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Does gamification satisfy needs? A study on the relationship between gamification features and intrinsic need satisfaction
... In marketing, gamification plays a crucial role in strengthening brand interaction by offering both extrinsic motivation (such as rewards) and intrinsic motivation (such as enjoyment and social engagement). Research on online brand communities, including those of Xiaomi and Huawei, indicates that gamification elements focused on achievement and socialization significantly enhance intrinsic motivation, leading to stronger brand loyalty and repeated engagement (Hamari, 2017;Xi & Hamari, 2019). Similarly, in e-commerce, gamified experiences attract a broad range of customers by combining entertainment and competition, thereby increasing customer engagement (Koivisto & Hamari, 2019;Raman, 2020). ...
... The integration of game elements such as points, rewards, storytelling, and competition effectively increases engagement by appealing to both intrinsic and extrinsic motivations. This is consistent with previous research by Hamari (2017) and Xi and Hamari (2019), who argue that gamification fosters customer loyalty and repeat engagement through enjoyment and social connectivity. ...
... This study expands the existing literature on gamification, brand interaction, and customer participation by demonstrating the interconnected relationships between these constructs within the Saudi telecommunications sector. While prior research has primarily examined the direct effects of gamification on customer behavior, this study highlights the mediating role of brand interaction, reinforcing its significance in transforming passive customers into active participants (Hamari, 2017;Xi & Hamari, 2019). Additionally, this research integrates the Technology Acceptance Model (TAM) by confirming that ease of use moderates the impact of gamification on interaction, suggesting that intuitive and user-friendly platforms enhance brand engagement (Venkatesh & Davis, 2000). ...
Gamification has gained prominence as a strategic tool for enhancing customer engagement in various industries, including telecommunications. This study investigates the role of gamification in fostering customer participation within the Saudi telecommunications sector, with a focus on brand interaction as a mediator and ease of use as a moderator. Grounded in the Technology Acceptance Model (TAM) and Self-Determination Theory (SDT), the research examines how gamified elements—such as rewards, storytelling, and competition—affect customer behavior.
A quantitative survey approach was employed, collecting data from 378 customers of major Saudi telecom providers. The findings indicate that gamification positively influences brand interaction, which subsequently enhances customer participation. Furthermore, ease of use strengthens the link between gamification and brand interaction, suggesting that user-friendly designs are crucial for effective gamification strategies. However, ease of use does not significantly moderate the direct relationship between gamification and participation, implying that while an intuitive interface enhances engagement, other factors drive participation. Additionally, the results confirm that interaction partially mediates the relationship between gamification and participation, underscoring the importance of fostering meaningful brand-customer interactions.
The study contributes to gamification literature by validating the moderating role of ease of use in technology adoption models and providing empirical evidence from a service-based industry. From a managerial perspective, telecom providers should prioritize personalized and interactive gamification experiences, ensure seamless usability, and leverage social engagement mechanisms to sustain customer participation. Future research should explore longitudinal effects of gamification and the integration of emerging technologies such as artificial intelligence and augmented reality to further enhance digital engagement strategies.
... It motivates users both extrinsically, through rewards, and intrinsically, by fostering a sense of enjoyment and social connectivity. Studies of online brand communities, such as those of Xiaomi and Huawei, show that gamification elements aligned with achievement and socialization significantly enhance intrinsic motivation, fostering loyalty and repeat engagement (Hamari, 2017;Xi & Hamari, 2019). Gamification has also proven particularly effective in ecommerce, attracting diverse demographic groups by blending entertainment and competitive activities, thereby driving customer engagement (Koivisto & Hamari, 2019;Raman, 2020). ...
... Gamification encourages users to return to platforms by offering progressive rewards, recognition, and a sense of achievement. Enhanced interaction fosters emotional connections with the brand and reinforces customers' intentions to continue their engagement over time (Koivisto & Hamari, 2019;Xi & Hamari, 2019). Consequently, gamification, mediated by interaction, contributes to retaining customers by consistently meeting their intrinsic and extrinsic motivational needs. ...
