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Publication trends in gamification: A systematic mapping study
Abstract
h i g h l i g h t s • This study presents four big trends and the core literature in gamification. • This publication provides a meta-review of several other literature reviews. • This publication identifies the most common publication venues on gamification. • The study concludes that the most pressing research issue currently is to collect evidence on the practical applications of gamification. • Most common theme in gamification studies currently is education. a b s t r a c t The term gamification and gamified systems are a trending area of research. However, gamification can indicate several different things, such as applying the game-like elements into the design of the user interface of a software, but not all gamification is necessarily associated with software products. Overall, it is unclear what different aspects are studied under the umbrella of 'gamification', and what is the current state of the art in the gamification research. In this paper, 1164 gamification studies are analyzed and classified based on their focus areas and the research topics to establish what the research trends in gamification are. Based on the results, e-learning and proof-of-concept studies in the ecological lifestyle and sustainability, assisting computer science studies and improving motivation are the trendiest areas of gamification research. Currently, the most common types of research are the proof-of-concept studies, and theoretical works on the different concepts and elements of gamification.
... This necessitates innovative approaches to understanding human behavior. Gamification, which integrates game elements into non-game contexts [3], has shown effectiveness in promoting sustainable consumption practices in the energy sector [4]. Gamification achieved impressive results,it's reduction 15% in energy costs. ...
... For example, [20] uses an information dashboard to increase users' awareness of their energy consumption and footprint, a gaming dashboard to engage users in real-time energy efficiency competitions, and a message dashboard to send tailored messages about energy efficiency opportunities, the same article also mentions that social interaction mechanics, such as leaderboards, are effective tools to promote energy conservation. For example, the study by Svendblad et al. [4] compares a gamified application of social elements with its traditional application version and shows a 3.7% electricity saving for the group with the gamified version. Also, Anderson et al. [34] (scoring system = 2), in a study of a multifaceted approach to promote challenge, found that users were more likely to adopt an app that included challenging game elements such as progression, levels, and points. ...
... A gamificação pode ser conceituada como o processo de se adicionar elementos de jogos em contextos que não são de jogos [1] [2] [3]. Os autores [1], [4] e [5] ainda adicionam outro objetivo em sua definição: motivar um maior envolvimento dos usuários inseridos na tarefa ou atividade alvo, criando um sistema com motivações e experiências similares às que os jogos proporcionam. A gamificação pode ou não ocorrer em ambientes digitais [6]. ...
... A gamificação tem crescente ampliação de aplicação em áreas de negócio [2] [8], sendo que um mapeamento sistêmico das tendências de pesquisas e Provas de Conceito sobre o tema revelou uma maior concentração de trabalhos para a educação de ciência da computação, motivação, sustentabilidade e ecologia [5]. Categorias que se relacionam com o estudo de caso apresentado nesse trabalho, como Gerenciamento e Performance do Trabalho, aparecem com menor relevância. ...
Na última década, a gamificação tem sido cada vez mais empregada em diferentes áreas e para diferentes fins. Sua aplicação na área Industrial é tida como promissora, ainda que poucas Provas de Conceito tenham sido documentadas se comparadas com outras áreas, como a educação para ciência da computação ou ecologia. Por outro lado, a Manufatura Enxuta e suas ferramentas tem origem e vasta aplicação documentada na Indústria, se propondo a reduzir desperdícios através de iniciativas que aumentam a produtividade e flexibilidade. Uma das etapas mais críticas da implementação desse tipo de iniciativa é o treinamento e estabilização dos novos padrões que são gerados para os funcionários. O trabalho apresenta um estudo de caso onde a gamificação foi efetiva para o treinamento e estabilização de uma iniciativa de Manufatura Enxuta do tipo SMED, em uma Indústria do segmento farmacêutico.
... These elements are used to increase learner motivation and engagement, as research in gamification has predominantly demonstrated a significant linkage between increased motivation, effort and time spent on a task and learning performance among students (Chans & Portuguez-Castro, 2021;Dichev & Dicheva, 2017). The positive results from gamification research have triggered the influx of various tools and applications that are developed to assist educators in designing gamified lessons (Kasurinen & Knutas, 2018). ...
... Realizing the gap in the existing gamification research that fail to bridge practices and purposes, we argue that understanding academics' pedagogical practices actually indicates their pedagogical understanding, knowledge and skills that they utilize in planning and carrying out their lessons in achieving the intended learning outcomes (Torrisi-Steele & Drew, 2013). At this juncture, it is important to note that gamification does not necessarily mean the inherent use of technology, but many studies of gamification involve technologies (Boyle et al., 2016) due to the increasing number of technologies made available to create gamified lessons (Kasurinen & Knutas, 2018). From the academics' perspectives, the literature also highlights the challenges faced as they grapple with the effective integration of gamification using technology. ...
Unlabelled:
Literature emphasizes that gamification significantly enhances students' engagement in learning and their motivation level. Studies have also examined the benefits of gamification in learning across different levels of education. However, the focus on academics' pedagogical understanding, knowledge, and skills and how they utilize these in planning and carrying out their gamified lessons particularly in the context of higher education, are not well researched. A mixed-methods study was conducted at a Malaysian public university with the aim of uncovering the practices, purposes, and challenges of integrating gamification via technology from the academics' perspective. Findings show the academics' practices of gamification could be further enhanced and their pedagogical considerations revolve around five main themes: (i) motivating students' learning; (ii) facilitating thinking skills and solving problems; (ii) engaging students' learning; (iv) facilitating interactions and (v) achieving specific teaching and learning goals. Based on the findings, the researchers proposed two models that would be able to facilitate and enhance academics' pedagogical knowledge and skills in integrating gamification for students' learning.
Supplementary information:
The online version contains supplementary material available at 10.1007/s10639-023-11723-7.
... Therefore, the current findings confirm Price's Law which proposes that the growth of scientific outputs tends to double after 10 years [48]. The findings obtained in this context are supported by the literature (e.g., [21] [22][26] [49]). In a systematic review, Subhash and Cudney [35] reviewed 41 documents relating to gamified learning in higher education. ...
... As a matter of fact, Dr. Luis de-Marcos, from the Universidad de Alcalá (Spain), has written extensively on gamification, educational technology, and e-learning and has published his works in leading scientific journals. Existing literature (e.g., [21][26] [49]) also reviewed articles written by these authors in the field of gamification. When examined by region/ country, the fifteen scholars with the most production came from Spain, followed by the US and Hong Kong. ...
Gamification plays an essential role in supporting educational goals. Existing literature confirmed that gamification has been widely used to elevate student achievement in many fields. This study examines the current status and research trends of gamification applications in higher education by conducting a comprehensive bibliometric analysis during the period 2013-2022. This study focuses on publication language, growth rates, most frequent author keywords, most cited papers, most prolific authors, most impactful journals, most productive institutions, and most active countries. For bibliometric mapping analysis, a total of 819 peer-reviewed journal articles were retrieved from the Scopus database. The results showed that: (1) the majority of the manuscripts are written in English, (2) the peak of publication is 2021 with 216 papers, (3) gamification, higher education, and motivation have been the most used keywords, (4) the works of Domínguez et al., de-Marcos et al., and Buckley and Doyle have been the most frequently cited documents, (5) de-Marcos, Boyle, and Pérez-López have been the most important authors, (6) Sustainability, International Journal of Emerging Technologies in Learning, and Journal of Chemical Education have been among the top journals, (7) Universidad de Granada, Universidad de Sevilla, and Tecnologico de Monterrey have been the top institutions, and (8) Spain, the US, and the UK have been the most important countries in this area. This study offers a useful contribution in the area and provides a comprehensive overview, scientific landscape, and future direction of the field.
... Gamification is viewed as an effective strategy in promoting sustainable consumption as it engages people both intrinsically and extrinsically (Kasurinen & Knutas, 2018;Mishra & Malhotra, 2021). ...
Unsustainable consumption is a pressing issue requiring innovative solutions. Gamification is a promising approach with the potential to drive a shift toward sustainable consumption. This study delivers a state-of-the-art overview of gamification as a strategy for sustainable consumption, shedding light on its role at the intersection of environmental sustainability, sustainability education, sustainable behavioral changes, sustainable living, sustainable tourism, and workplace sustainability, underscoring that sustainable consumption (e.g., energy) is not only personal but also professional. This study also offers a rich organizer of antecedents (game mechanics, incentives and mechanisms, social dynamics, sustainability focus, and user experience), mediators and moderators (psychographic and socio-cultural), controls (demographic and contextual), and outcomes (behavioral changes, consumption patterns, and psychographic shifts), alongside relevant theories and methods, to provide a finer-grained, toolbox-like understanding of gamification for sustainable consumption. This study concludes with avenues for future research to drive new frontiers where gamification can contribute to sustainable consumption and, by extension, the United Nations Sustainable
... Furthermore, Vlachopoulos and Agoritsa [20] and Azizan et al., [21] described that the game design, especially digital educational games, needs to emphasize the elements of the game that are relevant to the purpose of the game development. On the other hand, Kasurinen and Antti [22] agreed that GBL needs to have the instructional elements mentioned as an entertainment game. It is supported by Laine and Renny [23] that research about games is also limited in Design Principles (DP) and game motivators that purposely improve learners' motivation and continuing engagement. ...
