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The rise of the motivational information systems: A review of gamification research
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Today, our reality and lives are increasingly game-like, not only because games have become a pervasive part of our lives, but also because activities, systems and services are increasingly gamified. Gamification refers to designing information systems to afford similar experiences and motivations as games do, and consequently, attempting to affect user behavior. In recent years, popularity of gamification has skyrocketed and manifested in growing numbers of gamified applications, as well as a rapidly increasing amount of research. However, this vein of research has mainly advanced without an agenda, theoretical guidance or a clear picture of the field.
To make the picture more coherent, we provide a comprehensive review of the gamification research (N = 819 studies) and analyze the research models and results in empirical studies on gamification. While the results in general lean towards positive findings about the effectiveness of gamification, the amount of mixed results is remarkable. Furthermore, education, health and crowdsourcing as well as points, badges and leaderboards persist as the most common contexts and ways of implementing gamification. Concurrently, gamification research still lacks coherence in research models, and a consistency in the variables and theoretical foundations. As a final contribution of the review, we provide a comprehensive discussion, consisting of 15 future research trajectories, on future agenda for the growing vein of literature on gamification and gameful systems within the information system science field.
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... Considering the compelling evidence presented in the existing literature, it is evident that the integration of gamification in higher education is essential for equipping students with the vital 21st-century skills demanded by the evolving landscape of the 4th Industrial Revolution (Yildiz, Topçu, & İzmir, 2023) [11]. Despite the widespread practical use of game-based activities in teaching and learning, a study by Koivisto and Hamari (2019) found that there is a lack of sufficient studies investigating lecturers' perceptions of the effectiveness of incorporating gamification to equip students with 21st-century skills [12]. Furthermore, Kalogiannakis et al. (2021) also revealed that the lack of gamification resources, lecturers' training programmes and motivation to use this technology in higher learning institutions is a significant challenge for the effective integration of these technologies in teaching and learning [2]. ...
... Considering the compelling evidence presented in the existing literature, it is evident that the integration of gamification in higher education is essential for equipping students with the vital 21st-century skills demanded by the evolving landscape of the 4th Industrial Revolution (Yildiz, Topçu, & İzmir, 2023) [11]. Despite the widespread practical use of game-based activities in teaching and learning, a study by Koivisto and Hamari (2019) found that there is a lack of sufficient studies investigating lecturers' perceptions of the effectiveness of incorporating gamification to equip students with 21st-century skills [12]. Furthermore, Kalogiannakis et al. (2021) also revealed that the lack of gamification resources, lecturers' training programmes and motivation to use this technology in higher learning institutions is a significant challenge for the effective integration of these technologies in teaching and learning [2]. ...
... In the field of research, systematic reviews have analyzed studies based on gamification that highlight its benefits, not only in the traditional classroom but also in business and commercial fields, as a factor that positively impacts self-efficacy, commitment to learning, participation, and increased perceived enjoyment. However, methodological flaws in gamification research are recognized, as is a conceptual gap in the theoretical understanding of gamification and its implementation (Hamari, 2017;Koivisto and Hamari, 2019;Rathee and Dagar, 2024;Triantafyllou and Georgiadis, 2022). ...
School engagement is defined as students’ dedication to activities empirically linked to desired outcomes. This concept encompasses all dimensions of being: academic, emotional, and behavioral. Gamification is presented as an innovative strategy in the field of education because using game design elements can engage students in the learning process. This systematic review sought to analyze the development of research in the academic literature on gamification as a strategy to favor school engagement in primary and secondary education, conducted between 2013 and 2023. A total of n = 90 interventions that met the inclusion criteria were identified using the PRISMA methodology guidelines. The results show that there is a need to evaluate school engagement from a broader perspective when using the gamification strategy and to identify other elements that are necessary to achieve the proposed objectives in the teaching and learning process. Findings also demonstrate that it is important to consider a more holistic view that includes not only motivation and participation, but also other factors and dimensions of school engagement.
