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Do badges increase user activity? A field experiment on effects of gamification

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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.

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... Gamification has demonstrated its effectiveness in boosting brand loyalty and influencing consumer purchasing decisions. Hamari's (2017) study conducted experiments revealing that gamified elements, such as badges, significantly increase user activity on digital platforms. Likewise, Raj and Gupta's (2018) found that gamification positively affects brand loyalty and consumer engagement, especially when integrated with social media marketing strategies. ...
... According to Biloš's (2021) research, these technologies will allow for more immersive and personalized gamified experiences, particularly through interactive storytelling. Hamari's (2017) study predicts that AI-driven analytics will play a crucial role in tailoring gamified content to match individual consumer preferences, thereby increasing its effectiveness. Additionally, Kaarlehto's (2020) research foresees gamification extending beyond traditional marketing applications to support sustainability and social impact initiatives, using engagement strategies to drive positive behavioral changes. ...
... It starts by highlighting how gamification, when properly implemented, can significantly enhance marketing efforts by incorporating interactive elements such as points, rewards, and challenges. These game-like features help keep users engaged and foster long-term consumer relationships (Hamari, 2017). The psychological basis for its success lies in theories like Self-Determination Theory and the Octalysis Framework, which suggest that people are naturally motivated by achievement, competition, and social connections. ...
Chapter
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In an era of rapid technological advancements and continuously evolving business landscapes, research serves as a cornerstone in shaping industry practices and academic discourse. The integration of digital transformation across various sectors has not only redefined traditional business models but has also created new opportunities and challenges. This book, Digital Transformation in Business: Bridging Management and Technology, is a carefully curated compilation of diverse studies that explore contemporary issues across multiple domains, including sustainability, digital marketing, fintech innovations, and the role of language proficiency in global business success. The chapters in this book offer a balanced blend of theoretical insights and empirical research, equipping readers with a comprehensive understanding of the subjects discussed. Topics range from the sustainability of supply chains in the Indian automobile industry to the impact of gamification in digital marketing campaigns, providing perspectives that are both academically enriching and practically relevant. The research presented here is intended to benefit a broad audience, including scholars, policymakers, industry professionals, and business leaders seeking to navigate the complexities of digital transformation.
... In marketing, gamification plays a crucial role in strengthening brand interaction by offering both extrinsic motivation (such as rewards) and intrinsic motivation (such as enjoyment and social engagement). Research on online brand communities, including those of Xiaomi and Huawei, indicates that gamification elements focused on achievement and socialization significantly enhance intrinsic motivation, leading to stronger brand loyalty and repeated engagement (Hamari, 2017;Xi & Hamari, 2019). Similarly, in e-commerce, gamified experiences attract a broad range of customers by combining entertainment and competition, thereby increasing customer engagement (Koivisto & Hamari, 2019;Raman, 2020). ...
... Gamification enhances customer participation by providing engaging opportunities for users to interact with the brand or platform. Research indicates that real-time feedback, competitive tasks, and social collaboration are key factors that encourage customers to actively participate, reinforcing their relationship with the brand (Hamari, 2017;Raman, 2020). Increased interaction intensifies the motivational effects of gamification, making participation more meaningful and frequent. ...
... The integration of game elements such as points, rewards, storytelling, and competition effectively increases engagement by appealing to both intrinsic and extrinsic motivations. This is consistent with previous research by Hamari (2017) and Xi and Hamari (2019), who argue that gamification fosters customer loyalty and repeat engagement through enjoyment and social connectivity. ...
