araçlar seçilirken eğitime yönelik geliştirilmiş ya da öğrenme öğretme süreçlerinde kullanılabilir olması; aracın içerikten bağımsız olması; en azından bir dersi oyunlaştırabilmeyi mümkün kılacak özelliklerin ücretsiz olması ve çevrimiçi olması göz önünde bulundurulmuştur. Classcraft, ClassDojo, Gimkit Live, GooseChase ve Pointagram olmak üzere toplam 5 adet araç incelemeye dahil edilmiştir. İnceleme, oyunlaştırmanın temelini oluşturan bileşen ve mekanik yapısının üzerinden ilerlemektedir. Çalışmada bileşen ve mekanik ilişkisi kuramsal temellere dayandırılarak açıklanmakta ve araçların özellikleri bu bağlamda tartışılmaktadır. Araçlarda bileşen olarak puan, rozet, seviye, başarımlar, sanal eşyalar, lider tabloları, hediye, küçük görevler, takım ve avatar; mekanik olarak ise ödül, ilerleme, rekabet, hikaye, özgecilik, anlık dönüt, mücadele ve statü yer almaktadır. Tüm araçlar puan, küçük görevler ve takım bileşenlerine ek olarak rekabet, anlık dönüt, mücadele ve statü unsurlarına sahiptir. Son olarak, çalışmada araç seçimi veya geliştirmesine yönelik birtakım öneriler getirilmektedir.
... It would be simple to just badge progress in a game like this, that is, when you earn 100 gold you get a silver badge, when you earn 500 gold you earn a gold badge and when you hit 1000 gold, you earn a platinum badge. Juho Hamari showed that simply earning badges tends to improve productivity over a long period of time, showing effects that persisted up to 2 years after badge-integrated learning was completed compared to students who were not awarded any form of badge (Hamari, 2017). This mechanic is effective, but it is one dimensional and might only appeal to a specific type of player. ...
Intrinsic and extrinsic motivation in faculty development creates several reasons to address participation in a program. While the former depends on voluntary participation which is a prominent type for recruiting faculty members for faculty development, the latter is the result of certification and promotion purposes. Intrinsic motivation is easy to address since the faculty members address their own development needs; extrinsic motivation, however, tends to yield a lower bar for development and lower priority for faculty development before teaching and scholarly obligations. Gamification of faculty development is an appropriate strategy to increase both intrinsic motivations through techniques like cultivating and extrinsic motivation by providing an environment to showcase abilities, skills, and accomplishments. However, gamification in the scope of faculty development requires some directions. Therefore, the purpose of this chapter is to define how to harness gamification for faculty development while describing five ways fine-tuned for faculty development.
Faced with growing pressure for environmental sustainability, many companies are exploring innovative ways to incorporate “green” practices into their day-to-day processes. The purpose of this study was to explore the impact mechanism of gamified empowerment mediated by environmental identity and user engagement on pro-environmental behaviors, and to conduct data analysis based on the questionnaires of 341 participants. The study found that: gamification has a positive impact on users’ environmental identity and user fit; environmental identity and user fit can promote the generation and continuation of pro-environmental behavior; environmental identity and user fit play an intermediary role in individual pro-environmental behavior effect. The research enriches the related research on gamification and pro-environmental behavior, and provides suggestions for the development and design of green information systems.
We use an incentive-compatible experimental online supermarket to test the role of commitment and badges in reducing the carbon footprint of grocery shopping. In the experiment, some participants had the opportunity to voluntarily commit to a low carbon footprint basket before their online grocery shopping; the commitment was forced upon other participants. We also study the impact of an online badge as a soft reward for the achievement of a low carbon footprint basket. Participants from the general population shopped over two weeks, with the experimental stimuli only in week 2; and received their shopping baskets and any unspent budget. Results indicate that requesting a commitment prior to entering the store leads to a reduction in carbon footprint of 9–12%. When the commitment is voluntary, reductions are driven by consumers who accept the commitment. Commitments also reduced the consumption of fats and, for forced commitments, that of salt by 18%. Badges did not significantly impact consumer behaviour. Commitment mechanisms, either forced or voluntary, appear effective in motivating an environmental goal and search for low-carbon options, particularly in those accepting the commitment.
This article aims to deepen the analysis of gamification strategies as a method to offer feedback in the form of formative assessment for elementary school students (K-12). Gamification is defined as the set of strategies that involve dynamics that recreate game experiences, with the purpose of transmitting specific content, and not only for the pleasure of playing itself. It is considered that the psychological effects that playing generates are very beneficial, since playful environments have great motivating potential and allow fluid exchanges through active roles on the part of their participants. Despite the fact that academic production regarding gamification strategies has been very important in the last decade, studies do not discriminate between the different game elements that are part of gamification, such as leaderboards, levels, rankings, etc. For this reason, this review focuses specifically on one of them: the awarding of medals, to learn more about its effects. Beyond its benefits, the incorporation of these practices also supposes a great challenge, which is the need for evaluation that education systems demand. In response to these topics, a systematic review of the literature covering the period 2011–2020 is proposed, specifically delving into the link between: gamification strategies in formal education environments and the implementation of formative assessment methods through gamification by badges.