... Specifically, incorporating game elements such as points, rewards, and storytelling enhances consumer engagement by motivating them both intrinsically and extrinsically. This aligns with Hamari (2017) and Xi and Hamari (2019), who emphasize that gamification fosters loyalty and repeat engagement through enjoyment and social connectivity. Moreover, Koivisto and Hamari (2019) argue that blending entertainment with competitive activities attracts diverse customer demographics and drives brand interaction. ...
This study investigates the role of gamification in driving customer engagement, participation, and retention within the Saudi telecommunications sector. Grounded in Uses and Gratifications Theory (U&G), the research explores the direct impact of gamification elements—such as rewards, storytelling, and competition—on brand interaction and how interaction mediates the relationship between gamification and customer outcomes. Using a survey of 378 respondents, the study confirms that gamification significantly enhances brand interaction, which in turn fosters customer participation and retention. The results highlight the importance of interaction as a bridge, amplifying gamification’s effects by transforming passive consumers into active participants. Additionally, personalized gamification strategies are shown to strengthen customer loyalty, emphasizing the need for tailored designs to meet diverse user motivations. The findings provide valuable insights for integrating gamification into marketing strategies, particularly in competitive and digitally advanced markets like Saudi Arabia. By leveraging these strategies, companies in the telecommunications sector can enhance customer engagement, foster stronger relationships, and achieve sustainable competitive advantages.
... First, at the beginning of each training session, a clear gamified performance goal was set for the task: to earn as many points as possible and receive badges along the way (game element: clear gamified goal). Goals that are specific and reasonably challenging are the most effective at increasing motivation and task performance [45] and are likely to increase the satisfaction of the need for competence [46]. Second, during the practice phase, immediate gamified feedback was given (game element: feedback loops). ...
... and a frowning emoticon occurred in every incorrect practice trial (Figure 1). This type of feedback has been shown to facilitate self-monitoring [43,47] and feelings of competence [46]. Third, during the training phase, a constantly visible progress bar at the top of the screen indicated the proportion of trials remaining in each block, and a written indicator reflected the number of blocks completed (game element: task-related progress; Figure 1). ...
... There were 6 different badges, and each badge had a number on it corresponding to the number of sessions completed ( Figure 1). Collectible points and badges have been shown to facilitate goal setting [42,43] and satisfy the needs for competence, autonomy, and relatedness [46]. ...
BACKGROUND
Attentional bias to pain-related information has been implicated in pain chronicity. To date, research investigating attentional bias modification training (ABMT) procedures in people with chronic pain has found variable success, perhaps because training paradigms are typically repetitive and monotonous, which could negatively affect engagement and adherence. Increasing engagement through the gamification (ie, the use of game elements) of ABMT may provide the opportunity to overcome some of these barriers. However, ABMT studies applied to the chronic pain field have not yet incorporated gamification elements.
OBJECTIVE
This study aimed to investigate the effects of a gamified web-delivered ABMT intervention in a sample of adults with chronic pain via a randomized, double-blind, placebo-controlled trial.
METHODS
A final sample of 129 adults with chronic musculoskeletal pain, recruited from clinical (hospital outpatient waiting list) and nonclinical (wider community) settings, were included in this randomized, double-blind, placebo-controlled, 3-arm trial. Participants were randomly assigned to complete 6 web-based sessions of nongamified standard ABMT (n=43), gamified ABMT (n=41), or a control condition (nongamified sham ABMT; n=45) over a period of 3 weeks. Active ABMT conditions trained attention away from pain-related words. The gamified task included a combination of 5 game elements. Participant outcomes were assessed before training, during training, immediately after training, and at 1-month follow-up. Primary outcomes included self-reported and behavioral engagement, pain intensity, and pain interference. Secondary outcomes included anxiety, depression, cognitive biases, and perceived improvement.
RESULTS
Results of the linear mixed model analyses suggest that across all conditions, there was an overall small to medium decline in self-reported task-related engagement between sessions 1 and 2 ( P <.001; Cohen d =0.257; 95% CI 0.13-0.39), sessions 1 and 3 ( P <.001; Cohen d =0.368; 95% CI 0.23-0.50), sessions 1 and 4 ( P <.001; Cohen d =0.473; 95% CI 0.34-0.61), sessions 1 and 5 ( P <.001; Cohen d =0.488; 95% CI 0.35-0.63), and sessions 1 and 6 ( P <.001; Cohen d =0.596; 95% CI 0.46-0.73). There was also an overall small decrease in depressive symptoms from baseline to posttraining assessment ( P =.007; Cohen d =0.180; 95% CI 0.05-0.31) and in pain intensity ( P =.008; Cohen d =0.180; 95% CI 0.05-0.31) and pain interference ( P <.001; Cohen d =0.237; 95% CI 0.10-0.37) from baseline to follow-up assessment. However, no differential effects were observed over time between the 3 conditions on measures of engagement, pain intensity, pain interference, attentional bias, anxiety, depression, interpretation bias, or perceived improvement (all P values>.05).