Article
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Gamification has gained prominence as a strategic tool for enhancing customer engagement in various industries, including telecommunications. This study investigates the role of gamification in fostering customer participation within the Saudi telecommunications sector, with a focus on brand interaction as a mediator and ease of use as a moderator. Grounded in the Technology Acceptance Model (TAM) and Self-Determination Theory (SDT), the research examines how gamified elements—such as rewards, storytelling, and competition—affect customer behavior. A quantitative survey approach was employed, collecting data from 378 customers of major Saudi telecom providers. The findings indicate that gamification positively influences brand interaction, which subsequently enhances customer participation. Furthermore, ease of use strengthens the link between gamification and brand interaction, suggesting that user-friendly designs are crucial for effective gamification strategies. However, ease of use does not significantly moderate the direct relationship between gamification and participation, implying that while an intuitive interface enhances engagement, other factors drive participation. Additionally, the results confirm that interaction partially mediates the relationship between gamification and participation, underscoring the importance of fostering meaningful brand-customer interactions. The study contributes to gamification literature by validating the moderating role of ease of use in technology adoption models and providing empirical evidence from a service-based industry. From a managerial perspective, telecom providers should prioritize personalized and interactive gamification experiences, ensure seamless usability, and leverage social engagement mechanisms to sustain customer participation. Future research should explore longitudinal effects of gamification and the integration of emerging technologies such as artificial intelligence and augmented reality to further enhance digital engagement strategies.
... The study focuses on four key variables: gamification, brand interaction, customer participation, and customer retention. Gamification enhances brand interaction by incorporating interactive features that engage users through storytelling and rewards, fostering emotional and cognitive connections (Hamari, 2017). Interaction further drives customer participation, transitioning consumers from passive recipients to active contributors in brand-related activities (Wang et al., 2021). ...
... It motivates users both extrinsically, through rewards, and intrinsically, by fostering a sense of enjoyment and social connectivity. Studies of online brand communities, such as those of Xiaomi and Huawei, show that gamification elements aligned with achievement and socialization significantly enhance intrinsic motivation, fostering loyalty and repeat engagement (Hamari, 2017;Xi & Hamari, 2019). Gamification has also proven particularly effective in ecommerce, attracting diverse demographic groups by blending entertainment and competitive activities, thereby driving customer engagement (Koivisto & Hamari, 2019;Raman, 2020). ...
... For H6a, gamification enhances customer participation by creating engaging opportunities for users to interact with the brand or platform. Studies suggest that features such as real-time feedback, competitive tasks, and social collaboration encourage users to take part actively in activities, thereby strengthening their bond with the brand (Hamari, 2017;Raman, 2020). Increased interaction amplifies the motivational effects of gamification, making participation more meaningful and frequent . ...
Article
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This study investigates the role of gamification in driving customer engagement, participation, and retention within the Saudi telecommunications sector. Grounded in Uses and Gratifications Theory (U&G), the research explores the direct impact of gamification elements—such as rewards, storytelling, and competition—on brand interaction and how interaction mediates the relationship between gamification and customer outcomes. Using a survey of 378 respondents, the study confirms that gamification significantly enhances brand interaction, which in turn fosters customer participation and retention. The results highlight the importance of interaction as a bridge, amplifying gamification’s effects by transforming passive consumers into active participants. Additionally, personalized gamification strategies are shown to strengthen customer loyalty, emphasizing the need for tailored designs to meet diverse user motivations. The findings provide valuable insights for integrating gamification into marketing strategies, particularly in competitive and digitally advanced markets like Saudi Arabia. By leveraging these strategies, companies in the telecommunications sector can enhance customer engagement, foster stronger relationships, and achieve sustainable competitive advantages.
... If our understanding of gamification and its proper application were to improve, we could increase engagement metrics. Individual studies have shown that gamification can be used to increase participation in online courses [13] and increase the time that a system is used for [14]. It has been stated that "motivated engagement is essential in educational interventions" and that the design of an educational game that produces such engagement is not an easy feat [15]. ...
... The empirical research should include "surveys that measure latent psychological variables" [13]. The goals of the individual users should be considered [3] and the studies should be directed to discovering alternatives to points and badges [32,33]. ...
... Achieving motivated engagement is not easy [15] and needs further exploration in practical research. We recommend that the body of literature in this research field should be expanded with studies that measure outcomes with standardized surveys, similar to the recommendation of [13]. ...