Recently, firms started to gamify conversational artificial intelligence (AI) agents, such as chatbots, to improve purchase outcomes. This article explores strategies for incorporating gamification into AI systems by investigating the impact of utilitarian and hedonic motivations facilitated by gamified chatbots on various dimensions of customer engagement (cognitive, emotional, and behavioral), as well as the subsequent effects of these dimensions on customers' purchase behavior. By conducting one cross-sectional and two experimental studies involving real interactions with gamified chatbots, this research identifies two crucial paths that warrant attention: an optimal path from hedonic motivation to behavioral engagement, resulting in enhanced purchase, and a detrimental path from utilitarian motivation to emotional engagement, which reduces purchase. Furthermore, the research compares the effects of two types of gamified chatbots and reveals that a game-of-chance-based chatbot, as opposed to a knowledge-sharing gamified chatbot, aligns with the optimal path, leading to higher purchasing while at the same time avoiding that customers feel obligated to play the game. Based on these findings, the article provides actionable insights for eliciting favorable psychological and behavioral responses through gamified AI interactions.
Background
Suicide attempts and suicide death disproportionately affect sexual and gender minority emerging adults (age 18-24 years). However, suicide prevention strategies tailored for emerging adult sexual and gender minority (EA-SGM) groups are not widely available. The Safety Planning Intervention (SPI) has strong evidence for reducing the risk for suicide in the general population, but it is unclear how best to support EA-SGM groups in their use of a safety plan. Our intervention (Supporting Transitions to Adulthood and Reducing Suicide [STARS]) builds on content from an existing life skills mobile app for adolescent men who have sex with men (iREACH) and seeks to target core risk factors for suicide among EA-SGM groups, namely, positive affect, discrimination, and social disconnection. The mobile app is delivered to participants randomized to STARS alongside 6 peer mentoring sessions to support the use of the safety plan and other life skills from the app to ultimately reduce suicide risk.
Objective
We will pilot-test the combination of peer mentoring alongside an app-based intervention (STARS) designed to reduce suicidal ideation and behaviors. STARS will include suicide prevention content and will target positive affect, discrimination, and social support. After an in-person SPI with a clinician, STARS users can access content and activities to increase their intention to use SPI and overcome obstacles to its use. EA-SGM groups will be randomized to receive either SPI alone or STARS and will be assessed for 6 months.
Methods
Guided by the RE-AIM (reach, efficacy, adoption, implementation, and maintenance) framework, we will recruit and enroll a racially and ethnically diverse sample of 60 EA-SGM individuals reporting past-month suicidal ideation. Using a type-1 effectiveness-implementation hybrid design, participants will be randomized to receive SPI (control arm) or to receive SPI alongside STARS (intervention arm). We will follow the participants for 6 months, with evaluations at 2, 4, and 6 months. Preliminary effectiveness outcomes (suicidal ideation and behavior) and hypothesized mechanisms of change (positive affect, coping with discrimination, and social support) will serve as our primary outcomes. Secondary outcomes include key implementation indicators, including participants’ willingness and adoption of SPI and STARS and staff’s experiences with delivering the program.
Results
Study activities began in September 2021 and are ongoing. The study was approved by the institutional review board of the University of Pennsylvania (protocol number 849500). Study recruitment began on October 14, 2022.
Conclusions
This project will be among the first tailored, mobile-based interventions for EA-SGM groups at risk for suicide. This project is responsive to the documented gaps for this population: approaches that address chosen family, focus on a life-course perspective, web approaches, and focus on health equity and provision of additional services relevant to sexual and gender minority youth.
Trial Registration
ClinicalTrials.gov NCT05018143; https://classic.clinicaltrials.gov/ct2/show/NCT05018143
International Registered Report Identifier (IRRID)
DERR1-10.2196/48177
The chapter presents the results of a systematic analysis of published works on utilizing gamification in higher education. The analysis sheds light on the positives and challenges of using gamification in education. The author investigated the studies that tackled the use of gamified learning in various educational environments and contexts. Although the literature has focused on the general use of gamification, previous research did not highlight other positives and negatives that may result from the use of gamified learning in the classroom. In addition, there was minimal focus on the role of gameplay elements in promoting and/or hindering the use of gamification in higher education. Results of this systematic analysis showed that the use of gamification in higher education is associated with three main elements: pedagogy, design, and behavior. Benefits and challenges of utilizing gamification in the classroom are discussed in light of those elements.
تعزيز الوعي بمكونات الثقافة الإسلامية أحد المرتكزات الأساسية لدعم طلاب التعليم العالي في مواجهة التحديات المتنوعة التي يشهدها العصر الحالي. ومع التحول بشكل كبير نحو التعلم الرقمي فإنه من المهم البحث في كيفية تطوير البيئات التعليمية التي يمكن من خلالها تعزيز الوعي بالثقافة الإسلامية. وانطلاقًا من إمكانيات الحوافز الرقمية كالنقاط والشارات والمستويات ولوحات الصدارة فإن البحث الحالي قد استهدف تطوير نموذج مقترح لتوظيف المنصات التحفيزية في تعزيز الوعي بالثقافة الإسلامية لدى بعض الشباب في مرحلة التعليم العالي. تم استخدام المنهج شبه التجريبي للمقارنة بين المجموعتين التجريبيتين حيث استخدمت المجموعة التجريبية الأولى المنصة التحفيزية القائمة على المحفزات الرقمية، واستخدمت المجموعة التجريبية الثانية ذات المنصة بدون أي حوافز رقمية. تكونت عينة البحث من (60) طالباً بجامعة الملك عبدالعزيز، تم توزيعهم عشوائيًا على مجموعتي البحث. كما تم تطوير اختبار للوعي بالثقافة الإسلامية تكون من (30) مفردة. وأظهرت النتائج أفضلية المجموعة التجريبية الأولى التي استخدمت المنصات التحفيزية بالمقارنة مع المجموعة التجريبية الثانية التي استخدمت المنصة بدون أي حوافز رقمية، وذلك فيما يتعلق بتنمية الوعي بالثقافة الإسلامية. أوصى البحث بضرورة التوسع في توظيف المنصات التحفيزية في تدريس مقرر الثقافة الإسلامية، وتدريب أعضاء هيئة التدريس على إدارة واستخدام وتوظيف المنصات القائمة على الحوافز الرقمية.