CONCLUSIONS
These findings suggest that gamification, in this context, was not effective at enhancing engagement, and they do not support the widespread clinical use of web-delivered ABMT in treating individuals with chronic musculoskeletal pain. The implications of these findings are discussed, and future directions for research are suggested.
CLINICALTRIAL
Australian New Zealand Clinical Trials Registry (ANZCTR) ACTRN12620000803998; https://anzctr.org.au/ACTRN12620000803998.aspx
INTERNATIONAL REGISTERED REPORT
RR2-10.2196/32359
... For example, educational platforms often incorporate game-like features to create a more engaging learning experience and promote learner retention. This is particularly useful in online learning environments, which often face challenges such as high dropout rates and low engagement levels (Lin et al., 2023;Xi & Hamari, 2019, Vitkauskaitė & Gatautis, 2018Podsakoff et al. 2003;Suh et al. 2017;Leclercq 2017;Featherstone and Habgood 2019;Cechetti et al. 2019). Authors in Lin et al. (2023) explore methods to enhance user engagement and retention in mobile payment systems through empirical research. ...
... Authors in Lin et al. (2023) explore methods to enhance user engagement and retention in mobile payment systems through empirical research. In (Xi & Hamari, 2019), the focus is on the effective design and implementation of game mechanisms in online brand communities to bolster product brand stickiness and customer loyalty. The study in Vitkauskaitė and Gatautis (2018) examines the influence of game mechanisms and components on customer brand engagement in the commercial sector. ...
... In a gamified learning context, competence is closely linked to the learner's belief in their ability to achieve learning goals using the gamified elements of a course. For instance, earning points or badges provides a sense of accomplishment and builds learners' confidence in their abilities to succeed (Ryan & Deci, 2000;Xi & Hamari, 2019. ②Relatedness needs: Relatedness describes the desire to form meaningful connections with others. ...
Gamification mechanisms have been increasingly integrated into educational environments to enhance learner’s engagement and improve the effectiveness of online courses. However, the precise effects of gamification on learner’s engagement, including the factors that influence this behavior, remain under-explored. This study addresses this gap by examining the relationships between learner’s interactions with three gamification strategies (i.e. contextualized content, constructive achievement, and social expression) and their intention to engage in learning activities. Using a sample of 463 learners from the Android Programming Technology course on a massive open online course (MOOC) platform in China, data was collected through a questionnaire survey and analyzed by a structural equation model. Using self-determination theory and the theory of rational action as the theoretical foundation, we empirically tested the proposed model and hypotheses through a structural equation model. The results indicate that gamification design strategies significantly impact learners' autonomy (, competence (, and relatedness (, which are essential for fulfilling psychological needs. Furthermore, perceived enjoyment positively influences perceived usefulness ( and perceived behavioral control (, which jointly have a significant effect on learners' engagement intentions. Among the strategies, contextualized content had the strongest impact on perceived enjoyment (. These findings provide valuable insights for the design of gamified learning environments and contribute to the broader understanding of gamification's role in education.
... Some scholars have connected the three distinct psychological needs to specific game design elements, creating a unique gameful experience. Avatars fulfill autonomy needs by offering players freedom of choice, while stories facilitate an experiential understanding of the meaning behind their actions and a sense of voluntary participation (Xi and Hamari, 2019). For competence needs, points are often utilized to evaluate players' in-game behavior and provide detailed feedback (Sailer et al., 2017). ...
... For competence needs, points are often utilized to evaluate players' in-game behavior and provide detailed feedback (Sailer et al., 2017). Levels indicate players' progress, while badges and leaderboards encourage goal-oriented behavior by providing cumulative feedback (Sailer et al., 2017;Xi and Hamari, 2019). To meet relatedness needs, features like groups, messages, blogs, chat, and integration with social networks represent habitual manifestations of relationships (Polo-Peña et al., 2021). ...