Article
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In this study the effects of several variables on intrinsic motivation and in-game progression are tested in a serious game that matches bird pictures to names. The first variables are ‘pointification’ rewards (badges and points) and educational rewards (learning materials and bird sounds). Finally, the effect of voluntarily increasing the difficulty of the game is investigated. The in-game analytics of 66 in game sessions are examined. In addition, the players Intrinsic Motivation Inventory (IMI) survey scores are calculated. The findings indicate that 'pointification' and educational rewards show no statistically significant difference in the in-game progression or IMI scores of players. Voluntarily increasing the difficulty is shown to increase the IMI scores of players. This study extends on the discussion of alternatives to 'pointification' and provides new insights on the optional difficulty systems in educational games.
... As the essence of engagement is voluntary and sustainable involvement, researchers should systematically understand the shared pleasurable learning experiences that learners perceive. Hamari (2017) suggested that future studies on gamification could use surveys to measure the psychometrics in users' gamified experiences in order to investigate connections between the design of game mechanics, and the psychological and behavioral outcomes of gamification. Given the limited number of surveys in gamification, it is necessary to design and validate a survey to investigate learners' perceptions of pleasure in educational contexts. ...
... Santos et al. (2013) found that their participants regard badges as "symbols of recognition." Hamari (2017) has considered badges as social proof among students, which could trigger changes in students' learning behaviors. The effective use of badges would include three main elements: signifier, completion logic, and rewards (Hamari & Eranti, 2011). ...
Article
Gamification, the use of game design elements in non-gaming context, has been introduced to education as a novel teaching and learning approach to engage learners. Current literature has focused on finding ways to afford the playfulness and gamefulness of gamification. This paper has studied college students’ perceptions of pleasure in learning to explore the underlying aspects of enjoyment in their learning experiences. Based upon the playful experiences (PLEX) design framework (Arrasvuori et al., 2011), we distributed an online survey to 235 college students and used Principal Component Analysis (PCA) to find four underlying aspects of pleasurable learning experiences among the participants: instruction (Cronbach’s a = .84), instructors’ teaching styles (Cronbach’s a = .87), learning effectiveness (Cronbach’s a = .71), and collaboration (Cronbach’s a = .71). This scale can be used for gamification designers to identify the key game design elements for their target learners. We have also examined the effects of gender, majors, computer skills, and gaming habits on participants’ preferences for pleasure in learning. Majors resulted in statistically significant differences among the participants’ attitudes towards collaboration (F(6, 212) = 5.84, p < .001, Eta-square = .14). The implications of the findings are also discussed in the paper.
... Finally, implementing the gamification attribute was more complex. In addition to a non-gamification version, four distinct variants of how a journal could utilize game design elements to incentivize OA publishing were designed based on the most prevalent and effective game design elements identified in the literature (Hamari, 2017;Koivisto & Hamari, 2019;Liu et al., 2017;Mazarakis, 2021;Mekler et al., 2013Mekler et al., , 2017Werbach & Hunter, 2012). The selection of game design elements under examination was confined to three: points, levels, and badges. ...
... Furthermore, points serve as a means of maintaining a score, determining the current status, providing feedback, and representing an external indicator of improvement (Sailer et al., 2017;Werbach & Hunter, 2012;Zichermann & Cunningham, 2011). Badges can be described as virtual artifacts that are represented visually and have proven to be an effective method for boosting user activity (Hamari, 2017). Levels indicate progress and function as markers of the current status. ...
Article
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The recent developments in the scientific system have been characterized by an increasing openness, with open access (OA) publishing emerging as a central principle. OA represents an alternative model for publishing research articles, diverging from the traditional subscription-based model. While positive developments have been observed, obstacles for OA remain, including elevated publication costs and the imperative to publish at the highest level in the scholarly community with a significant impact. To overcome these obstacles, it may be beneficial to consider using non-monetary incentives, such as gamification, to promote OA publishing. To address this challenge, an experimental study employing a conjoint analysis has been conducted to investigate the impact of various gamification options on researchers' publishing behavior. The study utilized a sample of N = 356 subjects. The results demonstrate that the Journal Impact Factor (JIF) is a dominant criterion for determining where to publish. However, gamification, particularly in the form of badges associated with an article, can also significantly influence journal selection and support OA. Additionally, qualitative data was collected to identify other factors influencing the choice of a journal for OA from the perspective of the participating researchers in the experiment.