Optimal healthcare provision for the elderly is increasingly possible via real-time health indicators' data generated by mHealth care applications. Yet, these apps require continuous utilization, which remains problematic. This research examines gamification, usability, as well as empathetic cooperation and social interaction (ESCI) as enablers whereas inertia, sunk cost, transition cost, perceived risk, and technological anxiety are validated as inhibitors of mHealth care applications continued usage intention. Drawing on self-determination theory (SDT) and the Health IT Usability Evaluation Model (Health-ITUEM), the study also validates engagement as an influencer of continued intention. The sample comprised 643 older adults using mHealth care applications and residing in North Indian states. Structural Equation Modelling (SEM) was applied to assess and validate the hypothesized relationships. The results confirmed that usability strongly impacted engagement, followed by gamification and ESCI. Conversely, perceived risk emerged as the strongest inhibitor, followed by sunk cost, technological anxiety, and transition cost. Interestingly, Inertia had a positive and significant impact on engagement. This research is an initial endeavor to understand enablers and inhibitors of mHealth care applications (mHealth care apps) concerning older adults. The model that emerged from this study would provide valuable insights by validating various significant issues to generate engagement of the elderly towards mHealth care apps.
Gamification has now become an integral part of tourism research and practice. However, a structured review of this growing application of gamification still eludes tourism research. To this end, this research conducts a hybrid systematic review of the existing literature by combining a bibliometric and framework-based review. The purpose of the research is to identify key issues, offer insights into the potential of gamification in tourism, and suggest areas for future research. This study draws on an integrative framework of antecedents, decisions, and outcomes (ADO)—theory, context, and methods (TCM) to carry out this review. This review synthesizes the extant research on gamification in tourism since its evolution. This review is based on 64 relevant articles drawn from the Scopus database. The current hybrid systematic review identifies five clusters (i.e., customer gamification experience, gamification mechanics and design, gamification in tourism, gamification and tourist attraction, and gamification for sustainable tourism). This research suggests utilization of new, yet relevant theories for examining the underexplored areas of gamification in tourism. Furthermore, this study recommends the employment of machine learning techniques, EEG, eye-tracking method, and experimental research for gaining a nuanced understanding of this field. We conclude by offering key insights into future research avenues.
This paper contributes to research on gamified learning by providing lessons learned from a gamified, self-paced, digital distant learning environment on business information systems. It expands previous research by reporting on a second iteration of an educational design experiment in S/4 HANA. Design elements were composed into a playful layout and associations with a non-learning-context were included, in order to create a more relaxed learning experience. Mistakes were allowed, to keep the students’ attention high and to make achievements more rewarding. A mixed media approach was applied to enrich students’ learning experience and to avoid monotony. This paper contributes to the body of knowledge by providing lessons learned from a radical conversion of a traditional face-to-face course into a digital distant learning environment using elements of gamification, self-paced learning, and learning from mistakes. KeywordsGamificationDigital distant learningEducational design experiment
The application of game design principles in several fields, including education, business, medicine, and leisure activities, has emerged as a highly effective method of imparting knowledge and providing entertainment. To boost engagement, gamification involves integrating game concepts into non-game settings, such as a webpage, online forum, learning control system, or company intranet. A game design method known as “edutainment” blends entertainment with teaching to speed up learning. Gamification, edutainment, and serious game design aspects can be utilized in various industries for various goals. These three gaming design approaches can be employed in education to give students common experiences. As an aspect of the gaming experience, games can teach new skills and knowledge for the student to pick up. Practice and reinforcement of current information and abilities are also developed through gaming. The idea of game design elements is applied in marketing, entrepreneurship, and working in business development. In gaming design, video games are employed in marketing and secret codes to capture the user’s attention and transform them into devoted consumers. In the healthcare profession, the notions of the game in gamification, edutainment, and serious games are employed to assist patients, especially younger patients, in understanding healthcare principles, from managing chronic diseases to ensuring medication compliance.KeywordsGamificationEdutainmentsSerious gameMedicineBusinessEducationLeisure
The United States prison system faces staggering levels of recidivism – the observed phenomenon wherein justice-involved individuals (JII) on parole are re-convicted and entered back into correctional facilities. Combined with the large existing prison population, this leads to an overtaxing of the human resources available for JII management and a worsened quality of life for previously-incarcerated individuals. A framework for successful reintegration – the Five Keys of Reentry – has been formulated, but the process risks user un-investment due to the heavily differing perceived difficulties between seemingly-equal tasks. We solve both problems at once by creating a JII-facing smartphone app and case-manager facing web app which collectively guide JII through the Five Keys using a gamified task system with dynamic point reallocation to account for signs of mismatch between effort and reward. We show the usefulness of our system using the use case of possible user interaction with the resulting application. We also discuss the hurdles of its practical implementation, system evaluation methodology and additional points of academic intrigue.KeywordsJustice-involved individualsGamificationCriminal JusticeHCI
The persuasive potential of digital nudging for eco-sustainable behaviour
Food purchase choices, one of the main determinants of food consumption, is highly influenced by food environments. Given the surge in online grocery shopping because of the COVID-19 pandemic, interventions in digital environments present more than ever an opportunity to improve the nutritional quality of food purchase choices. One such opportunity can be found in gamification. Participants (n = 1228) shopped for 12 items from a shopping list on a simulated online grocery platform. We randomized them into four groups in a 2 × 2 factorial design: presence vs. absence of gamification, and high vs. low budget. Participants in the gamification groups saw foods with 1 (least nutritious) to 5 (most nutritious) crown icons and a scoreboard with a tally of the number of crowns the participant collected. We estimated ordinary least squares and Poisson regression models to test the impact of the gamification and budget on the nutritional quality of the shopping basket. In the absence of gamification and low budget, participants collected 30.78 (95% CI [30.27; 31.29]) crowns. In the gamification and low budget condition, participants increased the nutritional quality of their shopping basket by collecting more crowns (B = 4.15, 95% CI [3.55; 4.75], p < 0.001). The budget amount ($50 vs. $30) did not alter the final shopping basket (B = 0.45, 95% CI [-0.02; 1.18], p = 0.057), nor moderated the gamification effect. Gamification increased the nutritional quality of the final shopping baskets and nine of 12 shopping list items in this hypothetical experiment. Gamifying nutrition labels may be an effective strategy to improve the nutritional quality of food choices in online grocery stores, but further research is needed.
