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Transforming Learning and IT Management Through Gamification

  • August 2015
DOI:10.1007/978-3-319-18699-3
  • Publisher: Springer.com
  • ISBN: 978-3-319-18699-3
Authors:
Madhusudan Rao at NTT DATA Corporation
Madhusudan Rao
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Abstract

This book explains how gamification, specifically enterprise gamification, can help managers in multiple areas within an enterprise to improve attrition. Employee Engagement is an important component to foster employee relations with the organization. Gamification by its inherent design helps to increase engagement within an enterprise. Several successful case studies in Gamification are presented, which present new practical tips for Gamification for IT Management. By introducing general IT management concepts related to the specific environment managers work in, the authors then detail the benefits of introducing gamification in this very environment to resolve business issues. IT Managers, as well as HR professionals, Group Heads, and Delivery Leaders will find this be a useful resource to understand how Gamification can improve their everyday work. The book can also be used as a reference for engaging learners and employees to improve their productivity in organizations.
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2015, VIII, 164 p. 24 illus., 22 illus. in color.
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E.C. Prakash, M. Rao
Transforming Learning and IT Management through
Gamification
Series: International Series on Computer Entertainment and Media Technology
▶Illustrates the significant benefits for IT managers and educators to
use gamification as a powerful learning tool
▶Provides successful case studies in Gamification that highlight
practical tips techniques for effective IT management
▶Presents solutions to existing challenges facing IT managers,
educators and policy makers in enterprise, academia and
government
This book explains how gamification, specifically enterprise gamification, can help
mangers in multiple areas within an enterprise to improve attrition. Employee
Engagement is an important component to foster employee relations with the
organization. Gamification by its inherent design helps to increase engagement within
an enterprise. Several successful case studies in Gamification are presented, which
present new practical tips for Gamification for IT Management. By introducing general IT
management concepts related to the specific environment managers work in, the authors
then detail the benefits of introducing gamification in this very environment to resolve
business issues.
IT Managers, as well as HR professionals, Group Heads and Delivery Leaders will find this
be a useful resource to understand how Gamification can improve their everyday work.
The book can also be used as a reference for engaging learners and employees to improve
their productivity in organizations.

Chapters (7)

Issues Faced by IT Managers, Educators and Policy Makers
Chapter
  • Jan 2015
  • Transforming Learning and IT Management through Gamification
  • pp.7-33
Managers play the most important role in any organization. On an average, five to eight employees report to a Manager and four to six such Managers report to a Senior Manager (and so on goes the chain within any organization). The Managers form the bridge between the employees and the corporate. All interfacing happens via the Manager and while it is good to have a focused hierarchy in place, this also causes grief to a lot of employees. Highly hierarchical organizations have their own complexities involved but become important when one looks at organization strength of more than 100,000. We are not trying to emphasize that hierarchies are important but in the absence of any alternative, they do a decent job. The IT Manager faces a number of problems in everyday life, while interacting with his/her team members. There is no one sure-shot solution for the problem but the Manager does try to counter the challenges with little or no help from others in the organization (either his/her Manager or the HR Manager).
Introduction to Gamification
Chapter
  • Jan 2015
  • Transforming Learning and IT Management through Gamification
  • pp.35-46
Social applications have gained traction in everyday lives, thanks to the outstanding success of applications like Facebook and Twitter. Organizations have started creating social enterprise tools—i.e. social tools that are operated within the enterprise—to cash in on the behaviors exhibited by these tools. The goal of such social enterprise tools is to cultivate a more collaborative, transparent workforce. It is a well-known fact that the age-old practices of information hoarding and knowledge silos is pinching the enterprise to an extent that further growth is being seriously hampered. Overcoming such silos has not been possible by training or by technologies—it can happen only by measuring, influencing and rewarding key user behaviors. Enter Gamification. Gamification is the process by which gaming concepts are brought to the real world tasks associated with real people. To make routine tasks (like customer support, filling surveys, reading web-sites, etc.) lively and interactive, organizations have started taking the help of game design techniques, game thinking and game mechanics. By doing so, employees are encouraged to work on the mundane tasks and gain productivity—such a tough task as it is designed now.