... One of the possible causes of these results may be that gamification environments often do not consider students' differences and their needs in specific cognitive domains [39]. Therefore, there has been a need to relate gamification to the adaptive learning methodology, i.e., a type of learning that dynamically adapts the level and type of content presented to students according to their skills and abilities, often using both automated systems and teacher intervention to improve learning outcomes [40]. ...
Gamification has become a topic of interest for researchers and educators, particularly in science education, in the last few years. Students of all educational levels have consistently faced challenges when grasping scientific concepts. However, the effectiveness of gamification, especially in terms of academic performance, has shown mixed results. This has led researchers to explore a new alternative approach, adaptive gamification. Our study compared the effects of adaptive gamification with traditional inquiry-based learning. Two classes of 9-year-old students participated, with the experimental group using adaptive gamification and the control group following a more conventional teaching approach using inquiry-based lessons and experiments. Both groups were tested before and after the lessons, and their results were analyzed using SPSS. The findings revealed that while both groups showed a significant difference after the lessons, the experimental group had significantly higher scores than the control group. Particularly significant results were observed regarding learning improvements based on students’ gender, with female and male students in the experimental group demonstrating significant improvement. In contrast, in the control group, only the male students displayed significant learning improvement. This research contributes significantly to the relatively new field of adaptive gamification in science education and the improvement of students’ science learning, particularly in the context of gender differences.
... Another objective of the researchers is to enhance knowledge and recognize the effects of gamification in marketplace applications on users, particularly in fostering intentions to continue usage and to spread word-of-mouth information. The mediating relationship used in this research is a novelty that distinguishes LITERATURE REVIEW, RESEARCH FRAMEWORK, AND HYPOTHESES Gamification Introducing the playfulness and excitement of game processes into non-game contexts is at the essence of what is usually called gamification; an approach to business design that applies game features to many types of systems and services, with the purpose of delivering an entertaining game experience (Koivisto & Hamari, 2019). Once the customer is more strongly involved in gamification, it can cause a variety of effects or impacts such as satisfaction, brand affection, brand loyalty, and a positive word-of-mouth promotion. ...
This research aims to examine the social influence and shopping motivation in shaping attitudes towards marketplace applications within the context of gamification, as well as to explore how gamification in e-commerce has been shown to increase visitor numbers. The approach used by researchers is a quantitative approach with associative method, with data collection through distributing questionnaires to 337 respondents who has played marketplace app games in Indonesia. The data were analyzed using SmartPLS. The test results show that social influence, recognition, reciprocal benefits have a significant influence on attitudes. However, hedonism does not have a significant influence on attitudes. Meanwhile, attitude also shows a strong mediating influence in linking social influence, recognition, reciprocal benefits to continuous use intentions, but cannot mediate hedonic with continued use intentions and intention to spread WOM. This research explores the relationship between the variables such as social influence, recognition, reciprocal benefit, and hedonic value, which are mediated by attitude to continued use intention and intention to spread WOM in marketplace app, which have hardly been discussed in previous research.
... Game design elements include badges, leaderboards, prizes and rewards, progress bars, storylines, points, levels/stages, and feedback [21] [22]. Gamification methods can provide 979-8-3503-5161-3/24/$31.00 ©2024 IEEE engagement and motivation to users [23] [24] and can also convey knowledge or information using a game-based approach [25] [26]. Research on gamification concepts in the tourism sector uses Augmented Reality (AR) technology [27] [18] and geocaching [28]. ...
... Por otra parte, es importante considerar que la efectividad de la gamificación depende en gran medida de su diseño e implementación. Estudios recientes destacan la necesidad de personalizar las estrategias gamificadas para adaptarse a las necesidades y preferencias de los estudiantes, así como al contexto específico de cada institución educativa (Koivisto & Hamari, 2019). Esto implica que los docentes deben ser capacitados no solo en el uso de herramientas tecnológicas, sino también en el diseño de experiencias de aprendizaje que integren elementos lúdicos de manera coherente y significativa. ...