Tajweed is a Quranic knowledge, and it is essential to provide a Quranic generation that is fluently and accurately reading the Quran. Unfortunately, previous studies depicted many students unable to read the Quran and indicated low achievement in Quranic subjects. Therefore, there is a need for efforts to create an interactive environment that can support the teaching and learning process, such as Game-Based Learning (GBL). GBL is a teaching aid that can be customized for teaching and learning and encourages students to be actively involved. Meanwhile, various factors are still being investigated in game design to ensure the success of GBL implementation, including motivational elements as an aspect of game design. Therefore, this study aims to identify the effect of GBL design on students' motivation in learning Tajweed. The game (i-Tajweed) deployed a Game Development Framework (GDF) and was tested using a quasi-experimental method on 120 students at primary schools by a purposive sampling method. The study used a set of questionnaires and a set of Tajweed Tests as the instruments for collecting data. The findings of the analysis revealed that the level of significance (0.000 < 0.05) value of the correlation coefficient (r) is 0.310. The result suggests that there is a significant correlation between student's achievement and motivation. Hence, the result proves that using GBL with motivational elements in the design can increase student motivation positively.
... La gamificación aplicada al desarrollo de las competencias pedagógicas ha tenido lugar a partir de 2012. Esta se ha acentuado entre 2019-2022 por el uso de recursos tecnológicos y el escenario de emergencia sanitaria (Simões et al., 2013;Kasurinen & Knutas, 2018;Nieto-Escamez & Roldan-Tapia, 2021;Roa et al., 2021). Su uso en el campo educativo se extiende en la actualidad a todas las áreas y niveles de formación por lo que se le considera una metodología de enseñanza eficaz. ...
En el contexto actual, aplicar tecnologías está generando métodos activos e inmersivos que exigen a los formadores apropiarse de procedimientos para mejorar su práctica educadora. Por lo anterior, el presente artículo tuvo como objetivo analizar las fuentes bibliográficas sobre gamificación en el desarrollo de la competencia histórica entre los años 2012-2022. Esta investigación se fundamentó bajo el método sistemático-hermenéutico, paradigma hermenéutico-interpretativo con un enfoque cualitativo, de diseño sistemático de la literatura y de tipo documental descriptivo; como técnica, se empleó el fichaje digital con el apoyo del gestor bibliográfico Zotero, así como la metodología Prisma. El universo se centró en artículos publicados desde enero de 2012 hasta diciembre de 2022 en bases de datos: Scopus, WoS (Web of Science), Scielo, Ebscohost, ScienceDirect, Dialnet y Google Scholar, en el que se obtuvo 22 artículos como muestra para la intervención. Los resultados obtenidos destacaron el rol de la gamificación en metodología, así como en didáctica para mejorar los procesos de enseñanza-aprendizaje de los contenidos sobre ciencia histórica; afectando positivamente en motivación, interés y satisfacción; mediante metodologías innovadoras, aprendizaje activo e inmersivo, así como comprensión de las dinámicas, mecánicas y procedimientos de los juegos. Se concluyó que la gamificación es una estrategia fundamental en desarrollo de la competencia histórica en los niveles de inicial, primaria, secundaria y superior. Palabras clave: Gamificación, educación, aprendizaje de la historia, enseñanza de la historia, revisión bibliográfica. ¹Universidad César Vallejo ²Universidad César Vallejo ¹https://orcid.org/0000-0001-8469-5441 ²https://orcid.org/0000-0001-5156-9748 ¹Perú ²Perú
... EE methods can be classified into traditional, such as lectures and reading materials, which were found not suitable for the dynamic nature of entrepreneurship (Huebscher & Lendner, 2010;Mwasalwiba, 2010) and active/experiential approaches that use case studies, educational technologies, and extra-curricular activities (Kuratko & Morris, 2018). The latter has witnessed increasing adoption of HEIs to engage younger generations and operationalize EE (Fay¬olle et al., 2006;Kasurinen & Knutas, 2018). According to Jones and Colwill (2013), the choice of teaching style and method should relate to the nature of the learners. ...
Researchers and educators have been exploring innovative methods in entrepreneurship education to address traditional approach failure at engaging students and developing their skills. Educational technology has shown promising results in early studies. Yet, there is a scarcity of reviews on their effectiveness in developing entrepreneurial competencies. This paper systematically reviews the empirical literature on the outcomes of educational technology used to teach entrepreneurship at higher education institutions. From an initial 316 search hits, 26 articles were selected for in-depth review. The learning outcomes were translated into entrepreneurial competencies, using the EntreComp Framework as a reference. Findings show that educational technologies, in general, positively impacted entrepreneurial competencies, especially financial & economic literacy, motivation & perseverance, and initiative taking. Gaming and simulations were the most researched, having an overall positive influence, while online learning and MOOCs showed limited and sometimes contradictory effects. The study fills the scholarly gap by connecting educational technology, entrepreneurship education, and entrepreneurial competencies. It provides a basic mapping linking each educational technology to the competencies it develops and advocates for a competency-based pedagogy in the delivery and assessment of entrepreneurship education. Educators can apply the findings and the mapping developed in this study to design and deliver entrepreneurship courses, incorporating educational technologies more insightfully and effectively in their pedagogies.
... Research results indicate a significant shift in study habits and academic performance with adopting MLAs: MLA users exhibit higher grades and assessment scores than those relying solely on traditional methods (Hattie, Sahlberg, and Comer 2023). Gamification, which is highly popular in the educational branch (e.g., Caponetto, Earp, and Ott 2014;Kasurinen and Knutas 2018), plays a central role. While also used in analog format and in the form of popular games like Monopoly (cf. ...
... Even though clear trends were visible as discussed in this paper, a larger corpus could provide more detailed insights into how individuals perceive everyday lived landscapes. This calls for further examination of user motivation and retention in gamified approaches (Kasurinen and Knutas 2018), as well as considering novel methods of landscaperelevant corpus generation from existing text sources (e.g. web corpora such as digitised newspaper archives). ...
What cultural ecosystem services (CES) do people perceive in their immediate surroundings, and what sensory experiences are linked to these ecosystem services? And how are these CES and experiences expressed in natural language? In this study, we used data generated through a gamified application called Window Expeditions, where people uploaded short descriptions of landscapes they were able to experience through their windows during the COVID-19 pandemic. We used a combination of annotation, close reading and distant reading using natural language processing and graph analysis to extract CES and sensory experiences and link these to biophysical landscape elements. In total, 272 users contributed 373 descriptions in English across more than 40 countries. Of the cultural ecosystem services, recreation was the most prominently described, followed by heritage, identity and tranquility. Descriptions of sensory experiences focused on the visual but also included auditory experiences and touch and feel. Sensory experiences and cultural ecosystem services varied according to biophysical landscape elements, with, for example, animals being more associated with sound and touch/feel and heritage being more associated with moving objects and the built environment. Sentiments also varied across the senses, with the visual being more strongly associated with positive experiences than other senses. This study showed how a hybrid approach combining manual analysis and natural language processing can be productively applied to landscape descriptions generated by members of the public, and how CES on everyday lived landscapes can be extracted from such data sources.
... This involves students interacting with the learning environment and maintaining this interaction over time (Kapp et al., 2014). Trend analysis studies indicate that many works have found gamification to support students' active participation, motivation, and academic achievement (Kasurinen & Knutas, 2018;Meşe & Dursun, 2018;Şahin & Samur, 2017). Meta-analysis studies by Yıldırım and Şen (2019), Özcan (2019), R. Huang et al. (2020) also affirm the positive impact of Gamified Learning Environments (GLE) on academic success and learning outcomes. ...
... Nowadays, university students are more exposed to gadgets and games and they are most likely are motivated to learn through them. This is proved by a research done by Kasurinen and Knutas (2018) where they suggested the latest approach to engage students for learning in education domain is through gamification. However, the studies also mentioned that designing features for the game needs more attention because it is not easy to do. ...
Mathematics is embedded our lives in many ways. However, mathematics is often challenging for adult learners to master. The purpose of this paper is to identify problems encountered by the students after using gamification features implemented through Kahoot! questionnaires in a blended mathematic classroom. The gamification process in the study is based on Kevin Werbach’s framework for gamification. A qualitative research design using interviews was applied in this study to find out the students’ problems in learning after using Kahoot! questionnaires. Ten students were involved in the study and five major problems have been identified. Finally, the study proposed several gamification features to solve the mentioned problems. Future study will focus on implementing the proposed features and design a questionnaire to evaluate the feedback mechanism.
... Gamification is an approach/method/model that is the game field approach to solving problems related to business, education, economics, society, entertainment, and others. The primary purpose of gamification is to motivate and stimulate system users to be more involved in the gamified system [21], [22]. There have been many studies related to gamification in several fields, including education [19], [20], health [23], and business [24]. ...