Introduction to Gamification in Enterprises
Chapter
  • Jan 2015
  • Transforming Learning and IT Management through Gamification
  • pp.47-72
The growth seen by the IT industry has resulted in the increase of the number of IT Managers within organizations. For all organizations that experienced a decent scale of growth, the biggest shortage was managers who could control and manage this growth effectively. There was and continues to be a visible lacuna of Managers in the industry who knew how to manage teams and organizations. By taking in new engineers for tasks like development and testing, there was enough space made at the top by pushing those at the bottom of the pyramid, higher in the organization. Hence, the industry focused on individuals who did well in the tasks assigned to them consistently. These individuals were promoted to the level of Leads and Managers without any concern for their other skills relevant for their role. For these individuals, can Gamification provide the chance to do well in their daily role? Is Gamification the silver bullet that can turnaround their state of affairs?
Gamification in Informal Education Environments: A Case Study
Chapter
  • Jan 2015
  • Transforming Learning and IT Management through Gamification
  • pp.73-97
Technology is part of museography and heritage (Rodríguez Sánchez 2012). Particularly, technologies based on visual and graphical computing such as Virtual Reality, Mixed Reality, Video games and their interactive capabilities are used to present sciences, ancient cultures and artefacts, in a way they become accessible through a variety of computing devices using diverse software applications (Sundstedt et al. 2004; Hemminger et al. 2004; Herbst et al. 2008; Horn et al. 2012; Pillat et al. 2012). Virtual Reality allows visitors to explore multiple spaces and to observe and interact with virtual replicas of valuable artefacts within an immersive realistic digital environment (Hemminger et al. 2004). Mixed Reality brings the experience from a single screen to the three dimensional space, augmenting perception of reality by combining the visualisation or real and virtual objects and aiding location and navigation (Mata et al. 2011; De Bérigny Wall and Wang 2008).
Gamification in Enterprise: A Case Study
Chapter
  • Jan 2015
  • Transforming Learning and IT Management through Gamification
  • pp.99-102
Hierarchy can be reinvented through a contribution-based “points system,” linked specifically to how each employee impacts the company’s results. This means that anyone can earn more money than their boss and earn equity linked directly to his or her individual and collective contributions. Doesn’t this sound interesting? This is being followed today in an organization that we will go into details shortly, but this comes with a warning. The game work well for a small organization and the individuals have been taught the rules of the game clearly from outset. Replicating this in a larger setup has to be planned differently and with slightly different rules.
How Gamification Helps Managers
Chapter
  • Jan 2015
  • Transforming Learning and IT Management through Gamification
  • pp.103-112
By incorporating gamification into the daily environment of IT teams, the benefits are immense. Work-life improves as well as morale increases substantially. Employees feel much more comfortable at work and this leads to focused productive work. Engagement between team members and their managers also is enhanced which means that there is less chances that an employee will leave the organization. Research studies showed that Managers undermine creativity and productivity of their team members in many ways—most of the times they are not aware of this unless pointed out.
Implementing a Gamification Solution
Chapter
  • Jan 2015
  • Transforming Learning and IT Management through Gamification
  • pp.113-119
There are various gamification platforms and frameworks available today. But, it is easy to create one oneself. One does not need to know many technologies to implement a solution for your requirement. Couple of frameworks and then voila, you have a gamification solution running for your organization. What are the necessary components to incorporate a gamification solution in your organization?
... However, this study kept the focus on game elements and did not include topics such as how to integrate instructional content and instructional needs and teaching methods in the design principles. Similarly, Prash and Rao (2015) in their study on how to use gamification in education, just like Kim et al. (2018), focused on game elements, ignoring educational and instructional aspects. Pirker and Gült (2015), on the other hand, defined the steps of gamification development in science teaching and stated that they addressed definitions in the context of the objectives, teaching methods, and content of science teaching. ...