El artículo "Implementación de la Gamificación en la Educación del Bachillerato: Caso de Estudio en la Unidad Educativa Luis Celleri Avilés" examina el impacto de la gamificación en el rendimiento académico y la motivación de los estudiantes de bachillerato. El objetivo principal es evaluar si la introducción de elementos gamificados, a través de la plataforma Quizizz, mejora las calificaciones y la percepción del aprendizaje en comparación con métodos tradicionales. La metodología empleada fue un diseño cuasiexperimental con un enfoque mixto. Se utilizó un grupo experimental de 25 estudiantes que interactuaron con la plataforma gamificada y un grupo de control de 25 estudiantes que siguió métodos convencionales. Se aplicaron pruebas T para muestras apareadas para analizar las diferencias en el rendimiento académico entre ambos grupos, y se empleó la prueba de normalidad de Shapiro-Wilk para verificar la distribución de los datos. Los resultados mostraron una mejora significativa en las calificaciones del grupo experimental, con un aumento en la motivación, interacción, y satisfacción general reportada por los estudiantes. La gamificación demostró ser efectiva en mejorar la participación y el aprendizaje. Concluimos que la gamificación es una estrategia educativa valiosa, recomendando su implementación y exploración en diversos contextos educativos para validar estos hallazgos.
Gamification, the integration of game design elements into non-game contexts, has emerged as a promising strategy to enhance engagement and enjoyment in various activities. In parallel, advancements in Virtual Reality (VR) have expanded possibilities for immersive experiences, particularly in learning and training scenarios. This paper introduces XRCoding, a gamified immersive coding system that merges VR and passive haptic technologies with standard block coding approaches. XRCoding aims to enhance the user experience of block coding, particularly in educational settings, by providing intuitive interfaces and engaging activities. Building upon previous research on gamification, VR, and tangible programming, XRCoding offers a novel approach to teaching computational thinking and coding concepts. The paper presents the design and implementation of XRCoding, detailing its components and features. Furthermore, an experimental study is conducted to evaluate the effectiveness of XRCoding in enhancing user experience compared to traditional desktop block coding systems. Results indicate that XRCoding offers a more engaging and immersive experience, contributing to the ongoing exploration of immersive technologies and gamification in educational and training settings.
The objective of this paper is to understand the perception that younger elderly persons have towards the usefulness of playing Xbox Kinect video games as an assistive technology that is designed to maintain their cognitive abilities. Available literature highlights two kinds of assistive technologies; the first being Supportive Technologies that provide aid for already-declined functional abilities (such as hearing aids), and the second being Empowering Technologies that maintain functional abilities which have not yet declined (such as Xbox Kinect cognitive games). The difference in the nature between supportive and empowering technologies plays an important role in perceiving their benefits. For instance, while hearing aids as a supportive technology are perceived as useful through the improvement of hearing abilities, cognitive training games as an empowering technology have a long-term usefulness for cognitive abilities. This study conducts twenty-one qualitative interviews (range 65–87 years; mean = 71; SD = 3.81) and introduces perceived transfer effect. This effect allows the elderly to perceive the usefulness of playing cognitive training video games, which are designed to cultivate the cognitive abilities. In addition, this study found that the elderly value their independent living, and through cognitive video games, the elderly may remain capable of living independently.
Keywords
Assistive technology, Cognitive training video games, Elderly, Adoption, Usefulness
Interdependence and network convergence among users characterize strong online social networks and fuel continuance intention. However, little is known about what personality traits are related to interdependence and network convergence. This study answers this question by utilizing social exchange theory to develop the hypotheses. We survey 2212 online gamers and analyse the data with structural equation modelling. We find that extraversion and openness are positively related to interdependence and network convergence, while conscientiousness is negatively related to interdependence and network convergence. Moreover, agreeableness is positively related to interdependence, while neuroticism is negatively related to interdependence. Finally, both interdependence and network convergence are positively related to continuance intention. This study is the first to examine how personality traits are related to interdependence and network convergence, which fuel continuance intention of online gamers.