... Using a gamification approach, different game design elements can be adopted for motivational purpose in i.e., educational material or technologies such as competition and challenges (Wee & Choong, 2019), rewards (Hamari, 2017;Lewis et al., 2016), or social interactions and networks (Douglas & Brauer, 2021). Even though gamification was found to enhance behavioural changes, the question remains whether these are short or long-term changes (Douglas & Brauer, 2021). ...
Thesis
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We are living under deep uncertainty about whether we will experience a hazard one day in the future or not. Nowadays, also climate change and its entailing extreme weather is adding relevance and urgency to disaster preparedness. Yet, it is easy to post-pone the decision on potential preparedness actions for a hazard (which might never happen). But how long do we post-pone this decision? This thesis aimed to identify ways to encourage citizens to prepare for a future where the occurrence of hazards is deeply uncertain. To achieve this aim, this thesis 1) investigated barriers to individual disaster preparedness through a survey with citizens affected by the floods in Germany in 2021; 2) developed a no-regrets framework for citizens’ preparedness under uncertainty and one framework to pre-assess potential side effects of no-regrets actions (specifically Nature-based Solutions), and 3) explored practical examples for facilitating the uptake of no-regrets preparedness actions. The survey highlighted, firstly, the importance of the ability to imagine hazard scenarios for individual disaster preparedness; secondly, the need to bridge the interface between citizens and local authorities towards collective risk governance, and thirdly, that the main regrets of citizens on disaster preparedness are about their inaction. This thesis suggests the adoption of the no-regrets approach to guide citizens in their disaster preparedness further considering the uncertainty of the future. In this regard, the need is raised to focus on long-term preparedness which basically starts today. Moreover, the thesis acknowledges that the uptake of a disaster preparedness behaviour by citizens needs to be facilitated which further includes motivation. In support of this, different ways to promote a disaster preparedness behaviour are presented including collective action, knowledge bridging, and motivational approaches such as games. Overall, the facilitation needs to primarily focus on citizens without previous hazard experience or risk awareness.
... Such rewards not only demonstrate both the outstanding performance and expertise of the players, but also gain recognition from other players of that game [6]. Given that points and badges function as positive 'reinforcers' in gamification, they are effective in generating enthusiasm among players that encourages them to further participate in the game [6,7]. ...
Article
Gamification is part of modern mobile applications that serves as a design element. The reward element in gamification has a positive role in stimulating the behavioural intentions of the users. Having said that, plenty of virtual and physical gamified rewards can be found in Ant Forest – a popular large-scale mobile pro-environmental application in China. In particular, Ant Forest promotes environmental awareness and motivation among its players attributable to its excellent application of gamified rewards to pro-environmental behaviour of afforestation. This study applied the Stimuli-Organism-Response (S-O-R) Model to construct a theoretical framework with the variables of gamified rewards, environmental awareness and motivation, and specifically focused on the mediating effect of environmental awareness. By using the stratified proportional sampling technique, 621 Ant Forest users from six cities in China were surveyed to determine the role of users’ environmental awareness using the Partial Least Square-Structural Equation Modelling (PLS-SEM) approach. The study outcomes disclosed that gamified rewards in Ant Forest had a positive and strong impact on the environmental awareness of the users, while environmental awareness displayed a positive and strong impact on the environmental motivation of the users. Nonetheless, gamified rewards did not directly influence environmental motivation. Given the key finding that environmental awareness exhibited a strong mediation effect, it emerged as a key element that linked gamified rewards with environmental motivation among users. Imminently, the application scope of the S-O-R Model is expanded in this study. In doing so, the significance of environmental awareness among users is highlighted for the relationship between gamified reward and environmental motivation. In addition, this study provides feasible suggestions for developers of environmental applications to design effective gamification strategies by reasonably stimulating users’ environmental awareness.