This study aims to analyze the role of gender, age, retention, and motivation on the high and low opportunities of potential customers using the K-means clustering approach and gamification octalysis. This research resulted in several new knowledge contributions. Female customers are the most potential customers in a retail company. On the other hand, male customers are the least potential customers. The motivation to buy is relatively high across all genders and ages, as evidenced by the average "core drive" score, which tends to be high in the customer cluster segment with various age groups. The amount of customer motivation to buy products does not affect purchase retention, which several factors outside this study can cause. Based on customer expectation and customer impression data, low-price offers and product discount offers are dominantly in demand by customers, and this is also in line with the core drive "development" and "scarcity" scores which tend to be high. The age maturity of customers is directly proportional to purchase retention, and this is entirely rational when considering the buying ability of customers where the more mature age group has a higher purchasing power.
... Kappen and Nacke (2013) found that the failure of gamification is due to bad user experience. Gradually increasing feelings of being controlled remove the fun experience and build a lack of trust among users (Kasurinen and Knutas, 2018). Status, rewards, rivalry, and accomplishment are all important game dynamics (Zichermann and Cunningham, 2011), and the provision of some form of payoff for the achievement of specific goals represents the most fundamental aspect of game mechanics (Zichermann and Cunningham, 2011). ...
Gamification is a strategy, methodology, or activity that has picked up pace over time and has been successfully deployed in organizations. Despite massive efforts to capture the success of the deployment of gamification in implementing innovation, its failure in this regard has hitherto been ignored. Until recently, it has been difficult to understand such failure from a contributing factor perspective. In bridging this gap, we conducted our study through the lens of problematization and social cognitive theory. We drew qualitative data from the field by recording the experiences and observations of stakeholders involved in attempting and failing to implement gamified projects in the retail industry. Our qualitative analysis was aimed at developing a signposting suited to help firms answer the fundamental question of “Why does gamification fail as an innovation strategy?” Our results highlighted four main factors that lead to the failure of gamified projects: a) self-efficacy, b) immersive dynamics, c) the personalization privacy paradox, and d) disengagement. Our study offers a conceptual framework suited to act as a guidebook for firms and consultants who wish to implement various gamified solutions at various stages. Further, we discuss the implications of our findings and propose future research perspectives.
... Moreover, it has been concluded that the use of GAM in e-banking affects the behavior of individuals by facilitating customer engagement [13]. In addition to these, GAM is used in education [32,94], the field of health [75], the logistics industry [108,134], psychology and neuroscience [99], banking industry [11,13], tourism [1,12,21,22,137,138], museum [81], e-commerce [8,14,15,49,57,80,120]. ...
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.
... Empirical research on the effects of game elements on psychological need satisfaction is limited (Bitrián et al., 2021; although recent studies do call for more understanding of engagement with gamification; Fang et al., 2017;Ho & Chung, 2020). In the domain of education (Kasurinen & Knutas, 2018;Koivisto & Hamari, 2019;Seaborn & Fels, 2015), identify the need for more advanced classroom technology that adapts to modern students' needs (Montazami et al., 2022;Young, 2016). Furthermore, technology should be fit for purpose. ...
Educators have incorporated technologies designed to “gamify” or increase the fun and reward of classroom learning, but little is known about how these resources can be employed to create positive learning climates. Informed by self-determination theory (SDT), two experiments investigated a number of strategies teachers can use to frame one such technology, the student response system (SRS), when they use it as an educational tool to enhance its fun and contribution to positive learning environments. Participants (n = 30) in a pilot experiment were randomly assigned to a 2-month experiment that showed that using SRS versus non-technology-based learning increases academic well-being. A primary study (n = 120 students) experimentally manipulated the use of SRS with and without motivational framing strategies that were anticipated to enhance its effects, specifically by employing teamwork, friendly competition between students, and giving students a choice to participate. Results showed that motivational framing strategies enhanced students’ need satisfaction for autonomy (sense of choice), competence (sense of efficacy in relation to learning), relatedness (to others in the classroom), and academic well-being (interest and engagement). In short, the use of interactive technology and how it was implemented in class was vital for enhancing students’ learning outcomes.
... Gamification is popular in many application contexts, including education (Graham et al., 2020;Kasurinen & Knutas, 2018), and CTF is a flagship example of gamifying cybersecurity training. In a CTF game, the trainees solve cybersecurity assignments that yield flags: textual strings that are worth points. ...
Cybersecurity professionals need hands-on training to prepare for managing the current advanced cyber threats. To practice cybersecurity skills, training participants use numerous software tools in computer-supported interactive learning environments to perform offensive or defensive actions. The interaction involves typing commands, communicating over the network, and engaging with the training environment. The training artifacts (data resulting from this interaction) can be highly beneficial in educational research. For example, in cybersecurity education, they provide insights into the trainees' learning processes and support effective learning interventions. However, this research area is not yet well-understood. Therefore, this paper surveys publications that enhance cybersecurity education by leveraging trainee-generated data from interactive learning environments. We identified and examined 3021 papers, ultimately selecting 35 articles for a detailed review. First, we investigated which data are employed in which areas of cybersecurity training, how, and why. Second, we examined the applications and impact of research in this area, and third, we explored the community of researchers. Our contribution is a systematic literature review of relevant papers and their categorization according to the collected data, analysis methods, and application contexts. These results provide researchers, developers, and educators with an original perspective on this emerging topic. To motivate further research, we identify trends and gaps, propose ideas for future work, and present practical recommendations. Overall, this paper provides in-depth insight into the recently growing research on collecting and analyzing data from hands-on training in security contexts.
... To find the studies which are covered in an immersive learning environment field, the journal publication scope must be set for finding the related studies to be used for the review. In this paper, the authors have gathered the studies from the web of Science Core Collection database as it is one of the most highly significant databases that collected high-quality researches and frequently used as the source database in scientific trends analysis (Ale Ebrahim et al., 2019;Chen et al., 2016;Kasurinen and Knutas, 2018). The top 10 journals from journal ranking of the E-learning subject category in the Index of Social Sciences Citation Index (SSCI) have been selected. ...
Immersive Learning Environments (ILE) has been applied in many learning disciplines as a tool for providing a virtual interactive learning environment. With the advantages of ILE that could provide a playful and active learning experience in the learning processes, the ILE has been considered as another effective learning methodology using in learning processes together with the ubiquitous learning that provides the ease of access to the learners and encourage with self-learning management. This paper reviewed the ILE related 75 studies which were collected from the web of Science database, then discovered the insights of the collected studies about the application of the ILE in various learning disciplines. The insights of integrating the adaptive learning experience toward the collected studies are discovered to present the ideas of ILE application with adaptive learning experience toward various learning disciplines. The review of ILE studies may provide the benefits for the education researchers by finding the technology used in the ILE studies, finding the ideas for integrating adaptive learning with ILE, and discovering new perspectives and ideas for studying and researching in the learning context.
... In research areas it reflects a trend in proof-ofconcept systems and theoretical works on the different notions and elements, simultaneously the trend is registered in its implementation in e-learning applications [34] , in the same way it is related to augmented reality, object recognition and virtual over-positioning in reality, managing to improve the interactivity of the gamification model causing improvements in the teaching/learning process [29] . ...
p>Augmented reality, gamification and m-learning occupy today an important place in education, given the advantages that the use of mobile technologies has brought, independently or in combination with other technological scenarios and different devices that affect the teaching and learning of disciplines or that serve as a bridge to improve various processes mediated by ICT in teaching and/or learning. In this sense, the article presented here shows an analytical study that was developed under an exploratory, descriptive and interpretative methodology of the categories augmented reality, gamification and m-learning, based on a characterization in the databases, a literature review was conducted in the main databases such as Science direct, Scopus and web Science, obtaining 100 reference articles. Thus, it was found that these three categories determined as teaching strategies significantly influence motivation, interest in knowledge, retention and understanding of information for the development of teaching and learning processes. The method used allowed to develop the description of the panorama about the use of augmented reality, m-learning and gamification in elementary, middle and higher education.</p
... Research on gamification in education has exponentially increased over the past ten years (Kasurinen & Knutas, 2018). For example, Sánchez-Mena and Martí-Parreño (2017) found that 16 teachers who implemented gamification through educational video games perceived that their students' engagement increased and that the approach facilitated their learning more comprehensively when compared to more traditional methodologies. ...
This mixed-methods study explored 30 EFL teachers’ perceptions of online student response systems (OSRSs) in emergency remote teaching settings. Data were collected using a survey addressing components related to the acceptance and use of OSRSs and semi-structured interviews. Survey findings revealed that OSRS components are regarded as helpful and engaging by EFL teachers. At the same time, interview data identified drivers (ease of use, increased student engagement, and immediate feedback) and obstacles (internet connection issues, lack of training, and distractive elements) concerning OSRS use. Pedagogical implications refer to the need for EFL teachers to receive proper training before using OSRSs and the benefits of accepting the gamified aspects of OSRSs as a significant feature that can support learning.