Online games have created significant opportunities for electronic commerce managers. The degree to which online gamers regard their avatars—their gaming representations— as themselves is known to be influential to gamers’ behavior but little is known about how such identification impacts online gamer loyalty (i.e., gamers’ continued intention to play). This study filled this gap by developing its research framework from the perspective of the social identity theory and the social capital theory. Responses from 1384 online gamers were collected, and structural equation modeling was used to test the hypotheses. The analytical results indicate that avatar identification (the degree to which users regard avatars as themselves) is positively related to participation in gaming communities and social presence (the degree of awareness of other persons and interpersonal relationships). These were further positively related to online gamer loyalty. This study is the first using the two theories, i.e., the social identity and social capital theoretical perspectives, to clarify the mechanism underlying the impact of avatar identification on online gamer loyalty, assisting electronic commerce managers to create a loyal user base.
This book offers a practical yet powerful way to understand the psychological appeal and strong motivation to play video games.
With video game sales in the billions and anxious concerns about their long-term effects growing louder, Glued to Games: How Video Games Draw Us In and Hold Us Spellbound brings something new to the discussion. It is the first truly balanced research-based analysis on the games and gamers, addressing both the positive and negative aspects of habitual playing by drawing on significant recent studies and established motivational theory.
Filled with examples from popular games and the real experiences of gamers themselves, Glued to Games gets to the heart of gaming's powerful psychological and emotional allure—the benefits as well as the dangers. It gives everyone from researchers to parents to gamers themselves a clearer understanding the psychology of gaming, while offering prescriptions for healthier, more enjoyable games and gaming experiences.
Employees are the human capital that contributes to the success of high-performance and sustainable organizations. In the digital economy, organizations need to be competitive and differentiate them self through the knowledge they detained. This requires the adoption of innovative solutions that valorize and recognize workers who invest their time to keep up-to-date with areas of knowledge that are relevant to the organization. Indeed, organizations are investing in retaining skilled workers, in particular senior workers whose knowledge and experience are a valuable asset that should be passed to younger co-workers. One way to address these concerns is to create conditions to promote a feeling of employee’s wellness in their work environment.
In this paper, the two perception of well-being at the workplace (i.e. physical and social) are combined with gamification techniques and analyzed how it might help employees to acquire the expertise (“soft and hard-skills”) they need to improve their curriculum. This is particularly relevant for older adults to whom the feeling of fulfilment and recognition is much appreciated. The case study relates to the Active@Work project. The proposed solution incorporates an “intelligent behavior” to keep the user aware of their well-being status, triggering notifications to mitigate the risk of fatigue or stress at work. The solution also provides support for workers to engage in new and rewarding activities, where his/her knowledge and experience is considered as a relevant contribution, promoting in this way employee recognition and social well-being at the workplace. Team management and tutoring of younger co-workers by older adults will be, together with a Skill Development Tool, some of the innovative features within the project.
During the last decade games have arguably become the largest form of leisure information systems (IS). However, today games are also increasingly being employed for a variety of instrumental purposes. Although games have garnered a substantial amount of research attention during the last decade, research literature is scattered and there is still a lack of a clear and reliable understanding of why games are being used, and how they are placed in the established utilitarian-hedonic continuum of information systems. To address this gap, we conducted a meta-analysis of the quantitative body of literature that has examined the reasons for using games (48 studies). Additionally, we compared the findings across games that are intended for either leisure or instrumental use. Even though games are generally regarded as a pinnacle form of hedonically-oriented ISs, our results show that enjoyment and usefulness are equally important determinants for using them (though their definitive role varies between game types). Therefore, it can be posited that games are multipurpose ISs which nevertheless rely on hedonic factors, even in the pursuit of instrumental outcomes. The present study contributes to and advances our theoretical and empirical understanding of multipurpose ISs and the ways in which they are used.