... Coined in 2008 within computer software development (Walz and Deterding 2015), it gained popularity in 2010 (Zichermann and Cunningham 2011). Since then, gamification has been used to improve multiple areas such as user engagement (Hamari 2013(Hamari , 2017, organisational productivity (Zichermann and Cunningham 2011), flow state (defined as the state of being fully focused and engaged in an activity) , the ability to learn (Hamari et al. 2016), and to memorise or retain knowledge (Dincelli and Chengalur-Smith 2020). While some criticise it for not being fun or creating artificial achievements (Pavlus 2010), studies show its positive effects Karavidas et al. 2023). ...
Article
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Microbes are essential in every environment, with an important role in the fight against climate change. Promoting microbiology literacy, especially among children, is crucial. Our Ibero‐American consortium uses gamification to make science and microbiology education engaging, tested through outreach campaigns in Costa Rica, and promoting future campaigns across Latin America. image
... Completing these tasks typically earns users points, badges, or new levels [46]. • Rewards and Badges: offering prizes, such as virtual items or badges, for reaching specified milestones or performing specific tasks, can encourage continual participation and exploration [47]. • Progression Systems: users can advance through levels or stages, giving them a sense of accomplishment and development. ...
Article
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The exploration of city culture and heritage has gone through a fundamental transition in today's digital world, boosted by the introduction of extended Reality (XR) technologies such as Virtual Reality (VR), Mixed Reality (MR), and Augmented Reality (AR). These developments have provided new opportunities for individuals to profoundly engage with historical narratives and artistic expressions inherent in urban environments. Despite these technical advancements, a critical research gap remains in properly combining these immersive technologies with gamification principles to improve cultural exploration. This study seeks to fill this gap by studying the integration of gamification into XR settings, with the goal of increasing participant engagement, cooperation, and interaction while digging into the various layers of a city's history and artistic heritage. Two complementary use cases are presented: one centred on VR and the other on MR, both of which provide unique immersive experiences customised to exploring city culture. Gamification ideas are implemented into these use cases, with game elements used to encourage user involvement and participation within historical and artistic settings. Students are actively involved in the development of cultural heritage applications, highlighting the value of educational engagement. To assess the success and validity of this approach, a System Usability Scale (SUS) questionnaire is distributed to users participating in these immersive experiences. The survey findings evaluate user perceptions, satisfaction levels, and the effectiveness of gamification aspects in improving their understanding and connection to the city's heritage. The VR application received a score of 71.77 (out of 100), while the MR application received a score of 65.94 (out of 100), both being very close to the average SUS score of 68. Moreover, to improve the rigour of our evaluation, the User Engagement Scale (UES) is also incorporated. The UES results indicate that participants felt more immersed in the MR application (4.33) compared to the VR application (3.57). This difference may be attributed to the MR application's ability to integrate interactive elements with the real-world environment, enhancing the sense of presence and relevance for users. Both applications had similar perceived usability scores, while the MR app slightly outperformed the VR app in aesthetics and rewarding factors, suggesting a better overall user experience.
... When individuals possess a sense of competence in their engagements with a product or service, there is a higher probability that their pre-existing expectations will be validated (Hamari, 2017). The observed positive impact implies that a feeling of expertise and proficiency plays a role in aligning expectations with real results (Elsharnouby, 2015). ...
Article
This study combines self-determination theory and the expectation-confirmation model to explore the factors that impact individuals’ decision to continue using products from augmented reality (AR)-based online fashion stores. Specifically, it investigates the impact of intrinsic motivation, perceived usefulness, confirmation of expectations, and satisfaction on users’ continuous engagement with virtual shopping stores. A mixed method approach was used: the first exploratory study (qualitative) involved 18 participants, and the second confirmatory study (quantitative) involved 427 respondents. Results showed that perceived usefulness had a non-significant association with usage continuance intention for products from AR-based online fashion stores. By highlighting factors that impact users’ long-term involvement with AR in online fashion retail, this study can significantly shape the future of e-commerce. It can potentially inform the decisions of designers and marketers, who in turn can improve user experiences and encourage continued engagement with AR-based fashion stores.