... To meet relatedness needs, features like groups, messages, blogs, chat, and integration with social networks represent habitual manifestations of relationships (Polo-Peña et al., 2021). Building solid relationships with team members inspires players, fosters a collective sense of group identity, and helps achieve common objectives (Xi and Hamari, 2019). By fulfilling individuals' psychological needs, gamification can create an engaging experience and enhance behavioral intention (Hamari and Koivisto, 2015). ...
Purpose
Given the potential benefits of gamification in running apps, it is necessary to explore the impact of users’ gameful experience on their intention to continue using running apps. This study aims to empirically investigate this relationship along with the roles of brand attitude as a mediator and negative online reviews as a moderator.
Design/methodology/approach
The study surveyed 332 running app users in China. The reliability and validity of measures were confirmed by confirmatory factor analysis (CFA). The proposed hypotheses were verified by Process Macro.
Findings
The results show that (1) gameful experience positively impacts intention to continue using running apps, (2) brand attitude mediates the relationship between gameful experience and intention to continue using running apps and (3) negative online reviews moderate the relationship between gameful experience and brand attitude but not the relationship between brand attitude and intention to continue using running apps. Specifically, the effect of gameful experience on brand attitude decreases as users’ perception of negative online reviews increases.
Originality/value
These findings have both theoretical and practical implications for understanding the relationship among users’ gameful experience, brand attitude and intention to continue using running apps, as well as for developing effective gamification strategies to enhance user engagement and retention in running apps.
... Many companies use gamification mobile applications to attract and retain users [21]. Previous research efforts have generally concentrated on how gamification affects customer engagement [22,23] and satisfaction [24]. However, there is limited understanding regarding how gamification contributes to user stickiness. ...
... Moreover, the findings highlight the role of gamification interactions in promoting user stickiness. Previous studies exploring gamification's impact have typically concentrated on some variables [23,24,27], with limited attention to its effect on user stickiness. Finally, the results confirm that the flow experience and user satisfaction mediate the relationship between perceived playfulness and user stickiness. ...
... Additionally, the findings highlight the role of gamification interactions in promoting user stickiness. Previous studies about the impact of gamification have generally focused on customer engagement [22,23] and satisfaction [24], whereas few studies have explored the impact of gamification on user stickiness. This study divided gamification interactivity into two dimensions (i.e., human-computer and interpersonal interaction) to evaluate their effects on user stickiness. ...
... At its core, JA embodies an individual's desire for self-direction at work (Xi and Hamari, 2019). It signifies engaging in actions driven by personal volition and completing tasks with an inherent willingness (Mitchell et al., 2020). ...
... However, it is essential to highlight that the impact of GP on IM varies. Some scholars have observed favorable effects of gaming elements (Joy and Assistant, 2017;Kumar and Raghavendran, 2015;Markopoulos et al., 2015;Sailer et al., 2017), while others have pointed out potential adverse impacts, mainly when relying excessively on reward and feedback systems found in games (Gupta et al., 2022;Hammedi et al., 2021;Xi and Hamari, 2019;Yang and Li, 2021). The influence of GP on IM is context-dependent and can either support or undermine it by fulfilling or impeding fundamental psychological needs for autonomy and competence (Hammedi et al., 2021). ...
Purpose
In light of the rapidly evolving global work environment and the unique needs of startups, this study investigates the potential of gamified practices (GP) as a human resource management tool to enhance employer branding (EB).
Design/methodology/approach
Data were collected from employees in Indian startup companies ( N = 1,842) through a structured questionnaire. The study used Smart-PLS for variance-based structural equation modeling (SEM) analysis.
Findings
The results indicate that GP significantly influences IM, which is the internal desire to perform a task due to the enjoyment it brings, and JA, which is the level of independence and freedom given to an employee in their job, as parallel mediators between GP and EB. Further, prior perceptions of the employer brand (PPEB), which refer to the pre-existing beliefs and attitudes employees hold about the employer brand, moderate the relationship between GP and JA, highlighting that individuals with varying PPEB respond differently to JA facilitated through GP.