Gamified Lesson Design Model Proposal for Mathematics Instruction
Article
Full-text available
  • Dec 2021
Purpose: This study aims to present a gamified lesson design model proposal for mathematics instruction and to determine the design principles of this model. Apart from the general models in the literature, the lack of a gamification design model that meets the needs of the field of mathematics instruction is the main motivating factor in the study. Design/Methodology/Approach: The educational design research carried out for this purpose, the Gamification Development Model, Mathematical Knowledge for Teaching Model, and the process of designing a gamified mathematics lesson of 8 pre-service teachers, who constitute the participants of the research, were discussed together. In the study, which was completed in 6 phases and 14 sessions in total, data were collected through video and audio recordings, weekly reflection reports, general evaluation reports, and the Gamified Mathematics Lesson Checklist created by researchers. Findings: Based on the content analysis and the literature, the gamification design steps that are aimed to guide teachers and/or instructional designers for mathematics teaching are proposed as a model. This model has a spiral structure in which each step affects the previous or next step. The current model includes goal analysis, design, development, implementation, and evaluation-improvement steps. Each of these steps includes gamification elements and what needs to be done within the scope of Mathematical Knowledge for Teaching as design principles. Highlights: The current study proposes a new and detailed gamified lesson design model for mathematics instruction (GLDMfMath). The model proposal is expected to contribute to the field of mathematics teaching, especially with the guiding principles it offers and gamified lesson design examples to be created through these principles. Given that the motivation, participation, and achievement of learners increase in the teaching environments, where gamification is used, designs that can be created with the model presented by the current study can offer similar contributions to the mathematics education literature. Öz Çalışmanın amacı: Mevcut araştırma matematik öğretimi için oyunlaştırılmış ders tasarımına yönelik bir model önerisi sunmayı ve bu modele ait tasarım ilkelerini belirlemeyi amaçlamaktadır. Alanyazında yer alan genel modellerin dışında matematik öğretimine yönelik alanın ihtiyaçlarını karşılayan bir oyunlaştırma geliştirme modelinin olmaması çalışmanın yapılmasındaki temel motivasyon unsurudur. Materyal ve Yöntem: Yürütülen eğitsel tasarım araştırmasında, alanyazında yer alan Oyunlaştırma Geliştirme Modeli, Öğretmek için Matematik Bilgisi Modeli ve araştırmanın katılımcılarını oluşturan 8 öğretmen adayının oyunlaştırılmış matematik dersi tasarlama süreçleri birlikte ele alınmıştır. Toplam 6 aşamada ve 14 oturumda tamamlanan çalışmada veriler video ve ses kayıtları, haftalık yansıma raporları, genel değerlendirme raporları ve araştırmacılar tarafından oluşturulan Oyunlaştırılmış Matematik Dersi Kontrol Listesi aracılığıyla toplanmıştır. Bulgular: İçerik analizine tabi tutulan verilerden ve alanyazından yola çıkılarak, matematik öğretimi için öğretmen ve/veya öğretim tasarımcılarına kılavuzluk etmesi hedeflenen oyunlaştırma tasarım adımları belirlenmiş ve bu adımlar bütünü bir model olarak önerilmiştir. Bu model spiral bir yapıya sahip olup, her bir adım önceki veya sonraki adımı etkilemektedir. Model hedef analizi, tasarım, geliştirme, uygulama ve değerlendirme-iyileştirme adımlarından oluşmaktadır. Bu adımlardan her biri tasarım ilkeleri olarak oyunlaştırma unsurlarını ve Öğretmek için Matematik Bilgisi kapsamında yapılması gerekenleri içermektedir. Önemli Vurgular: Bu çalışma, matematik öğretimi için yeni ve ayrıntılı oyunlaştırılmış bir ders tasarım modeli önermektedir. Model önerisinin, özellikle sunduğu yol gösterici ilkeler ve bu ilkeler üzerinden oluşturulacak oyunlaştırılmış ders tasarım örnekleri ile matematik öğretimi alanına katkı sağlaması beklenmektedir. Oyunlaştırmanın kullanıldığı öğretim ortamlarında öğrenenlerin motivasyonu, katılımı ve başarısının arttığı göz önüne alındığında, bu çalışmada sunulan modelle oluşturulabilecek tasarımlar matematik eğitimi literatürüne benzer katkılar sağlayabilir.
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... Although the game was not designed for competitive activities, this outcome is considered positive; as noted by Prakash and Rao (2015), when designing a game, competition is a pedagogy that does not frustrate players and motivates players to keep playing. Competition helped students in raising their motivation to play the game and learn, rather than from explicitly creating teacher-centred knowledge or peer-sourced knowledge-either the words' spelling knowledge or the link between the spoken and written formsas learning occurred while students were playing the game, and the interaction took place between students and the devices rather than between students and their colleagues. ...
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... However, this study kept the focus on game elements and did not include topics such as how to integrate instructional content and instructional needs and teaching methods in the design principles. Similarly, Prash and Rao (2015) in their study on how to use gamification in education, just like Kim et al. (2018), focused on game elements, ignoring educational and instructional aspects. Pirker and Gült (2015), on the other hand, defined the steps of gamification development in science teaching and stated that they addressed definitions in the context of the objectives, teaching methods, and content of science teaching. ...