... Conforme mencionado no trabalho anterior (Vasconcellos;et al., 2018), ao não esclarecer em detalhes os resultados obtidos e não realizar ou não descrever as formas de avaliação realizadas, tais artigos acabam limitando seu potencial na construção do conhecimento coletivo sobre o tema. Esta tendência, que também já foi relatada em outros países (Hamari, 2017), parece persistir constante no Brasil. ...
Conference Paper
Este trabalho apresenta uma análise de como o tema da gamificação tem aparecido nos anais do SBGames ao longo dos últimos 14 anos. O período estudado foi de 2010, quando o termo gamificação passa a ser adotado no exterior, até 2023, última edição do SBGames. Foram selecionados trabalhos de qualquer trilha do evento que contivessem, em seus títulos, termos iniciados com “gamefi-” ou “gamifi-”. Analisamos um total de 125 trabalhos. As conclusões sugerem que o discurso acerca da gamificação se consolidou nos artigos do SBGames, ainda que persistam problemas conceituais básicos sobre o termo, autores frequentemente se fundamentem em obras fora do âmbito acadêmico e haja uma relativa carência de relatos detalhando resultados e processos robustos de avaliação.
... • Progression badges. The courses use a badge system [13] to mark progression, which is a common gamification technique to motivate learners and provide them with tangible evidence of their achievements. Each course level, from A1 to B1, and the additional Branching Scenarios (BS) course, is structured to award badges upon completing modules, branching scenarios, and assessments. ...
Conference Paper
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This study presents an eLearning course that synergizes gamification with game-based learning methodologies to enhance the educational experience within the framework of the European Project Gamified Values Education for Fostering Migrant Integration at Schools (GAMIGRATION). This paper explores the innovative application of gamified learning within the context of English language instruction, specifically designed to inculcate European values among students. The primary goal is to foster inclusion and improve the integration of immigrant students in European schools. Each level consists of modules emphasizing values such as cultural diversity, respect, tolerance, and solidarity, leveraging game-based learning resources to enhance interactivity and engagement. This work presents the pedagogical design by implementing the gamified course, illustrating its potential as an effective tool for integrating European values into language learning.
... They found that making badges more salient, increases the forum engagement. Hamari [30] actively studied the impact of gamification elements (badges) on an international peer-to-peer trading service. His results show that users in the gamified condition were significantly more likely to use the service in a more active way. ...
Preprint
User modeling plays an important role in delivering customized web services to the users and improving their engagement. However, most user models in the literature do not explicitly consider the temporal behavior of users. More recently, continuous-time user modeling has gained considerable attention and many user behavior models have been proposed based on temporal point processes. However, typical point process based models often considered the impact of peer influence and content on the user participation and neglected other factors. Gamification elements, are among those factors that are neglected, while they have a strong impact on user participation in online services. In this paper, we propose interdependent multi-dimensional temporal point processes that capture the impact of badges on user participation besides the peer influence and content factors. We extend the proposed processes to model user actions over the community based question and answering websites, and propose an inference algorithm based on Variational-EM that can efficiently learn the model parameters. Extensive experiments on both synthetic and real data gathered from Stack Overflow show that our inference algorithm learns the parameters efficiently and the proposed method can better predict the user behavior compared to the alternatives.
... Many factors influence the behaviour of online consumers on websites (Constantinides, 2004) and online games (Vashisht and Sreejesh, 2017). Loyalty programs (Meyer-Waarden, 2008), gamification factors (Hamari, 2017;Hamari and Koivisto, 2015), communication through persuasive technologies (Fogg, 2002;Hamari et al., 2014;Jawdat et al. 2011), intra-site banners (Chatterjee, 2005), proper localisation of advertisements within editorial content (Micu and Pentina, 2015), recommendation systems (Nanou et al., 2010), and customer reviews and ratings (Cheung et al., 2003;Kumar and Benbasat, 2006) are commonly used to increase the conversion rate. ...