The main objective of this research is to determine the perception of teachers about the elements that increases the educational effectiveness of gamified apps in primary education. A methodology based on an importance-performance analysis was daeveloped, using a structural equations model to calcuate the degree of importance of each variable. The sample was formed of 212 Spanish teachers with experience using educational apps in the teaching–learning process. Six categories were identified as precursors of educational effectiveness: (1) curriculum connection, (2) feedback and operational experience, (3) assessment and learning analytics, (4) sustainability (Protection Personal data), (5) equal access and (6) flow. These six categories enhance the three traditional areas of gamification intervention: cognitive, emotional and social. In this sense, the design and adoption of an educational gamified app should: (1) establish a clear link between the game and curricular content and competence development; (2) promote self-regulated learning through individual and collaborative activities; (3) offer adapted learning by integrating differentiated personalized learning pathways; (4) integrate learning analytics that can be consulted by teacher, student and family; (5) comply with data protection regulation and promote a safe, sustainable and ethical use of the information generated; (6) take into account different levels of functional diversity. When the gamified app design incorporates these attributes, primary education teachers perceive that such resources can be integrated effectively into the teaching–learning processes.
Under-contribution is a problem for many online communities. Social psychology theories of social loafing and goal-setting can provide mid-level design principles to address this problem. We tested the design principles in two field experiments. In one, members of an online movie recommender community were reminded of the uniqueness of their contributions and the benefits that follow from them. In the second, they were given a range of individual or group goals for contribution. As predicted by theory, individuals contributed when they were reminded of their uniqueness and when they were given specific and challenging goals, but other predictions were not borne out. The paper ends with suggestions and challenges for mining social science theories as well as implications for design.
Goals are central to current treatments of work motivation, and goal commitment is a critical construct in understanding the relationship between goals and task performance. Despite this importance, there is confusion about the role of goal commitment and only recently has this key construct received the empirical attention it warrants. This meta-analysis, based on 83 independent samples, updates the goal commitment literature by summarizing the accumulated evidence on the antecedents and consequences of goal commitment. Using this aggregate empirical evidence, the role of goal commitment in the goal-setting process is clarified and key areas for future research are identified.
Research dealing with various aspects of* the theory of planned behavior (Ajzen, 1985,
1987) is reviewed, and some unresolved issues are discussed. In broad terms, the theory is
found to be well supported by empirical evidence. Intentions to perform behaviors of different
kinds can be predicted with high accuracy from attitudes toward the behavior, subjective
norms, and perceived behavioral control; and these intentions, together with perceptions of
behavioral control, account for considerable variance in actual behavior. Attitudes, subjective
norms, and perceived behavioral control are shown to be related to appropriate sets of salient
behavioral, normative, and control beliefs about the behavior, but the exact nature of these
relations is still uncertain. Expectancy value formulations are found to be only partly
successful in dealing with these relations. Optimal rescaling of expectancy and value
measures is offered as a means of dealing with measurement limitations. Finally, inclusion of
past behavior in the prediction equation is shown to provide a means of testing the theory*s
sufficiency, another issue that remains unresolved. The limited available evidence concerning
this question shows that the theory is predicting behavior quite well in comparison to the
ceiling imposed by behavioral reliability.
In this study we investigate purchase behavior for virtual goods in three free-to-play game environments. In the modern free games, publishers sell virtual goods in order to generate revenue. However, game publishers face dire negative attitudes towards the business model as it can entice publishers to degrade the enjoyment of the game in order to sell more virtual goods that address the artificial gaps in the game. This study focuses on this looming question in the game industry whether people buy virtual goods because they enjoy the game and want to keep on playing it or rather because their attitudes towards virtual goods are favorable and they believe it’s also accepted in the peer-group. Player responses (N=2791) were gathered from three different game types: Social Virtual World (Habbo) (n=2156), First-Person Shooters (n =398), and Social Networking Games (Facebook games) (n=237). The results support the both main hypotheses 1) enjoyment of the game reduces the willingness to buy virtual goods while at the same time increasing the willingness to play more of the game. Continued use, however, does positively predicts purchase intentions for virtual goods. 2) Attitude towards virtual goods and the beliefs about peers’ attitudes strongly increase the willingness to purchase virtual goods. Beyond these interesting results the paper points to several further lines of inquiry.
This paper measures flow in the context of gamification and investigates the psychometric properties of the Dispositional Flow Scale-2 (DFS-2). We employ data gathered from users of an exercise gamification service (N=200). The results show that the original DFS-2 factorial structure does result in a similar model fit as the original work. However, we also present a factorial respecification that satisfies more recent model fit thresholds. Beyond validating the original DFS-2 instrument in the context of gamification, the psychometric analysis and the respecifications suggest that the components of flow divide into highly correlated conditions of flow (which were also found to be more salient in the context of gamification: autotelic experience, balance of skill and challenge, control, clear goals, and feedback) and into possible outcomes (merging action-awareness, concentration, loss of sense of time, and loss of self-consciousness) from achieving flow.