... Suatu pendekatan yang menggunakan komponen game guna menyelesaikan masalah non game didefinisikan dengan istilah gamifikasi. Gamification merupakan penerapan elemen game dalam sistem untuk meningkatkan partisipasi pengguna, motivasi untuk tetap menggunakan sistem tersebut atau tingkat retensi untuk mempertahankan pelanggan yang ada [5]. Selain itu gamifikasi adalah upaya merancang sistem informasi untuk memberikan pengalaman dan motivasi yang sama seperti game, yang diupayakan untuk mempengaruhi perilaku pengguna [6]. ...
An event is an activity carried out to celebrate a certain moment, whether it is held in public or private. In recent years, Events have been used as a business object and already have a sizeable market. Online events are expected to continue to be a trend that will develop in the future. However, on the other hand, there are still problems faced by both the organizers and the general public, namely difficulties in disseminating and obtaining information related to an event and coordination of ticket sales that has not been maximized. The purpose of this research is to provide an information system solution for organizing an online event in the form of designing a marketplace information system that can be used as a forum for all events spread across various platforms to be centralized into one platform. The information system design method used is the waterfall method with the concept of gamification to maintain and increase user loyalty. The results of this study are in the form of an information system design that can handle event sales and purchase transactions in which users and event organizers can be connected to each other.
... Another future direction is increasing intrinsic motivation via various elements of making the exercise a fun activity, such as gamification in the health tourism industry. Gamification reinforces and improves behaviours and user capacities, focusing on learning and health (Kasurinen & Knutas, 2018). In the context of digital health, gamification is typically employed in health and wellness apps related to selfmanagement, disease prevention, medication adherence, medical education-related simulations, and some telehealth programmes. ...
... A little less common is the mapping of the geographical distribution of the primary study author countries and evaluating the primary studies in terms of validity and reliability. Publication trends in gamification: A systematic mapping study by Kasurinen and Knutas (2018) is an example of a systematic mapping study focused on research questions such as these. Second, systematic mapping studies may also include other, more domainspecific research questions. ...
A systematic mapping study is a type of secondary study with the goal of providing an overview of a subject as it is reported in primary studies. A systematic map often describes research trends over time, uncovers possible research gaps and focus points, and provides a synthesis of the chosen subject. We believe that while a systematic mapping study should not be the sole research method for a researcher, it is a noteworthy candidate for one of the first research methods in a researcher's career. In this study, we argue for and against utilizing a systematic mapping study as one of the first research methods in information systems research and provide accessible guidelines for conducting a systematic mapping study. Although these instructions are for educators, we have strived to communicate these guidelines for an undergraduate or graduate thesis writer by providing examples of other mapping studies, giving our opinions on the numbers of primary studies regarding each step of the mapping process to manage a feasible workload, and presenting hints and tips on applicable tools.
... The suggested technique for protecting various medical images has a considerable key space and a high key sensitivity. It also has broader applicability than other fuzzy edge map approaches [26]. ...
Among the most sensitive and important data in telemedicine systems are medical images. It is necessary to use a robust encryption method that is resistant to cryptographic assaults while transferring medical images over the internet. Confidentiality is the most crucial of the three security goals for protecting information systems, along with availability, integrity, and compliance. Encryption and watermarking of medical images address problems with confidentiality and integrity in telemedicine applications. The need to prioritize security issues in telemedicine applications makes the choice of a trustworthy and efficient strategy or framework all the more crucial. The paper examines various security issues and cutting-edge methods to secure medical images for use with telemedicine systems. This is an open access article under the CC BY-SA license.
... A review of gamification literature supports a lack of emphasis on contextual variables in gamification research. According to the success of gamification is "very context-dependent, due to the various intrinsic and extrinsic motivators involved with the different activities" (Kasurinen and Knutas, 2018). Fashion is a relevant context to frame given that the fashion industry is becoming a fertile ground for the integration of digital tools within the experience of consumers (Cantoni and Kalbaska, 2019). ...
The COVID-19 pandemic has devastated the world economy, affecting many industries. Given the growing inadequacies of traditional marketing communication channels in the digital age, fashion retailers are looking at innovative ways of communicating with consumers. Gamification’s efficacy as a marketing communication’s tool can be linked to its potential to satisfy users’ intrinsic needs, ostensibly through evoking a pleasurable consumer experience via autotelic use reminiscent of videogame engagement. The goal of this study was to investigate the use of gamification in the fashion retail industry. A qualitative approach was followed by means of an exploratory research design. Judgement sampling was used to identify a total of 25 participants from whom data was gathered by means of conducting three focus groups. Data was analysed by means of the Morse and Field approach using Atlas.ti. The results indicate that consumers are aware of gamification and enjoy using it, describing it as a fun and enjoyable experience. Consumers’ primary motivation for using gamification applications is to gain financial benefit in the form of discounts, vouchers, points or rewards. The dominant challenges identified with using gamification applications are that they do not provide a user-friendly interface, as well as privacy and security concerns and connection issues.
... Integrating gamification into classroom instruction has become an emerging pedagogical tool. Kasurinen et al. [7] analyzed 1164 gamification studies and found that education was the most common theme among them, and that studying how to improve students' motivation to learn was a popular research topic in gamification instructional research. Similarly, Dalmina et al. [8] analyzed 70 studies related to the field of gamification, indicating that the concept that gamification could enhance learning motivation is a hot topic and that future research needs to focus on evaluating the effects of gamification instruction. ...
With the popularity of online education, multiple technology-based educational tools are gradually being introduced into online learning. The role of gamification in online education has been of interest to researchers. Based on learners’ visual, auditory, and kinesthetic (VAK) learning styles, this study uses an empirical research method to investigate the behavioral intention of students to participate in online gamified classrooms in selected universities located in Guangdong province and Macao. The main contributions of this study are to focus on the impact that differences in learning styles may have on the behavioral intentions of learners and to include the “perceived learning task” as an external variable in the theoretical framework. The main research findings are: perceived usefulness and enjoyment are partially mediated between VAK learning styles and the intention to participate in online gamified classrooms; and perceived learning tasks are partially mediated between perceived usefulness and the intention to participate in online gamified classrooms. According to the findings and the Technology Acceptance Model (TAM), this study constructs the Technology-Learning Behavior Acceptance Model (T-LBAM) to explore the intrinsic influencing factors of students’ intention to participate in gamified online classes and makes suggestions for future online gamification teaching.
... A szakirodalmi feltárás arra enged következtetni, hogy a komoly játékokat és azok hatását leggyakrabban számítástechnikai oktatás, fenntarthatóság és motivációs eszközök kapcsán vizsgálják. Az elméleti kutatások többnyire az alkalmazhatóság témaköreit járják körbe, míg oktatási témában leginkább e-learning témakörben találkozhatunk vele (Kasurinen & Knutas, 2018). Jelen tanulmány kimondottan egy komoly játék gyakorlati vizsgálata által igyekszik hozzáadott értéket teremteni a téma szakirodalma számára. ...
A játékosítás számos tudományterületen felkeltette már a kutatók érdeklődését, hiszen a pedagógiától kezdve, az orvostudományokon át az üzleti tudományokban is alkalmazott módszertannak számít. A játékosítási törekvések zászlós hajói a komoly játékok (serious games), melyek, habár a felsőoktatási intézmények rendelkezésére állnak, használatuk sok esetben nagyobb pénzügyi befektetést igényel, valamint a játékok tartalma csak korlátozottan testre szabható. Jelen tanulmány célja, hogy egy saját fejlesztésű, szabadon hozzáférhető és tartalmában is módosítható komoly játékot teszteljen az üzleti tudományok területén a felsőoktatásban tanuló hallgatók nagyszámú mintáján. A hallgatók elégedettségének és játék élményének felmérése, a játék tesztelése, ezt követően pedig a visszajelzések begyűjtése lehetőséget biztosít arra, hogy betekintést nyerhessünk a hallgatók játékosítással kapcsolatos nézeteibe. A kutatásban alkalmazott online kérdőíves meg- kérdezésben több mint 800 hallgató vett részt. Az adatokat IBM SPSS szoftver segítségével elemezték. Az eredmények arra utalnak, hogy a hallgatók egyetemi keretek között még mindig inkább hagyományos edukációs tartalmat várnak és bizonytalanokká válnak, ha ehelyett inkább szórakoztató tartalmat kapnak.
... However, these courses still present symptoms of low student engagement and lack of motivation to complete course tasks [3]. Given this context, gamification is regarded as a promising strategy to help overcome this problem, according to the positive results observed in other educational settings [4], [5]. ...