Preprint
The study develops and tests a method that can gradually find a sweet spot between user experience and visual intensity of website elements to maximise user conversion with minimal adverse effect. In the first phase of the study, we develop the method. In the second stage, we test and evaluate the method via an empirical study; also, an experiment was conducted within web interface with the gradual intensity of visual elements.The findings reveal that negative response grows faster than conversion when the visual intensity of the web interface is increased. However, a saturation point, where there is coexistence between maximum conversion and minimum negative response, can be found. The findings imply that efforts to attract user attention should be pursued with increased caution and that a gradual approach presented in this study helps in finding a site-specific sweet-spot for a level of visual intensity by incrementally adjusting the elements of the interface and tracking the changes in user behaviour. Web marketing and advertising professionals often face the dilemma of determining the optimal level of visual intensity of interface element. Excessive use of marketing component and attention-grabbing visual elements can lead to an inferior user experience and consequent user churn due to growing intrusiveness. At the same time, too little visual intensity can fail to steer users. The present study provides a gradual approach which aids in finding a balance between user experience and visual intensity, maximising user conversion and thus providing a practical solution for the problem.
... In the field of research, systematic reviews have analyzed studies based on gamification that highlight its benefits, not only in the traditional classroom but also in business and commercial fields, as a factor that positively impacts self-efficacy, commitment to learning, participation, and increased perceived enjoyment. However, methodological flaws in gamification research are recognized, as is a conceptual gap in the theoretical understanding of gamification and its implementation (Hamari, 2017;Koivisto and Hamari, 2019;Rathee and Dagar, 2024;Triantafyllou and Georgiadis, 2022). ...
Article
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School engagement is defined as students’ dedication to activities empirically linked to desired outcomes. This concept encompasses all dimensions of being: academic, emotional, and behavioral. Gamification is presented as an innovative strategy in the field of education because using game design elements can engage students in the learning process. This systematic review sought to analyze the development of research in the academic literature on gamification as a strategy to favor school engagement in primary and secondary education, conducted between 2013 and 2023. A total of n = 90 interventions that met the inclusion criteria were identified using the PRISMA methodology guidelines. The results show that there is a need to evaluate school engagement from a broader perspective when using the gamification strategy and to identify other elements that are necessary to achieve the proposed objectives in the teaching and learning process. Findings also demonstrate that it is important to consider a more holistic view that includes not only motivation and participation, but also other factors and dimensions of school engagement.
... Although integrating games into the educational process is not a novelty, gamification can improve student engagement and motivation by allowing students to experiment in safe environments without the risk of failure [31,32]. It provides intrinsic and extrinsic motivation, which can significantly improve skill acquisition and understanding of scientific concepts [33,34]. However, although there is evidence that gamification can increase students' enjoyment, engagement, and motivation [35,36], its effects on learning outcomes are unclear [37,38]. ...
Article
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Gamification has become a topic of interest for researchers and educators, particularly in science education, in the last few years. Students of all educational levels have consistently faced challenges when grasping scientific concepts. However, the effectiveness of gamification, especially in terms of academic performance, has shown mixed results. This has led researchers to explore a new alternative approach, adaptive gamification. Our study compared the effects of adaptive gamification with traditional inquiry-based learning. Two classes of 9-year-old students participated, with the experimental group using adaptive gamification and the control group following a more conventional teaching approach using inquiry-based lessons and experiments. Both groups were tested before and after the lessons, and their results were analyzed using SPSS. The findings revealed that while both groups showed a significant difference after the lessons, the experimental group had significantly higher scores than the control group. Particularly significant results were observed regarding learning improvements based on students’ gender, with female and male students in the experimental group demonstrating significant improvement. In contrast, in the control group, only the male students displayed significant learning improvement. This research contributes significantly to the relatively new field of adaptive gamification in science education and the improvement of students’ science learning, particularly in the context of gender differences.