This paper investigates the free-to-play revenue model from the perspective of game professionals. To court larger player audiences and to address their wide willingness-to-pay spectrum, game developers have increasingly adopted the free-to-play revenue model. However, at the same, worrying concerns over the revenue model have been voiced. For example, free-to-play games have been deemed as exploitative and unethical. We investigated this contrast by conducting a thematic interview study. We employed grounded theory in the analysis of the data containing 14 game professionals’ interviews about their views on the free-to-play model. The results show, that the free-to-play model is something that the developers view favorably while the public writing about the games can even be hostile. The games have evolved, while the voiced opinions still talk about games of the beginning of the model. Relatively few ethical problems were seen that would address the whole model, and the future of the free-to-play games was seen bright.
This paper investigates different ways in which players have been typified in past research literature in order to distinguish relevant typologies for further research as well as for designing and marketing of games. The goal is to synthesize the results of various studies and to find the prevailing concepts, compare them, and draw implications to further studies. The research process for this study proceeded from a literature search, to author-centric (Webster & Watson 2002) identification and categorization of previous works based on the established larger factors such as demographic, psychographic and behavioral variables. The previous works on player typologies were further analyzed using concept-centric approach and synthesized according to common and repeating factors in the previous studies. The results indicate that player types in previous literature can be synthesized into seven primary dimensions: Intensity, Achievement, Exploration, Sociability, Domination, Immersion and In-game demographics.
The conceptualization of the Personal Involvement Inventory was a context-free measure applicable to involvement with products, with advertisements, and with purchase situations. The empirical work to develop this measure was mainly validated with respect to product categories. This paper extends the construct validation of the PII to involvement with advertisements and also demonstrates that the PII may be reliably reduced from twenty items to ten items. There is some indication the revised PII may then be broken into two subscales representing a cognitive and affective grouping.
This paper reviews the current body of empirical research on persuasive technologies (95 studies). In recent years, technology has been increasingly harnessed to persuade and motivate people to engage in various behaviors. This phenomenon has also attracted substantial scholarly interest over the last decade. This review examines the results, methods, measured behavioral and psychological outcomes, affordances in implemented persuasive systems, and domains of the studies in the current body of research on persuasive technologies. The reviewed studies have investigated diverse persuasive systems/designs, psychological factors, and behavioral outcomes. The results of the reviewed studies were categorized into fully positive, partially positive, and negative and/or no effects. This review provides an overview of the state of empirical research regarding persuasive technologies. The paper functions as a reference in positioning future research within the research stream of persuasive technologies in terms of the domain, the persuasive stimuli and the psychological and behavioral outcomes.
In recent years, “gamification” has been proposed as a solution for engaging people in individually and socially sustainable behaviors, such as exercise, sustainable consumption, and education. This paper studies demographic differences in perceived benefits from gamification in the context of exercise. On the basis of data gathered via an online survey (N=195) from an exercise gamification service Fitocracy, we examine the effects of gender, age, and time using the service on social, hedonic, and utilitarian benefits and facilitating features of gamifying exercise. The results indicate that perceived enjoyment and usefulness of the gamification decline with use, suggesting that users might experience novelty effects from the service. The findings show that women report greater social benefits from the use of gamification. Further, ease of use of gamification is shown to decline with age. The implications of the findings are discussed.
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 and gamification, instead of the systemic understanding. Furthermore, we tie this definition to theory from service marketing because majority of gamification implementations aim towards goals of marketing, which brings to the discussion the notion of how customer / user is always ultimately the creator of value. Since now, the main venue for academic discussion on gamification has mainly been the HCI community. We find it relevant both for industry practitioners as well as for academics to study how gamification can fit in the body of knowledge of existing service literature because the goals and the means of gamification and marketing have a significant overlap.
This paper presents a framework for evaluating and designing game design patterns
commonly called as “achievements”. The results are based on empirical studies of a
variety of popular achievement systems. The results, along with the framework for
analyzing and designing achievements, present two definitions of game achievements.
From the perspective of the achievement system, an achievement appears as a challenge
consisting of a signifying element, rewards and completion logics whose fulfilment
conditions are defined through events in other systems (usually games). From the
perspective of a single game, an achievement appears as an optional challenge provided
by a meta-game that is independent of a single game session and yields possible
reward(s).
This article presents the results of an interview study on how people perceive and play social network games on Facebook. During recent years, social games have become the biggest genre of games if measured by the number of registered users. These games are designed to cater for large audiences in their design principles and values, a free-to-play revenue model and social network integration that make them easily approachable and playable with friends. Although these games have made the headlines and have been seen to revolutionize the game industry, we still lack an understanding of how people perceive and play them. For this article, we interviewed 18 Finnish Facebook users from a larger questionnaire respondent pool of 134 people. This study focuses on a user-centric approach, highlighting the emergent experiences and the meaning-making of social games players. Our findings reveal that social games are usually regarded as single player games with a social twist, and as suffering partly from their design characteristics, while still providing a wide spectrum of playful experiences for different needs. The free-to-play revenue model provides an easy access to social games, but people disagreed with paying for additional content for several reasons.
This paper reviews peer-reviewed empirical studies on gamification. We create a framework for examining the effects of gamification by drawing from the definitions of gamification and the discussion on motivational affordances. The literature review covers results, independent variables (examined motivational affordances), dependent variables (examined psychological/behavioral outcomes from gamification), the contexts of gamification, and types of studies performed on the gamified systems. The paper examines the state of current research on the topic and points out gaps in existing literature. The review indicates that gamification provides positive effects, however, the effects are greatly dependent on the context in which the gamification is being implemented, as well as on the users using it. The findings of the review provide insight for further studies as well as for the design of gamified systems.