Reward-based gamification strategies are proposed as a promising technique to increase student engagement in Massive Open Online Courses (MOOCs), following its success in other small-scale educational settings. However, these strategies imply a number of orchestration tasks (e.g., design, management) that are usually carried out by instructors, and which may hinder their use and adoption. Furthermore, some MOOC distinctive features (e.g., scale, 24/7 availability, etc.) have considerable implications on how these gamification strategies are orchestrated, resulting in an unmanageable instructors’ workload in cases of manual operation. Therefore, an eventual adoption of gamification in MOOCs calls for automatic systems capable of decreasing the additional workload of instructors. The limitations identified in the current solutions (e.g., non-usable graphical interfaces, inflexible gamification designs) led us to propose and develop a new gamification system named GamiTool. An evaluation with 19 MOOC instructors and gamification designers showed the high design expressiveness, usability and potential for adoption of GamiTool. Hence, GamiTool can be used by instructors to improve students’ engagement, and also, by researchers to keep understanding the effects of gamification in MOOC settings.
Purpose
Challenges related to sustainability have increasingly become pivotal in the realm of business strategy and innovation. Nevertheless, the incorporation of sustainability principles into business strategies and innovative practices remains a subject of ongoing scholarly debate. This paper aims to undertake a thematic literature review on this theme.
Design/methodology/approach
Data were gathered from the Scopus, Web of Science and Science Direct databases. The final sample comprised 85 papers. For analytical purposes, this study adopted topic modeling using Latent Dirichlet Allocation (LDA) methodology.
Findings
The authors identified five dominant topics concerning the relationship between sustainability, innovation and business strategy. Through a cross-analysis of these topics, the authors theorize that a sustainable innovation strategy encompasses three complementary and interdependent dimensions: capabilities, management and firm. Building on this analysis, the authors outline a research agenda aimed at further exploration and advancement of this theme.
Practical implications
This review enhances the synthesis of research on the theme, prompting reflections on how companies can initiate innovative sustainable actions that align with their business strategy. Additionally, the authors identify specific elements that require improvement to enhance each of the three dimensions of sustainable innovation strategies, such as eco-efficiency, circular economy and the adoption of innovative business models oriented toward services/servitization.
Social implications
By interweaving sustainability with innovation and business strategy, this study underscores the critical topics that companies and public policymakers should address to support sustainable development at the national level.
Originality/value
While previous literature reviews have focused on the dyadic relationships between sustainability and strategy, or sustainability and innovation, this study extends the boundaries of knowledge by integrating these three concepts into a hybrid theoretical stream.
Yenilikçi bir yaklaşım olarak oyunlaştırma, eğitim alanında popülaritesi gün geçtikçe artan bir öğrenme-öğretme metodolojisidir. Oyun öğelerinin, oyun bağlamı dışındaki durumlarda kullanılması olarak tanımlanan oyunlaştırma, son yıllarda beden eğitimi ve spor derslerinde de aktif bir öğretim metodu olarak kullanılmaktadır. Oyunlaştırma yönteminin, beden eğitimi öğretimine etkisini ortaya koymak amacıyla gerçekleştirilen bilimsel çalışmaların sayısı da giderek artmaktadır. Bu çalışmanın amacı, beden eğitimi ve oyunlaştırma üzerine yayımlanan bilimsel makalelerin bibliyometrik analiz yöntemiyle incelenmesidir. Bu amaçla, Web of Science veri tabanında, “physical education” ve “gamification” anahtar kelimeleri kullanılarak ulaşılan 89 bilimsel makaleden veri toplanmıştır. Çalışmaya yalnızca makale türünde belgeler dahil edilmiş, tarama yapılırken herhangi bir dil ve tarih filtrelemesi uygulanmamıştır. Tüm çalışmalardan elde edilen verilerin analizi, VOSviewer (1.6.18 versiyon) yazılımı kullanılarak gerçekleştirilmiştir. Araştırmada, yayınların kronolojik seyri, öğelerin (yazar, belge, kurum, ülke) atıf ve doküman sayıları, en sık kullanılan anahtar kelimeler ağ ve yoğunluk haritalarıyla görselleştirilmiştir. Sonuç olarak, beden eğitim ve oyunlaştırma üzerine yayınlanan makalelerin sayısında yıldan yıla bir artış olduğu, bu yayınların büyük ölçüde eğitim, sosyal bilimler ve spor bilimleri araştırma alanlarında yapıldığı görülmüştür. Ayrıca alanda en üretken yazarın Fernadez-rio Javier, en üretken ülkenin ise İspanya olduğu sonucuna ulaşılmıştır.
Gamification refers to the incorporation of gamedesign principles in non-gaming environments to boost user engagement and motivation. This research studies the merging of gamification with virtual reality (VR) to promote collaborative workplaces. It focuses on developing a VR platform, including game-design features to improve user engagement and incentive in collaborative contexts. The research stresses the developing terrain of work settings, migrating from physical venues to digital and virtual realities. This transformation brings distinct difficulties and possibilities for teamwork and collaboration. The project seeks to design a VR system that not only promotes successful group interaction but also engages participants in a meaningful and collaborative manner. The main principle of the project is user-centered design (UCD), ensuring the VR platform is both useful and accessible by incorporating users throughout the design process. A practical application of these principles is illustrated using a Unity-built VR scene with a gamified quiz for group problem-solving. This case study shows the implementation of UCD concepts in VR, adding to the greater knowledge of virtual collaborative dynamics. The project’s strategy and conclusions give useful insights into the design and development of compelling, collaborative VR platforms.
Gamified information systems have become widespread in organizations along with unintended ethical consequences. In parallel, recent advances in artificial intelligence and their promise for gamification raise new ethical concerns in the workplace. Building on a generational review of research progress in the field, we draw from work design, affordances, and value-sensitive design literatures to develop a theoretical framework and a related ethical design approach to encourage more meaningful work with organizational gamification. Our frameworks specify how game elements and their associated affordances can help transition organizational gamification from an add-on to an integrated part of instrumental work systems. We discuss how tying an ethical reflection into a historically informed view of progress in the field overcomes limitations in previous generations of gamification research and helps to resolve long-standing as well as emerging ethical concerns.
This research aims to advance the understanding of gamification in health care management using a systematic review of the literature through a multiphase analysis. To do so, first, we extract the relevant bibliographic data for our research according to a methodology of data generation structured in six stages and a descriptive analysis oriented to the technical characterization of the data. Then, we codify all the information, identify the main attributes with the collaboration of two independent experts and check their validity using the evaluation of two focus groups of professionals in gamification and health care management. We found seven attributes: (1) health care users, (2) psychology, (3) behavior, (4) activities, (5) health field, (6) technology, and (7) gamification elements. Within each of these seven attributes, there are a series of main elements that are detailed in the following for each of them. (1) Health care users: their age and the role they play in the health system. (2) Psychology: cognition, positive and negative emotions. (3) Behavior: healthy behavior encouragement, such as compliance, collaboration and responsibility. (4) Activities: physical activity and food. (5) Health field: preventive medicine and chronic diseases. (6) Technology: cell phones. (7) Gamification elements: different elements, but the number of articles in which these elements and their interactions are studied in depth is limited. Our results point toward a promising present and future research agenda that is in parallel with the development of relevant fields for the sector, such as chronic diseases, health education and preventive medicine.
Innovative online interfaces informing and consulting citizens about their preferences for multicriteria decision analysis (MCDA) could make public decision-making more participatory. We propose a three-faceted learning for decision-making framework and used it to test newly-designed online weight elicitation interfaces. We investigated two features meant to enhance learning: fully-fledged gamification with a narrative, interaction with nonplayer characters, and ambient music, and learning loops (LL) using consistency checks of elicited weights and the challenge to resolve inconsistencies. We operationalized our framework with a novel systematic set of measure instruments providing complementary data types. We designed a 2 × 2 between-subject experiment with pre- and postquestionnaires. Answers from 769 respondents, representative of the Swiss population in age and gender, indicated that the interfaces successfully raised awareness about wastewater management. Gamification was helpful: respondents performed better in the factual learning test, and unexpected social learning occurred. However, gamification lowered the perception of process understanding. The LL were beneficial: objectively, respondents performed better in the factual learning test. However, respondents perceived the LL as cognitively demanding and their factual learning as lower. Our structured assessment highlighted the need for further research to investigate, for instance, high interpersonal variability and the disparities between tested and perceived learning. Measuring preference construction remains challenging; and social learning should be added to the assessment framework. Applying such structured assessment of learning outcomes to more traditional operational research interventions would provide a baseline for future comparison.
The implementation of gamification in PFM apps has the potential to motivate users to engage in positive financial behaviors. However, several research gaps corroborate the need to investigate gamification in the financial domain further. To address these gaps, this systematic literature review comprehensively examines current research on financial behavior and gamification. This review utilizes the Theory, Context, Characteristics, and Methodology (TCCM) framework to provide a holistic understanding of financial behavior and gamification-related behavioral intention. A total of 53 articles published between 2018 and 2022 were analyzed to assess the present research landscape and provide directions for future studies. This review makes three key contributions: (1) synthesizes current research on financial behavior and gamification-related behavioral intention, (2) presents integrated conceptual models that elucidate financial behavior and gamification-related behavioral intention, and (3) identifies research gaps and suggests avenues for future investigation.