... 32. Huotari, K.,& Hamari, J. (2017). A definition for gamification: anchoring gamification in the service marketing literature. ...
Preprint
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The current investigation was conducted to analyze a trendology of Gamification's role in higher education by conducting a comprehensive bibliometric and visualization analysis during the time frame 2000-2024. For analysis of bibliometric mapping, after screening methodological phases of obtained documents, a total of 107 peer-reviewed journal articles were retrieved from the database of WOS. The results divulged that: (1) the majority of the articles were released in English, (2) the peak of publications was considered the year 2021 with 18 papers, (3) the analysis comprised documents with at least 60 and a maximum 400 total citations. Further, the total citation of the documents was 2547, the rate of average citation per item was counted 23.8 citations and with a 26 H-Index; (4) the article "Successful implementation of user-centered game based learning in higher education" was the most cited document; (5) "Barr" with 56.5 TC/TS was considered the most influential author; (6) "SPAIN" was the first place in the ranking, with the largest number of disseminations and total citations. "ENGLAND" was the most dominant country, with 60.75 TC/TS; (7) "INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH" was the most dominant journal, with 18.00 TC/TS, and "MDPI" was the most dominant publishers, with 12.36 TC/TS. Additionally, the co-citation network of references divulged six clusters included, "ChatGPT's Applicationology"; "ChatGPT's Suitability and Adaptability"; "ChatGPT's Architecture and Morphology"; "ChatGPT's Pathology". This study recommended a useful contribution in the territory and presents a scientific perspective, comprehensive overview, and future direction of the area.
... Although integrating games into the educational process is not a novelty, gamification can improve student engagement and motivation by allowing students to experiment in safe environments without the risk of failure [31,32]. It provides intrinsic and extrinsic motivation, which can significantly improve skill acquisition and understanding of scientific concepts [33,34]. However, although there is evidence that gamification can increase students' enjoyment, engagement, and motivation [35,36], its effects on learning outcomes are unclear [37,38]. ...
Preprint
Gamification has become a topic of interest for researchers and educators, particularly in science education, in the last few years. Students of all educational levels have consistently faced challenges when grasping scientific concepts. However, the effectiveness of gamification, especially in terms of academic performance, has shown mixed results. This has led researchers to explore a new alter-native approach, adaptive gamification. Our study compared the effects of adaptive gamification with traditional inquiry-based learning. Two classes of 9-year-old students participated, with the experimental group using adaptive gamification and the control group following a more conven-tional teaching approach using inquiry-based lessons and experiments. Both groups were tested before and after the lessons, and their results were analyzed using SPSS. The findings revealed that while both groups showed a significant difference after the lessons, the experimental group had significantly higher scores than the control group. Particularly significant results were observed regarding learning improvements based on students' gender, with female and male students in the experimental group demonstrating significant improvement. In contrast, in the control group, only the male students displayed significant learning improvement. This research contributes signifi-cantly to the relatively new field of adaptive gamification in science education and the improvement of students' science learning, particularly in the context of gender differences.
... This emotional shift, in turn, promotes corresponding behavioral adjustments (promotion-focused job crafting). Specifically, when gig workers perceive a positive work experience resulting from algorithmic management, they will be more willing to proactively adjust to the work behaviors expected by the platform based on the information guidance provided by algorithms [62] and to improve their work skills to increase structural work resources. Second, the recognition and sense of competence that gig workers gain through ranking improvement on the leaderboard motivate them to be more willing to proactively share their work experiences and collaborate with their colleagues to complete their work tasks [57], consequently enhancing their individual social resources. ...
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... Gamification has been applied in many fields with some success, including health [12], business [13], sports [14], management [15], and education [16]. Gamification, or the use of game elements in non-game contexts, is gaining traction in the educational field as a way to boost student engagement, motivation, and performance [17][18][19]. ...
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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)
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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.
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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.
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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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