Gamification is the use of game design elements and game mechanics in non-game contexts. This idea has been used successfully in many web based businesses to increase user engagement. Some researchers suggest that it could also be used in web based education as a tool to increase student motivation and engagement. In an attempt to verify those theories, we have designed and built a gamification plugin for a well-known e-learning platform. We have made an experiment using this plugin in a university course, collecting quantitative and qualitative data in the process. Our findings suggest that some common beliefs about the benefits obtained when using games in education can be challenged. Students who completed the gamified experience got better scores in practical assignments and in overall score, but our findings also suggest that these students performed poorly on written assignments and participated less on class activities, although their initial motivation was higher.
This chapter examines mechanics of game design in social games that are used in building customer relationship. The developments in the game industry towards service orientation, and increased emphasis on social design, have resulted in overlap of game design and business design. This chapter examines the junction of these domains in contemporary social games, by studying how game design is used in pursuing business goals of the related business models. Several virtual worlds and social games are examined with the support of secondary data provided by experts in the field. The identified mechanics are then categorised and analysed in the context of business model literature on customer relationship building. The results provide several game mechanics that are located in the union of game design and business planning. Moreover, the results imply a new approach to game design in general by exemplifying how the traditional way of thinking about game design is no longer sufficient when the design of engaging mechanics needs to meet with business goals.
The goal-gradient hypothesis denotes the classic finding from behaviorism that animals expend more effort as they approach a reward. Building on this hypothesis, the authors generate new propositions for the human psychology of rewards. They test these propositions using field experiments, secondary customer data, paper-and-pencil problems, and Tobit and logit models. The key findings indicate that (1) participants in a real café reward program purchase coffee more frequently the closer they are to earning a free coffee; (2) Internet users who rate songs in return for reward certificates visit the rating Web site more often, rate more songs per visit, and persist longer in the rating effort as they approach the reward goal; (3) the illusion of progress toward the goal induces purchase acceleration (e.g., customers who receive a 12-stamp coffee card with 2 preexisting "bonus" stamps complete the 10 required purchases faster than customers who receive a "regular" 10-stamp card); and (4) a stronger tendency to accelerate toward the goal predicts greater retention and faster reengagement in the program. The conceptualization and empirical findings are captured by a parsimonious goal-distance model, in which effort investment is a function of the proportion of original distance remaining to the goal. In addition, using statistical and experimental controls, the authors rule out alternative explanations for the observed goal gradients. They discuss the theoretical significance of their findings and the managerial implications for incentive systems, promotions, and customer retention.
This paper investigates how social factors predict attitude towards gamification and intention to continue using gamified services, as well as intention to recommend gamified services to others. The paper employs structural equation modelling for analyses of data (n=107) gathered through a survey that was conducted among users of one of the world's largest gamification applications for physical exercise called Fitocracy. The results indicate that social factors are strong predictors for attitudes and use intentions towards gamified services.
Whether you're a manager, company psychologist, quality control specialist, or involved with motivating people to work harder in any capacity—Locke and Latham's guide will hand you the keen insight and practical advice you need to reach even your toughest cases. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Recent years have seen a rapid proliferation of mass-market consumer software that takes inspiration from video games. Usually summarized as "gamification", this trend connects to a sizeable body of existing concepts and research in human-computer interaction and game studies, such as serious games, pervasive games, alternate reality games, or playful design. However, it is not clear how "gamification" relates to these, whether it denotes a novel phenomenon, and how to define it. Thus, in this paper we investigate "gamification" and the historical origins of the term in relation to precursors and similar concepts. It is suggested that "gamified" applications provide insight into novel, gameful phenomena complementary to playful phenomena. Based on our research, we propose a definition of "gamification" as the use of game design elements in non-game contexts.
Adding game elements to an application to motivate use and enhance the user experience is a growing trend known as gamification. This study explores the use of game achievements when applied to a mobile application designed to help new students at university. This paper describes the foundations of a design framework used to integrate game elements to Orientation Passport, a personalised orientation event application for smart phones. Orientation Passport utilises game achievements to present orientation information in an engaging way and to encourage use of the application. The system is explained in terms of the design framework, and the findings of a pilot study involving 26 new students are presented. This study contributes the foundations of a design framework for general gamified achievement design. It also suggests that added game elements can be enjoyable but can potentially encourage undesirable use by some, and aren't as enjoyable if not enforced properly by the technology. Consideration is also needed when enforcing stricter game rules as usability can be affected.
Consumers are willing to pay a premium for products that elicit their envy. The more people compared themselves to a superior other, the higher the envy premium was. Yet, the emotion envy and not the upward comparison drove the final effects. The envy premium only emerged for a desirable product that the superior other owned (iPhone) when people experienced benign envy. Benign envy is elicited when the other's superior position is deserved, and malicious envy when it is undeserved. When people experienced malicious envy, the envy premium emerged for a desirable product that the superior other did not own (BlackBerry). This shows how benign envy places a premium on keeping up, and malicious envy on moving away from, superior others.
Success and sustainability of social networking sites is highly dependent on user participation. To encourage contribution to an opt-in social networking site designed for employees, we have designed and implemented a feature that rewards contribution with points. In our evaluation of the impact of the system, we found that employees are initially motivated to add more content to the site. This paper presents the analysis and design of the point system, the results of our experiment, and our insights regarding future directions derived from our post-experiment user interviews.