Getting engaged organizational environments is a competitive advantage for companies. In these contexts, the use of game design elements seems promising. Gamification is a form of motivational design which, fundamentally, is a means of encouraging individuals to behave in a certain way. This study presents a systematic literature review to investigate the existing gamified solutions applied in organizational contexts to identify best practices to get effective gamification. Before defining the research protocol, an exploratory analysis was fulfilled to provide fundamentals to conduct the review itself. A total of 844 papers were initially found, 26 of which met the eligibility criteria and other 10 studies have been added by snowballing process. The results showed in which organizational contexts gamification can be applied, the main frameworks and processes, the leading game techniques and effects observed in gamified solutions. This systematic review can serve as a basis for developing new gamification projects in organizational environments.Keywordsgamificationreviewworkplaceorganizationcompany
In the digital 21st-century, gaming has become the standard for cultural communication of the 25-40 year old employees and future graduates who will become employees of major companies and industries throughout the world. The business world has noticed this phenomenon and are adopting this gaming trending their workplaces for attracting their employees and improving their level of engagement and motivation in their work. Happy, engaged and highly satisfied employees work better and harder and stay in the organization for longer periods of time and prove beneficial for the sustainable growth of the organization in the global marketplace. Preliminary studies of how gaming precepts can foster these positive traits in employees. Methods Gamification has been identified as a good strategy for improving the performance of employees in the workplace. The gamification concept is utilizing the behavior of humans for indulging in the activities of games and combining it with work. Gamification introduces game-like activities into routine processes required of the employee. Studies were designed to examine the effect of gamification on the employees' satisfaction and loyalty factors in regards to their performance and dedication to the company. Results In the studies to date, gamification significantly influenced the employee's level of job satisfaction, his level of motivation, a rise in employee loyalty ratio. Thus, gamification supports a positive improvement of employee and long-term success of the organization. Implications The methods of gamification can be applied to all areas and aspects of the business world. Research needs to go deeper into developing appropriate models to be applied in different job areas. The result of gamification learning can be applied to problem-solving, mapping, social communication, teamwork and creativity.
El objetivo de este trabajo es evaluar el grado de accesibilidad de los
sitios web de la República de Guinea Ecuatorial, en conformidad con las Web
Content Accessibility Guidelines (WCAG), versión 2.0 (estándar ISO
40500:2012), utilizando la herramienta de validación automática Siteimprove. En
2005 la República de Guinea Ecuatorial puso en marcha el “Plan director de las
tecnologías de la información para la Administración de la República de Guinea
Ecuatorial” y desde 2019 está implementando la “Agenda Digital para Guinea
Ecuatorial”, que finalizará en 2025. Este nuevo contexto de incorporación de
tecnologías de la información y las comunicaciones en las interacciones de los
ciudadanos de Guinea Ecuatorial y los órganos gubernamentales, actores sociales
y económicos, hace necesario un estudio de accesibilidad web con el fin de
verificar que los ciudadanos con discapacidad no son dejados atrás. Este estudio
abarcó una muestra de 63 sitios web clasificados en ocho categorías (gobierno;
cultura, turismo y ocio; industria y comercio; misión diplomática; banca y
finanzas; educación; tecnologías de la información; organizaciones no
gubernamentales). Los resultados que aquí se presentan concluyen que gran parte
de estos sitios web no cumplen con las recomendaciones de la WCAG 2.0 y es
necesario adoptar medidas legales y tecnológicas para corregir esta situación con
el fin de garantizar la inclusión de todos.
Palabras clave: accesibilidad web, evaluación de accesibilidad, persona con
discapacidad, diversidad funcional, sociedad de la información, W3C, WCAG
2.0.
The purpose of gamification in cryptocurrencies is to improve user engagement through game-thinking (Kabita, 2020; Rodrigues et al., 2019). Yet, it is unclear whether participants are motivated by the desire to have fun or to generate money. This study intends to explore the elements that encourage people to participate in cryptocurrency gamification by analysing perceived enjoyment, perceived profitability, and demographic variables. Data was obtained from Thai nationals residing in Thailand who have invested in digital assets or plan to in the future. Using multivariate logistic regression, statistically significant factors were identified. The data indicate that Thai investors’ interest in cryptocurrency gamification increases with age and student status. Also, people are attracted to the gamification of cryptocurrencies since they may be both interesting and lucrative. The study argues that it is essential to assess the risks associated with the gamification of cryptocurrencies. This will ensure that individuals who wish to earn money do not lose it. In addition, the likelihood of financial exploitation through cryptocurrency gaming must be evaluated. This is required because the risk of individuals being victimised through scams increases as the number of persons who play these games grows.
Müzeler toplumun birçok kesimine ulaşma kabiliyeti olan kültür mekânları iken alternatif boş zaman etkinliklerinde yaşanan çeşitlilik ziyaretçilerin müzelere olan ilgisinin azalmasına neden olmaktadır. Bu bağlamda müzeler teknolojinin getirdiği imkânlardan da faydalanarak eserlerini ziyaretçilere iletme noktasında yeni metodlar geliştirmektedirler. Müzelere adapte edilen bu yöntemler sayesinde, müze-ziyaretçi iletişimini daha dinamik hale getirmek mümkündür. Müzelerde deneyim kalitesini artırabilmek için uygulanabilen yöntemlerden biri olan “oyunlaştırma” dan bu anlamda yararlanılmaktadır. Günümüzde eğitim, sağlık, pazarlama, ekonomi, turizm gibi birçok alan da oyunlaştırma uygulamaları kullanılmaktadır. Oyunlaştırma bir sorunun üstesinden gelebilmek için oyun unsurlarının kullanıldığı ve insanların motive olmasını sağlayarak sorunları çözmeyi hedefleyen bir yöntemdir. Literatürde oyunlaştırmanın eğitim, pazarlama, sağlık, bankacılık ve insan kaynakları alanlarındaki oynadığı rol araştırılmıştır. Müzelerde ise oyunlaştırma kavramını müze uzmanları açısından ele alan araştırmaların kısıtlı olduğu görülmektedir. Literatürdeki bu eksiklikten yola çıkarak araştırmanın amacı müzelerdeki oyunlaştırma uygulamalarının etkinliğini sağlayan faktörlerin neler olduğunu müze uzmanları perspektifinden belirleyebilmektir. Araştırma verileri, Türkiye’deki oyunlaştırma uygulamalarının olduğu müzelerde çalışan müze uzmanlarından kartopu örnekleme yöntemiyle toplanmıştır. Bu bağlamda araştırmaya gönüllü olarak katılan 46 müze uzmanı ile görüşmeler gerçekleştirilmiştir. Görüşmeler sonucu elde edilen veriler MAXQDA programı ile analiz edilmiştir. Yapılan analiz sonucunda ideal bir oyunlaştırma uygulaması için yaş gruplarına uygun ve merak uyandıracak oyun kurguları belirlemenin oyunlaştırma uygulamalarının etkinliğini sağlamada önemli birer faktör olduğu belirlenmiştir.
Moral courage has rarely been the focus of persuasive technologies. So far, few insights on persuasive strategies for moral courage exist, which mainly target a social psychological perspective but do not address game-based specifics. Against this background, we conducted an experimental study to identify game-related persuasive strategies. We show that the players’ experience of relatedness, i.e., social belonging and interactions with fictitious characters or other players, is key for enabling courageous altruistic behavior change, namely moral and civil courage, but not other forms of altruistic behavior, such as help-giving. We present large to medium effect sizes with an increase in the relationship between moral courage and relatedness over time. We conclude that persuasive technologies for moral courage require specific persuasion strategies. By addressing relatedness, users can negotiate social norms in a reciprocal relationship with the technology, and future persuasive games could contribute to increased moral courage and, thus, social justice.KeywordsMoral couragePersuasive gamesRelatednessPesuasive strategies
Gamification is becoming more relevant, especially after the start of the COVID-19 pandemic and quarantine. The purpose of our paper is to analyse the changes which occurred in the effects of gamification on e-learning as a result of the COVID-19 quarantine emergence in the spring of 2020. This paper describes the scientific contributions about the game elements most frequently implemented and their effects on those that use e-learning platforms, as well as the factors that contribute to the development of effective gamification in e-learning before and during the pandemic. Drawing upon the PRISMA framework, a number of 103 articles were identified in two databases: the Web of Science and Scopus. This paper discusses the previous works associated with the corpus of knowledge built around gamification in the past decade. This research shows that before the COVID-19 pandemic, even though many papers were written on gamification in education prior to 2019, there is a trend regarding the multiple mentions of using storylines, challenges, or badges in order to create and maintain competition among users, which in turn may influence and increase the level of social interactions and the coalescence of communities.
The goal of this study was a review of trends in non-invasive vocal fold assessment to identify the significance of acoustic analysis within the scope of proposed methods. A review protocol for selected relevant studies was developed using systematic review guidelines. A classification scheme was applied to process the selected relevant study set, data were extracted and mapped in a systematic map. A systematic map was used to synthesize data for a quantitative summary of the main research question. A tabulated summary was created to summarize supporting topics. Results show that non-invasive vocal fold assessment is influenced by general computer science trends. Machine learning techniques dominate studies and publications, i.e., 51% of the set used at least one method to detect and classify vocal fold pathologies.