Practical implications
The study’s findings underscore the importance of tailoring GP experiences to individual needs and prior brand perceptions for optimal results. Furthermore, it highlights GP as a potent tool for shaping positive employer brand perceptions, particularly when it aligns with an organization’s values and offers an engaging, competitive and realistic experience.
Originality/value
This study contributes to the field by addressing the underexplored impact of GP on EB within the dynamic startup ecosystem. It explores the mediating roles of IM and JA and the moderating effect of PPEB, shedding light on the dynamic relationships between gamified practices and EB.
... A key strength of narrative as a gamification element is its ability to simultaneously fulfill all three psychological needs of the SDT. Prior research has highlighted how wellcrafted narratives engage learners by creating immersive experiences that support autonomy, competence, and relatedness (Bormann & Greitemeyer, 2015;Xi & Hamari, 2019). Narrative-based gamification provides thematic coherence that integrates learning experiences, fostering deeper engagement (Koivisto & Hamari, 2019;Sailer et al., 2017). ...
This study examines the intrinsic motivation of preservice primary teachers in a science education course designed with player-type personalization in gamification strategies. Using a mixed-methods approach, a one-group post-test-only design was combined with qualitative analysis. Game elements were personalized based on the HEXAD user typologies, aligning with Self-Determination Theory to support autonomy, competence, and relatedness. Quantitative data from the Intrinsic Motivation Inventory revealed high median scores across these psychological needs, suggesting that customization fostered deeper engagement. Key elements included cooperative challenges, branching narratives, and flexible participation pathways. Qualitative findings reinforced these results, highlighting students’ increased sense of agency, social connection, and investment in learning. The structured integration of narrative played a crucial role in contextualizing academic tasks, transforming the learning process into an immersive experience. Overall, the findings indicate that well-designed, personalized gamification strategies effectively bolster preservice teachers’ intrinsic motivation in this science education course. By demonstrating how player-type personalization optimizes motivation in gamified teacher education, this study contributes to the growing body of research on tailored gamification.
... Unlike traditional marketing contexts, satisfaction in the metaverse emerges from direct engagement with gamified experiences rather than solely through value-based assessments. Recent studies (Santos et al., 2024;Xi & Hamari, 2019) indicate that customer satisfaction in gamified settings stems from the interactive nature of the activities themselves. The integration of gamification elements distinctly shapes user experiences in the metaverse, transforming interactions into engaging and meaningful encounters. ...
a business technology, Department, al-ahliyya amman university, amman, Jordan; b Management information Systems Department, al-balqa applied university, amman, Jordan; c faculty of business, Department of Management information Systems, Mutah university, karak, Jordan; d College of business, al Yamamah university, riyadh, Saudi arabia; e faculty of industrial Management, universiti Malaysia Pahang al-Sultan abdullah, Gambang, Malaysia; f faculty of business and Creative industries, university of South Wales, Pontypridd, uk ABSTRACT this study explores the impact of Metaverse Gamified Marketing activities (MGMa) on Positive Word-of-Mouth (PWOM) intention, purchase intention, and brand loyalty within the metaverse. Drawing from an online survey involving 516 consumers based in the UK, the empirical evidence demonstrates that MGMa has a favorable influence on brand satisfaction, hedonic value, utilitarian value, and engagement. Moreover, the results show that brand satisfaction, hedonic value, utilitarian value, and engagement all positively influence brand love. Furthermore, PWOM, purchase intention, and brand loyalty are positively influenced by brand love. From a theoretical perspective, this study extends the theoretical application of the stimulus-Organism-Response (s-OR) model to encompass interactive virtual brand experiences, thereby establishing a foundation for the development of sO -R frameworks that incorporate the immersive characteristics of metaverse environments. Within the sO -R model, our findings highlight how metaverse marketing influences brand PWOM, purchase intention, and loyalty, advancing its application in metaverse-gamified marketing.
... Task unpleasantness and a lack of interest or boredom have been identified as reliable determinants of procrastination [10], reducing outcome value. Conversely, the satisfaction of autonomy needs through opportunities for exploration and discovery of a story or narrative [85] has been shown to counteract procrastination [86,87]. In addition, from a behavioral perspective, immediate (digital) rewards provide timely reinforcement of behavior [88][89][90], thereby reducing the delay of outcome value, particularly for individuals who are prone to immediate gratification [90]. ...