Valid measurement scales for predicting user acceptance of computers are in short supply. Most subjective measures used in practice are unvalidated, and their relationship to system usage is unknown. The present research develops and validates new scales for two specific variables, perceived usefulness and perceived ease of use, which are hypothesized to be fundamental determinants of user acceptance. Definitions for these two variables were used to develop scale items that were pretested for content validity and then tested for reliability and construct validity in two studies involving a total of 152 users and four application programs. The measures were refined and streamlined, resulting in two six-item scales with reliabilities of .98 for usefulness and .94 for ease of use. The scales exhibited high convergent, discriminant, and factorial validity. Perceived usefulness was significantly correlated with both self-reported current usage (r=.63, Study 1) and self-predicted future usage (r =.85, Study 2). Perceived ease of use was also significantly correlated with current usage (r=.45, Study 1) and future usage (r=.59, Study 2). In both studies, usefulness had a significantly greater correlation with usage behavior than did ease of use. Regression analyses suggest that perceived ease of use may actually be a causal antecedent to perceived usefulness, as opposed to a parallel, direct determinant of system usage. Implications are drawn for future research on user acceptance.
Xbox Live achievements and gamerscores have become an integral part of Xbox 360 gaming. Based on the framework provided by Microsoft, the community has developed intriguing gaming practices where the individual games become pieces of a larger whole. This paper, based on a two year community study, explores how players have reacted and adapted to the system. To get at this shift in console gaming, the achievement system is seen as a massively multiplayer online game (MMO) where separate achievements are the functional equivalent of quests. By conceptualizing the achievement system as an MMO, the paper questions the dichotomy between PC/MMO and console gaming. The paper also goes into detailed descriptions of gaming habits and strategies that have emerged as gamers appropriate the achievement system, in particular looking at three player types: achievement casuals, hunters and completists. My conclusions are that the Xbox Live achievement system only partially functions as a reward system. More importantly, in terms of impact on player practices, it is an invisible MMO that all Xbox Live members participate in, whether they like it or not. On one hand, the different strategies and ways of conceptualizing the system shows how players have appropriated the technology and rules provided by Microsoft, and socially constructed systems that fit their play styles. On the other hand, many players are deeply conflicted over these gaming habits and feel trapped in a deterministic system that dictates ways of playing the games that they do not enjoy. Both sides can ultimately be connected to distinguishable characteristics of gamers. As a group, they are known to take pleasure in fighting, circumventing and subverting rigid rule systems, but also to be ready to take on completely arbitrary challenges without questioning their validity.
Selling virtual goods for real money is an increasingly popular revenue model for massively-multiplayer online games (MMOs), social networking sites (SNSs) and other online hangouts. In this paper, we argue that the marketing of virtual goods currently falls short of what it could be. Game developers have long created compelling game designs, but having to market virtual goods to players is a relatively new situation to them. Professional marketers, on the other hand, tend to overlook the internal design of games and hangouts and focus on marketing the services as a whole. To begin bridging the gap, we propose that the design patterns and game mechanics commonly used in games and online hangouts should be viewed as a set of marketing techniques designed to sell virtual goods. Based on a review of a number of MMOs, we describe some of the most common patterns and game mechanics and show how their effects can be explained in terms of analogous techniques from marketing science. The results provide a new perspective to game design with interesting implications to developers. Moreover, they also suggest a radically new perspective to marketers of ordinary goods and services: viewing marketing as a form of game design.
Badge-based achievement systems are being used increasingly to drive user participation and engagement across a variety of platforms and contexts. Despite positive anecdotal reports, there is currently little empirical evidence to support their efficacy in particular domains. With the recent rapid growth of tools for online learning, an interesting open question for educators is the extent to which badges can positively impact student participation.
In this paper, we report on a large-scale (n > 1000) randomized, controlled experiment measuring the impact of incorporating a badge-based achievement system within an online learning tool. We discover a highly significant positive effect on the quantity of students' contributions, without a corresponding reduction in their quality, as well as on the period of time over which students engaged with the tool. Students enjoyed being able to earn badges, and indicated a strong preference for having them available in the user interface.
Achievement badges are a form of gamification that can be used to motivate users and to encourage desired actions. In this study, we describe and evaluate the use of achievement badges in the TRAKLA2 online learning environment where students complete interactive, automatically assessed exercises about data structures and algorithms. The students' activity in TRAKLA2 was logged in order to find out whether the achievement badges had an effect on their behavior. We used a between-subject experimental design where the students (N=281) were randomly divided into a treatment and a control group, with and without achievement badges. Students in the treatment group were awarded achievement badges, for example, for solving exercises with only one attempt, returning exercises early, or completing an exercise round with full points. Course grading was similar for both groups, i.e. collecting badges did not affect the final grade. Our results show that achievement badges can be used to affect the behavior of students even when the badges have no impact on the grading. Statistically significant differences in students' behavior were observed with some badge types, while some badges did not seem to have such an effect. We also found that students in the two studied courses responded differently to the badges. Based on our findings, achievement badges seem like a promising method to motivate students and to encourage desired study practices.
During recent years, the addition of game mechanisms to non-game services has gained a relatively large amount of attention. Popular discussion connects gamification to successful marketing and increased profitability through higher customer engagement, however, there is a dearth of empirical studies that confirm such expectations. This paper reports the results of a field experiment, which gamifies a utilitarian peer-to-peer trading service by implementing the game mechanism of badges that users can earn from a variety of tasks. There were 3234 users who were randomly assigned to treatment groups and subjected to different versions of the badge system in a 2 × 2 design. The results show that the mere implementation of gamification mechanisms does not automatically lead to significant increases in use activity in the studied utilitarian service, however, those users who actively monitored their own badges and those of others in the study showed increased user activity.