GADIMATH: Gamified Discrete Mathematics is an interactive two-dimensional mobile-based application in discrete mathematics working on the Android program. This application would work as an additional tool to strengthen the students' training in discrete mathematics. It would benefit students to observe particular rules, accomplish goals, and resolve problems. Upon using the application, students would experience enjoyment, interaction, and motivation while learning takes place. The problems and difficulties that the students encountered towards mastering learning competencies in mathematics are the instructions, school adjustments, and over-extended schedules. With all these difficulties and struggles, the proponent produces the GADIMATH's main features: user-friendliness, infotainment, authenticity, interactivity, learning support, portability, and changing environment. GADIMATH has seven functions: choose avatar, gameplay, backpack, shop, settings, help, and about that are merged to form a final and impeccable product.
Gephi is an open source software for graph and network analysis. It uses a 3D render engine to display large networks in real-time and to speed up the exploration. A flexible and multi-task architecture brings new possibilities to work with complex data sets and produce valuable visual results. We present several key features of Gephi in the context of interactive exploration and interpretation of networks. It provides easy and broad access to network data and allows for spatializing, filtering, navigating, manipulating and clustering. Finally, by presenting dynamic features of Gephi, we highlight key aspects of dynamic network visualization.
The present conditions of human life are more comfortable than that in the past. A huge number of modern technologies are available today because of the rapid development of information technology, which contributes to the flourishing of human life. Such modern technologies have led to the creation of Gamification, which is a new approach in information technology. In this paper we review the literature on Gamification from different perspectives and then explore the key elements of Gamification that positively affect learning when applied to any application. In addition, we discuss how the effectiveness is influenced when the implementation of Gamification in enterprises is stopped. Finally, we present an overall figure to illustrate all of the elements of Gamification according to previous research and consequently make the learning more effective as well as build an enjoyable learning environment for students.
The objective of this report is to propose comprehensive guidelines for systematic literature reviews appropriate for software engineering researchers, including PhD students. A systematic literature review is a means of evaluating and interpreting all available research relevant to a particular research question, topic area, or phenomenon of interest.
Systematic reviews aim to present a fair evaluation of a research topic by using a trustworthy, rigorous, and auditable methodology. The guidelines presented in this report were derived from three existing guidelines used by medical researchers, two books produced by researchers with social science backgrounds and discussions with researchers from other disciplines who are involved
in evidence-based practice. The guidelines have been adapted to reflect the specific problems of software engineering research.
The guidelines cover three phases of a systematic literature review: planning the review, conducting the review and reporting the review. They provide a relatively high level description. They do not consider the impact of the research questions on the review procedures, nor do they specify in detail the mechanisms needed to perform meta-analysis.
There is an increasing number of scientific articles being published, which makes tracking the state of the art more time-consuming. There are software tools available to help with systematic mapping studies in a field of science, but most of these tools are closed source and involve several manual time-consuming steps that could be automated further. We present an open solution as a cloud-based design for bibliographic analysis that makes the research method available for a wider audience.
Evolution in technology has ushered in games consoles, android devices and computer games into our daily lives. The applications has contributed to the rise of interaction with games; making it an addictive part of people's lives. By using the game design elements in non-game contexts, gamification is created. Although gamification has been surging in many fields, due to its effectiveness in engaging and attracting the users, it remains unclear whether a meaningful gamification able to influence the users' cognitive processing capabilities, especially in the field of education. Therefore this paper looks into several studies carried out in games, gamification in cognitive element, and discuss about improving students' cognition and creating a meaningful gamification in learning science and mathematics.
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.
This paper reports the insights of the experience of designing and deploying the MOOC Digital Education of the Future, which was deployed in the platform MiríadaX in early 2013. This MOOC was delivered by several professors from the Universidad Carlos III de Madrid and was supported by several external social tools that promoted the creation of a community of learners as part of it. The contribution of this study is a list of insights and recommendations about both the design and deployment of MOOCs. These insights and recommendations are built upon those presented in previous works by the authors. The design recommendations include information about the overall course structure, the assessment activities, the certification of the course, and the use of complementary social tools. The deployment recommendations mainly focus on the role of the teaching staff when running the course and on the importance of social tools and communication tools as a mechanism for participant engagement throughout the course. These recommendations aim to be useful for other practitioners, instructional designers and policy makers addressing the challenge of designing and deploying a MOOC from scratch.
The developments in game industry and service design have led to an increased use of so-called game mechanics to drive customer retention and engagement outside the realm of, what can traditionally be seen as, games. This act of enhancing services with game-like features has largely been coined as 'gamification'. The phenomenon has been thus far discussed atomically, without ties to existing literature on service marketing, to which the goals of gamification is strongly related to. This paper presents a definition for gamification from the perspective of service marketing and lays ground for future studies on gamification and marketing.
Information and communication technologies are surfacing in every facet of contemporary human life. Development of gaming technologies is closely knitted with human practices and social innovations. Human society has been playing games to socialize and to gain satisfaction leading to a change in the interaction. Gamification has been used successfully to increase user engagement. The concept of fun in gamification is a major belief that is closely linked to human nature. However, there is an absence of understanding regarding the relationship between engagement in fun beliefs and human behavior. Therefore, the current study aims to fill in the conceptual gap by reporting the systematic review of recent literature addressing the different perspective on the experiences and impacts of playing games. It also examines the human behavior from cultural and social standpoint with regards to the beliefs. This review may challenge ethics, meaning and role of human values in our welfare. The understanding of the topic concepts is identified along with the essential outcomes analyzed using meta-analysis.
Background/Context: The objective of achieving higher sustainability in our lifestyles by information and communication technology has lead to a plethora of research activities in related fields. Consequently, Software Engineering for Sustainability (SE4S) has developed as an active area of research. Objective/Aim: Though SE4S gained much attention over the past few years and has resulted in a number of contributions, there is only one rigorous survey of the field. We follow up on this systematic mapping study from 2012 with a more in-depth overview of the status of research, as most work has been conducted in the last 4 years. Method: The applied method is a systematic mapping study through which we investigate which contributions were made, which knowledge areas are most explored, and which research type facets have been used, to distill a common understanding of the state-of-the-art in SE4S. Results: We contribute an overview of current research topics and trends, and their distribution according to the research type facet and the application domains. Furthermore, we aggregate the topics into clusters and list proposed and used methods, frameworks, and tools. Conclusion: The research map shows that impact currently is limited to few knowledge areas and there is need for a future roadmap to fill the gaps.
Gamification -- the use of game design elements in non-game contexts -- is touted by many as the solution of how to make applications and processes more engaging to people that may have little or no motivation to engage with them otherwise. Based upon a literature review, the paper argues for guidelines concerning two aspects of gamifying an activity: ensuring that a continued focus on the main activities can be preserved and considering designing for playfulness. Furthermore, the relation between gamification and play is discussed, and some possible issues with gamification are presented.
Gamification has drawn the attention of academics, practitioners and business professionals in domains as diverse as education, information studies, human-computer interaction, and health. As yet, the term remains mired in diverse meanings and contradictory uses, while the concept faces division on its academic worth, underdeveloped theoretical foundations, and a dearth of standardized guidelines for application. Despite widespread commentary on its merits and shortcomings, little empirical work has sought to validate gamification as a meaningful concept and provide evidence of its effectiveness as a tool for motivating and engaging users in non-entertainment contexts. Moreover, no work to date has surveyed gamification as a field of study from a human-computer studies perspective. In this paper, we present a systematic survey on the use of gamification in published theoretical reviews and research papers involving interactive systems and human participants. We outline current theoretical understandings of gamification and draw comparisons to related approaches, including alternate reality games (ARGs), games with a purpose (GWAPs), and gameful design. We present a multidisciplinary review of gamification in action, focusing on empirical findings related to purpose and context, design of systems, approaches and techniques, and user impact. Findings from the survey show that a standard conceptualization of gamification is emerging against a growing backdrop of empirical participants-based research. However, definitional subjectivity, diverse or unstated theoretical foundations, incongruities among empirical findings, and inadequate experimental design remain matters of concern. We discuss how gamification may to be more usefully presented as a subset of a larger effort to improve the user experience of interactive systems through gameful design. We end by suggesting points of departure for continued empirical investigations of gamified practice and its effects.
We present LDAvis, a web-based interac-tive visualization of topics estimated using Latent Dirichlet Allocation that is built us-ing a combination of R and D3. Our visu-alization provides a global view of the top-ics (and how they differ from each other), while at the same time allowing for a deep inspection of the terms most highly asso-ciated with each individual topic. First, we propose a novel method for choosing which terms to present to a user to aid in the task of topic interpretation, in which we define the relevance of a term to a topic. Second, we present results from a user study that suggest that ranking terms purely by their probability under a topic is suboptimal for topic interpretation. Last, we describe LDAvis, our visualization system that allows users to flexibly explore topic-term relationships using relevance to better understand a fitted LDA model.