Matematik Öğretimi için Oyunlaştırılmış Ders Tasarımı Model Önerisi
Article
  • Oct 2020
Purpose: This study aims to present a gamified lesson design model proposal for mathematics instruction and to determine the design principles of this model. Apart from the general models in the literature, the lack of a gamification design model that meets the needs of the field of mathematics instruction is the main motivating factor in the study.Design/Methodology/Approach: The educational design research carried out for this purpose, the Gamification Development Model, Mathematical Knowledge for Teaching Model, and the process of designing a gamified mathematics lesson of 8 pre- service teachers, who constitute the participants of the research, were discussed together. In the study, which was completed in 6 phases and 14 sessions in total, data were collected through video and audio recordings, weekly reflection reports, general evaluation reports, and the Gamified Mathematics Lesson Checklist created by researchers.Findings: Based on the content analysis and the literature, the gamification design steps that are aimed to guide teachers and/or instructional designers for mathematics teaching are proposed as a model. This model has a spiral structure in which each step affects the previous or next step. The current model includes goal analysis, design, development, implementation, and evaluation-improvement steps. Each of these steps includes gamification elements and what needs to be done within the scope of Mathematical Knowledge for Teaching as design principles.Highlights: The current study proposes a new and detailed gamified lesson design model for mathematics instruction (GLDMfMath). The model proposal is expected to contribute to the field of mathematics teaching, especially with the guiding principles it offers and gamified lesson design examples to be created through these principles. Given that the motivation, participation, and achievement of learners increase in the teaching environments, where gamification is used, designs that can be created with the model presented by the current study can offer similar contributions to the mathematics education literature.
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An Empirical Study of Gamification Frameworks
Chapter
Full-text available
  • Oct 2022
Gamification is a relatively novel concept which is attracting interest from academics and practitioners as a method of mediating individual behaviour. It is increasingly being used in a wide range of social and business contexts across a range of diverse activities such as education, health care and personal productivity. In this article, the components used to implement gamification are catalogued. Using a standardised rubric, a sample of gamified activities is studied to measure the prevalence of the various components used to implement gamification. This research provides an empirically validated catalogue of specific components used to implement gamification, which can serve to guide the work of academics and practitioners. It demonstrates variance in the use of the different types of component, indicating that the utility of gamification components may differ. Finally, by contrasting the utilization of components in the individual and group contexts, this research identifies the contextual sensitivity of gamification.
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DİJİTAL PAZARLAMAYA YÖNELİK OLARAK OYUNLAŞTIRMA İÇEREN E-TİCARET SİTELERİ ÜZERİNE BİR META ANALİZ A META ANALYSIS OF E-COMMERCE SITES WITH GAMING FOR DIGITAL MARKETING
Article
Full-text available
  • Oct 2022
Teknolojinin hızla ilerlemesiyle birlikte birçok alanda olduğu gibi e-ticaret alanında da büyük gelişmeler meydana gelmiştir. İnsanların giderek daha çok ilgi gösterdiği bu alan, kendini güncellemeye devam etmektedir. Bu bağlamda e-ticaret yapan web siteleri, satışlarını arttırmak için oyunlaştırma öğelerini daha çok kullanmaya başlamışlardır. Oyunlar, eski tarihlerden bu yana insanların hayatında hep var olmuştur. Bazen sadece zevk için bazen de başarı veya ödül için oynanmıştır. Oyunlaştırmanın yapı taşını bu oyun kültürü oluşturmuştur. Oyunlaştırmayı e-ticarette kullanmanın en büyük unsuru kullanıcı katılımını artırma yeteneğidir. E-ticaret işletmeleri, hedef müşterilerini iyi tanırlar ve birbirleriyle rekabet etmelerini sağlayan oyunlaştırılma öğelerini tasarlayarak onların ilgilerini çekmek isterler. Bu işletmeler, satışlarını arttırmak için çeşitli oyunlar ile hediye çekleri, indirim kuponları, rozetler ve puanlar vermektedirler. Bu araştırmada; e-ticaretin yıllar içerisinde nasıl gelişim gösterdiği, nelerden etkilendiği ve hangi kavramları kullandığı üzerine literatür taramaları yapılmıştır. Ayrıca oyunlaştırma kavramının özellikleri, öğeleri, kullanım alanları ve insan psikolojisine etkileri üzerinde durulmaya çalışılmıştır. Son olarak araştırmanın asıl konusu olan oyunlaştırmanın e- ticaret alanında nasıl kullanıldığı, satışları nasıl etkilediği konusunda araştırmalar yapılmıştır. Araştırmaların sonucunda; şirketler, oyunlaştırmayı; işbirliğini desteklediği, fikir alışverişini arttırdığı, inovasyon kültürünü geliştirdiği, kullanıcılar arasında sürekli bir ilişki oluşturduğu için kullanmakta fayda görmüşlerdir. Bunun yanında, verilen ödüllerden dolayı kazanç sağlamanın yanında haz ve mutluluk duyan müşterilerin, alışverişlerine daha motive bir şekilde devam ettiği görülmüştür. Aynı zamanda bu ödüller; sosyal paylaşımı teşvik etme, müşteriyi elde tutma, müşteri sadakati ve tekrar satın almayı sağlamıştır.