This paper defines hedonic consumption as those facets of consumer behavior that relate to the multisensory, fantasy and emotive aspects of product usage experience. After delineating these concepts, their theoretical antecedents are traced, followed by a discussion of differences between the traditional and hedonic views, methodological implications of the latter approach, and behavioral propositions in four substantive areas relevant to hedonic consumption-mental constructs, product classes, product usage and individual differences. Conclusions concern the usefulness of the hedonic perspective in supplementing and extending marketing research on consumer behavior.
Achievement systems are reward structures providing additional goals for players, and thus extending the play time of videogames. In this paper, we explore how applications other than games could benefit from achievement systems, and how users perceive this additional content in a service. For this purpose, we added an achievement system to a geo-tagged photo sharing service called Nokia Image Space. The results suggest that there is some potential in achievement systems outside the game domain. The achievements triggered some friendly competition and comparison between users. However, many users were not convinced, expressing concerns about the achievements motivating undesirable usage patterns. Therefore, an achievement system poses certain design considerations when applied in nongame software.
In this article, I review the diverse ways in which perceived self-efficacy contributes to cognitive development and functioning. Perceived self-efficacy exerts its influence through four major processes. They include cognitive, motivational, affective, and selection processes. There are three different levels at which perceived self-efficacy operates as an important contributor to academic development. Students' beliefs in their efficacy to regulate their own learning and to master academic activities determine their aspirations, level of motivation, and academic accomplishments. Teachers' beliefs in their personal efficacy to motivate and promote learning affect the types of learning environments they create and the level of academic progress their students achieve. Faculties' beliefs in their collective instructional efficacy contribute significantly to their schools' level of academic achievement. Student body characteristics influence school-level achievement more strongly by altering faculties' beliefs in their collective efficacy than through direct affects on school achievement.
A field experiment of 68 full-time employees studied the effects of performance feedback and cognitive playfulness (that is, cognitive spontaneity in human-computer interactions) on microcomputer training performance. In addition, this research examined the impacts of performance feedback and cognitive playfulness on software efficacy perceptions and on a variety of affective outcomes, including satisfaction with feedback, satisfaction with training, and positive mood. The findings suggest that positive feedback generally results in higher test performance and more positive affective outcomes, than does negative feedback. Similarly, employees higher in cognitive playfulness demonstrated higher test performance and more positive affective outcomes than those lower in cognitive playfulness. Finally, a significant feedback × playfulness interaction on test performance was found. Specifically, employees lower in cognitive playfulness benefited more from the positive feedback than did those higher in cognitive playfulness. Implications for practice and future research are discussed.
First, a number of previous theories of intrinsic motivation are reviewed. Then, several studies of highly motivating computer games are described. These studies focus on what makes the games fun, not on what makes them educational. Finally, with this background, a rudimentary theory of intrinsically motivating instruction is developed, based on three categories: challenge, fantasy, and curiosity.
Challenge is hypothesized to depend on goals with uncertain outcomes. Several ways of making outcomes uncertain are discussed, including variable difficulty level, multiple level goals, hidden information, and randomness. Fantasy is claimed to have both cognitive and emotional advantages in designing instructional environments. A distinction is made between extrinsic fantasies that depend only weakly on the skill used in a game, and intrinsic fantasies that are intimately related to the use of the skill. Curiosity is separated into sensory and cognitive components, and it is suggested that cognitive curiosity can be aroused by making learners believe their knowledge structures are incomplete, inconsistent, or unparsimonious.
Under-contribution is a problem for many online communities. Social psychology theories of social loafing and goal-setting can provide mid-level design principles to address this problem. We tested the design principles in two field experiments. In one, members of an online movie recommender community were reminded of the uniqueness of their contributions and the benefits that follow from them. In the second, they were given a range of individual or group goals for contribution. As predicted by theory, individuals contributed when they were reminded of their uniqueness and when they were given specific and challenging goals, but other predictions were not borne out. The paper ends with suggestions and challenges for mining social science theories as well as implications for design.
Microcomputer playfulness represents the degree of cognitive spontaneity in microcomputer interactions. Research on the general characteristic of playfulness has demonstrated relationships with measures such as creativity and exploration. Thus, with the widespread diffusion of computers in organizations, research in microcomputer playfulness can have significant practical implications for organizations. Five independent studies involving more than 400 participants provided initial evidence for the construct validity of a microcomputer playfulness measure with respect to its factor structure, internal consistency reliability, concurrent validity, discriminant validity, predictive validity, predictive efficacy, and test-retest reliability. As hypothesized, the measure related positively to computer attitudes, anxiety, competence, and efficacy, and did not relate to gender or age. In addition, the measure related positively to training outcomes of learning, mood, involvement, and satisfaction. Further, the evidence suggests the predictive efficacy of microcomputer playfulness as compared to other variables, such as computer anxiety and attitudes. Consequently, the findings indicate that researchers should focus more attention on positive influences on human-computer interaction, such as microcomputer playfulness, rather than on negative influences, such as computer anxiety.
This paper studies the differences in user acceptance models for productivity-oriented (or utilitarian) and pleasure-oriented (or hedonic) information systems. Hedonic information systems aim to provide self-fulfilling rather than instrumental value to the user, are strongly connected to home and leisure activities, focus on the fun-aspect of using information systems, and encourage prolonged rather than productive use. The paper reports a cross-sectional survey on the usage intentions for one hedonic information system. Analysis of this sample supports the hypotheses that perceived enjoyment and perceived ease of use are stronger determinants of intentions to use than perceived usefulness. The paper concludes that the hedonic nature of an information system is an important boundary condition to the validity of the technology acceptance model. Specifically, perceived usefulness loses its dominant predictive value in favor of ease of use and enjoyment.
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