Gamification is a term that refers to the use of game elements in non-game contexts with the goal of engaging people in a variety of tasks. There is a growing interest in gamification as well as its applications and implications in the field of Education since it provides an alternative to engage and motivate students during the process of learning. Despite this increasing interest, to the best of our knowledge, there are no studies that cover and classify the types of research being published and the most investigated topics in the area. As a first step towards bridging this gap, we carried out a systematic mapping to synthesize an overview of the area. We went through 357 papers on gamification. Among them, 48 were related to education and only 26 met the criteria for inclusion and exclusion of articles defined in this study. These 26 papers were selected and categorized according to their contribution. As a result, we provide an overview of the area. Such an overview suggests that most studies focus on investigating how gamification can be used to motivate students, improve their skills, and maximize learning.
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.
Gamification is the buzzword for adding gaming elements such as points or badges to learning experiences to make them more engaging and to increase motivation. In this paper we explore how Khan Academy has incorporated gaming elements into its CS learning platform. By mapping the literature on motivational processes to popular games we critically analyze how successful Khan Academy is at gamifying their site.
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 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.
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.
Topic models allow the probabilistic modeling of term frequency occurrences in documents. The fitted model can be used to estimate the similarity between documents as well as between a set of specified keywords using an additional layer of latent variables which are referred to as topics. The R package topicmodels provides basic infrastructure for fitting topic models based on data structures from the text mining package tm. The package includes interfaces to two algorithms for fitting topic models: the variational expectation-maximization algorithm provided by David M. Blei and co-authors and an algorithm using Gibbs sampling by Xuan-Hieu Phan and co-authors.
BackgroundIn 2004 the concept of evidence-based software engineering (EBSE) was introduced at the ICSE04 conference.AimsThis study assesses the impact of systematic literature reviews (SLRs) which are the recommended EBSE method for aggregating evidence.MethodWe used the standard systematic literature review method employing a manual search of 10 journals and 4 conference proceedings.ResultsOf 20 relevant studies, eight addressed research trends rather than technique evaluation. Seven SLRs addressed cost estimation. The quality of SLRs was fair with only three scoring less than 2 out of 4.ConclusionsCurrently, the topic areas covered by SLRs are limited. European researchers, particularly those at the Simula Laboratory appear to be the leading exponents of systematic literature reviews. The series of cost estimation SLRs demonstrate the potential value of EBSE for synthesising evidence and making it available to practitioners.
Gephi is an open source software for graph and network analysis. It uses a 3D render engine to display large networks in real-time and to speed up the exploration. A flexible and multi-task architecture brings new possibilities to work with complex data sets and produce valuable visual results. We present several key features of Gephi in the context of interactive exploration and interpretation of networks. It provides easy and broad access to network data and allows for spatializing, filtering, navigating, manipulating and clustering. Finally, by presenting dynamic features of Gephi, we highlight key aspects of dynamic network visualization.
Preparing a new strategy for teaching introductory computer programming.
The patterns of interactions, both economic and otherwise, between individuals, groups or corporations form social networks whose structure can have a substantial effect on economic outcomes. The study of social networks and their implications has a long history in the social sciences and more recently in applied mathematics and related fields. This article reviews the main developments in the area with a focus on practical applications of network mathematics.
The first time a player sits down with a game is critical for their engagement. Games are a voluntary activity and easy to abandon. If the game cannot hold player attention, it will not matter how much fun the game is later on if the player quits early. Worse, if the initial experience was odious enough, the player will dissuade others from playing. Industry advice is to make the game fun from the start to hook the player. In our analysis of over 200 game reviews and interviews with industry professionals, we advance an alternative, complementary solution. New design terminology is introduced such as "holdouts" (what keeps players playing despite poor game design) and the contrast between momentary fun vs. intriguing experiences. Instead of prioritizing fun, we assert that intrigue and information should be seen as equally valuable for helping players determine if they want to continue playing. The first sustained play session (coined "first hour"), when inspected closely, offers lessons for game development and our understanding of how players evaluate games as consumable products.
In this paper we argue that games and play research in the field of Human-Computer Interaction can usefully be understood as existing within 4 distinct research paradigms. We provide our rationale for developing these paradigms and discuss their significance in the context of the inaugural CHI Play conference.
Context
Gamification seeks for improvement of the user’s engagement, motivation, and performance when carrying out a certain task, by means of incorporating game mechanics and elements, thus making that task more attractive. Much research work has studied the application of gamification in software engineering for increasing the engagement and results of developers.
Objective
The objective of this paper is to carry out a systematic mapping of the field of gamification in software engineering in an attempt to characterize the state of the art of this field identifying gaps and opportunities for further research.
Method
We carried out a systematic mapping with a view to finding the primary studies in the existing literature, which were later classified and analyzed according to four criteria: the software process area addressed, the gamification elements used, the type of research method followed, and the type of forum in which they were published. A subjective evaluation of the studies was also carried out to evaluate them in terms of methodology, empirical evidence, integration with the organization, and replicability.
Results
As a result of the systematic mapping we found 29 primary studies, published between January 2011 and June 2014. Most of them focus on software development, and to a lesser extent, requirements, project management, and other support areas. In the main, they consider very simple gamification mechanics such as points and badges, and few provide empirical evidence of the impact of gamification.
Conclusions
Existing research in the field is quite preliminary, and more research effort analyzing the impact of gamification in SE would be needed. Future research work should look at other game mechanics in addition to the basic ones and should tackle software process areas that have not been fully studied, such as requirements, project management, maintenance, or testing. Most studies share a lack of methodological support that would make their proposals replicable in other settings. The integration of gamification with an organization’s existing tools is also an important challenge that needs to be taken up in this field.
Gestural Interface Technology (GIT) has changed the way technology is adopted in classrooms for all ages. The accessibility of control through touch means that technology such as Apple's iPad can be used in early childhood education. In this paper, we introduce a framework for fully-engaged communication, developed from educational pedagogy and critical engagement in information systems. The intersection of these dimensions creates a view of a GIT life world approach which allows it to be used to understand multiple layers of engagement that exist within an early childhood education environment.
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.
Eigenvectors, and the related centrality measure Bonacich's c(β), have advantages over graph-theoretic measures like degree, betweenness, and closeness centrality: they can be used in signed and valued graphs and the beta parameter in c(β) permits the calculation of power measures for a wider variety of types of exchange. Degree, betweenness, and closeness centralities are defined only for classically simple graphs—those with strictly binary relations between vertices. Looking only at these classical graphs, where eigenvectors and graph–theoretic measures are competitors, eigenvector centrality is designed to be distinctively different from mere degree centrality when there are some high degree positions connected to many low degree others or some low degree positions are connected to a few high degree others. Therefore, it will not be distinctively different from degree when positions are all equal in degree (regular graphs) or in core-periphery structures in which high degree positions tend to be connected to each other.
The term systematic review is used to refer to a specific methodology of research, developed in order to gather and evaluate the available evidence pertaining to a focused topic. It represents a secondary study that depends on primary study results to be accomplished. Several primary studies have been conducted in the field of Software Engineering in the last years, determining an increasing improvement in methodology. However, in most cases software is built with technologies and processes for which developers have insufficient evidence to confirm their suitability, limits, qualities, costs, and inherent risks. Conducting systematic reviews in Software Engineering consists in a major methodological tool to scientifically improve the validity of assertions that can be made in the field and, as a consequence, the reliability degree of the methods that are employed for developing software technologies and supporting software processes. This paper aims at discussing the significance of experimental studies, particularly systematic reviews, and their use in supporting software processes. A template designed to support systematic reviews in Software Engineering is presented, and the development of ontologies to describe knowledge regarding such experimental studies is also introduced.
There have been few attempts to introduce frameworks that can help support tutors evaluate educational games and simulations that can be most effective in their particular learning context and subject area. The lack of a dedicated framework has produced a significant impediment for the uptake of games and simulations particularly in formal learning contexts. This paper addresses this shortcoming by introducing a four-dimensional framework for helping tutors to evaluate the potential of using games- and simulation-based learning in their practice, and to support more critical approaches to this form of games and simulations. The four-dimensional framework is applied to two examples from practice to test its efficacy and structure critical reflection upon practice.
Researchers have access to large online archives of scientific articles. As a consequence, finding relevant papers has become more difficult. Newly formed online communities of researchers sharing citations provides a new way to solve this problem. In this paper, we develop an algorithm to recommend scientific articles to users of an online community. Our approach combines the merits of traditional collaborative filtering and probabilistic topic modeling. It provides an interpretable latent structure for users and items, and can form recommendations about both existing and newly published articles. We study a large subset of data from CiteULike, a bibliography sharing service, and show that our algorithm provides a more effective recommender system than traditional collaborative filtering.
In this paper, we describe a set of personalized exergames which combine methods and concepts of serious games, adaptation and personalization, authoring and sensor technologies. Compared to existing systems, the set of games does not only keep track of the user's vital state, but also directly integrates vital parameters into the gameplay and supports the training and motivation for sustainable physical activity in a playful manner.