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Gamification
Abstract
Mit Gamification lässt sich menschliches Verhalten spielerisch, also ohne Zwang,
ändern. Sie kann beim Lernen eingesetzt werden, erhöht die Aufmerksamkeit, etwa
bei der IT-Sicherheit oder bei Gesundheitsfragen, und kann generell die Leistungen
der Mitarbeiter steigern .
Um Gamification wirkungsvoll und zielgerichtet einsetzen zu können, sind zwei Aspekte
zu beachten:
1. Die Spiel-Design-Elemente müssen zu den ernsten Inhalten bzw. zum betrieblichen
Kontext passen.
2. Die Bedürfnisse der Adressaten - der „Spieler" - müssen berücksichtigt werden.
ResearchGate has not been able to resolve any citations for this publication.
Based on research about human motivation and player types and practical design experiences, we present a gamification user type model, which is a first typology to classify users of gamified systems. This model helps in the segmentation/clustering of users based on intrinsic and extrinsic motivational factors. We identify six gamification user types: Socializers, Free Spirits, Achievers, Philanthropists, Players and Disruptors. Together with the model, we suggest gamification mechanics that offer suitable motivational affordances for each user type. The model should assist researchers and practitioners in tailored and personalized gamified system design, to make gamified systems more appealing and successful. In the future, we will empirically validate and advance the model.
Gamification is a buzz word in business these days. In its November 2012 press release, Gartner predicts that "by 2015, 40% of Global 1000 organizations will use gamification as the primary mechanism to transform business operations”. In the same report, they also predict that “by 2014, 80% of current gamified applications will fail to meet business objectives, primarily due to poor design”.
What is gamification? Does it belong in the workplace? Are there design best practices that can increase the chance of success of enterprise gamification efforts?
Janaki Kumar answers these questions and more in this paper Gamification @ Work. She cautions against taking a “chocolate covered broccoli” approach of simply adding points and badges to business applications and calling them gamified. She outlines a methodology called Player Centered Design which is a practical guide for user experience designers, product managers and developers to incorporate the principles of gamification into their software.
Cognitive load theory suggests that effective instructional material facilitates learning by directing cognitive resources toward activities that are relevant to learning rather than toward preliminaries to learning. One example of ineffective instruction occurs if learners unnecessarily are required to mentally integrate disparate sources of mutually referring information such as separate text and diagrams. Such split-source infonnation may generate a heavy cognitive load, because material must be mentally integrated before learning can commence. This article reports findings from six experiments testing the consequences of split-source and integrated information using electrical engineering and biology instructional materials. Experiment 1 was designed to compare conventional instructions with integrated instructions over a period of several months in an industrial training setting. The materials chosen were unintelligible without mental integration. Results favored integrated instructions throughout the 3-month study. Experiment 2 was designed to investigate the possible differences between conventional and integrated instructions in areas in which it was not essential for sources of information to be integrated to be understood. The results suggest that integrated instructions were no better than split-source infonnation in such areas. Experiments 3, 4, and 5 indicate that the introduction of seemingly useful but nonessential explanatory material (e.g., a commentary on a diagram) could have deleterious effects even when presented in integrated format. Experiment 6 found that the need for physical integration was restored if the material was organized in such a manner that individual units could not be understood alone. In light of these results and previous findings, suggestions are made for cognitively guided instructional packages.
Self-determination theory (SDT) maintains that an understanding of human motivation requires a consideration of innate psychological needs for competence, autonomy, and relatedness. We discuss the SDT concept of needs as it relates to previous need theories, emphasizing that needs specify the necessary conditions for psychological growth, integrity, and well-being. This concept of needs leads to the hypotheses that different regulatory processes underlying goal pursuits are differentially associated with effective functioning and well-being and also that different goal contents have different relations to the quality of behavior and mental health, specifically because different regulatory processes and different goal contents are associated with differing degrees of need satisfaction. Social contexts and individual differences that support satisfaction of the basic needs facilitate natural growth processes including intrinsically motivated behavior and integration of extrinsic motivations, whereas those that forestall autonomy, competence, or relatedness are associated with poorer motivation, performance, and well-being. We also discuss the relation of the psychological needs to cultural values, evolutionary processes, and other contemporary motivation theories.
- R Bartle
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Enterprise Gamification -Engaging People by letting them have fun
- M Herger
Herger, M.: Enterprise Gamification -Engaging People by letting them have fun. o.O. 2014.
Medizinische Therapiebegleitung und Compliancesteigerung mittels gamifizierter, mobiler Anwendungen
- M Przewloka
- K Dort
Przewloka, M./Dort, K.: Medizinische Therapiebegleitung und Compliancesteigerung mittels gamifizierter, mobiler Anwendungen. In: Barton, T./Herrmann, F./Meister, V. (Hrsg.), Tagungsband zur
30. AKWl-Jahrestagung, Aschaffenburg 2017, S. 157 -163.