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Assessing the Learning Outcomes of Using Mobile Game Integration in Teaching English Vocabulary: A Case Study of Saudi Arabia
Article
Full-text available
  • Jan 2022
English language is taught universally and is therefore also in Saudi Arabia since 1958. But the student’s achievements have not been satisfactory, hence the imperative to research new teaching methods. The purpose of this study is to investigate the potential and effects of using mobile device games on learning English as a Foreign Language (EFL) vocabulary for student achievement in a Saudi female public high school. After conducting pilot studies of five mobile games with teachers and students, The English Bee, an original game specifically designed for this research project, was selected. The study comprised one participant cohort who were taught two modules; one through The English Bee in and the other module was taught by traditional methods. It employed a mixed methodology of a number of collection techniques for both qualitative and quantitative data, namely, pre- and post-tests, focus group discussions, interviews and reflective essays.
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Dimensiones para la evaluación de aprendizajes en APPs sobre patrimonio
Article
Full-text available
  • Oct 2017
Resumen Este artículo propone una serie de dimensiones para la evaluación de aprendizajes en APPs vinculadas al patrimonio. Para la elaboración de dichas dimensio-nes se ha realizado una investigación bibliográfica de estudios destinados tanto a la evaluación de aprendizajes en entornos virtuales en general, y en APPs en particular, como al estudio de la Educación Patrimonial mediada por las tecnologías móviles. De las herramientas recogidas en los estudios referentes para nuestro objeto de investigación, se han adop-tado, adaptado y creado nuevos indicadores con el fin de intentar esclarecer y comprender la situación actual existente entre la Educación Patrimonial y las aplicaciones software o APPs. Como resultado, se proponen cinco dimensiones siendo la primera la de los metadatos, la segunda es la dimensión técnica, la tercera recoge los indicadores destinados a anali-zar la dimensión informativa-comunicativa, la cuarta destinada la evaluación de los procesos de ense-ñanzas y aprendizajes, y la última, es la dimensión patrimonial. Palabras clave: Educación Patrimonial, evaluación, APPs, aprendizaje, dimensiones. Abstract The following paper proposes a set of dimensions for the assessment of learning via APPs related to the field of heritage. The dimensions were created after conducting a literature review about learning assessment in virtual environments, and more specifically in APPs; and also about Heritage Education mediated by mobile devices. The tools and standards used in these studies helped us to adopt, adapt and create new indicators for this study in order to clarify and understand the current situation and relation between Heritage Education and software applications or APPs. The dimensions proposed are related to five areas: (1) metadata; (2) technical aspects; (3) information and communication; (4) teaching and learning processes; and (5) collection information about heritage.
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Initiatives and challenges of using gamification in software engineering: A Systematic Mapping
Article
Context Gamification is an emerging subject that has been applied in different areas, bringing contributions to different types of activities. Objective This paper aims to characterize how gamification has been adopted in non-educational contexts of software engineering (SE) activities. Methods We performed a Systematic Mapping of the literature obtained from relevant databases of the area. The searches retrieved 2640 studies (published up to January 2020), of which 548 were duplicates, 82 were selected after applying the inclusion and exclusion criteria, and 21 were included via the backward snowballing technique, thus reaching a total of 103 studies to be analyzed. Results Gamification provided benefits to activities like requirements specification, development, testing, project management, and support process. There is evidence of gamified support to some CMMI 2.0 Practice Areas. The most commonly used gamification elements are points and leaderboards. The main benefit achieved is the increased engagement and motivation to perform tasks. Conclusion The number of publications and new research initiatives have increased over the years and, from the original authors’ reports, many positive results were achieved in SE activities. Despite this, gamification can still be explored for many SE tasks; for the addressed ones, empirical evidence is very limited.
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