Background: The phenomenon of procrastination refers to an individual's conscious decision to postpone the completion of tasks despite being aware of its adverse consequences in the future. Extant research in this field shows that procrastination is associated with increased levels of anxiety and stress and the likelihood of developing depression and calls for the development of suitable interventions that support individuals in making lasting positive changes to their procrastination behaviors. In parallel, practice has produced a plethora of behavior change support systems (BCSSs) that aim to provide a low-threshold, accessible alternative to in-person therapeutic approaches. Most of these BCSSs can be considered motivational BCSSs that combine functional, utilitarian components with hedonic and eudaimonic design elements to empower self-treatment. Although early studies have suggested the potential benefits of such BCSSs, research on understanding their specific design characteristics and support of individuals in self-treating procrastination is still in its infancy.
Objective:
In response to this gap between practice and research, we aimed to analyze and systemize the multitude of practical design efforts in motivational BCSSs for the self-treatment of procrastination and identify the main design archetypes that have emerged.
Methods:
We conducted a 3-step research approach. First, we identified 127 behavior change support apps for procrastination through a systematic screening process in the German and US Apple App Store and Google Play Store. Second, we systematically coded the identified apps in terms of the behavior change techniques targeted by their functional design and hedonic or eudaimonic design elements. Third, we conducted a 2-step cluster analysis to identify archetypes of motivational design in behavior change support apps to combat procrastination.
Results:
A variety of motivational designs have been developed and implemented in practice, and our analysis identified five main archetypes: (1) structured progress monitor, (2) self-improvement guide, (3) productivity adventure, (4) emotional wellness coach, and (5) social focus companion. The identified archetypes target different psychological determinants of procrastination and successfully use a variety of hedonic and eudaimonic design elements that extend beyond the current state of research.
Conclusions:
The results of our study provide a foundation for future research endeavors that aim to examine the comparative effects of motivational design archetypes and develop more effective interventions tailored to individual needs. For practitioners, the findings reveal the contemporary design space of motivational BCSSs to support the self-treatment of procrastination and may serve as blueprints that can guide the design of future systems. For individuals seeking support and health professionals treating procrastination, our study systemizes the landscape of apps, thereby facilitating the selection of one that best aligns with the patient’s individual needs.
... Gamification principles also emphasize fun, competition, and goal orientation (McGonigal, 2015;Nah et al., 2013). By applying these frameworks, teachers can create educational experiences that resonate with students and improve higher-order thinking skills (Bourke, 2019;Noroozi et al., 2020), motivation (Chapman & Rich, 2018;Kaya & Ercag, 2023), satisfaction (Oliveira et al., 2023;Xi & Hamari, 2019), achievement (Su & Cheng, 2015), and student engagement (Panmei & Waluyo, 2022). ...
The aim of this study was to investigate and analyze how first-grade high school students experience a positive classroom environment (excitement, competition, connectedness, satisfaction, and aspiration) by applying gamification as a teaching strategy in physics classes. An experimental study was conducted within the teaching topic of conservation of momentum and energy, in which N = 69 students in three classes took part. In the experimental group, one class with n = 23 students engaged in physics lessons, using gamification as a teaching strategy. In contrast, the control group comprised two classes with n = 46 students. The My Class Inventory questionnaire was used for this study. The study’s results revealed statistically significant differences in the perception of the student learning experience between the control and experimental groups. The experimental group rated the student learning experience significantly better than the control group. Gamification as a strategy contributes positively to the student learning experience, fostering collaboration among students when tackling challenging problems. It is essential to highlight that even if we do not entirely depart from traditional teaching methods, simply changing our strategy can lead to significant improvements. In our case, gamification can create a more engaging student learning experience, making students more motivated and involved. Consequently, this shift could result in a better understanding and mastery of physics concepts.
... According to earlier research, various gamification elements could intrinsically motivate users to perform their tasks (Xi and Hamari, 2019;Ryan et al., 2006). The progress bar provides a simple, understandable visual indication expressing an individual's sense of achievement. ...
Enterprise collaboration platforms are expected to facilitate effective information exchange by supporting employee sociability, i.e., finding communication partners and building common ground. However, they often suffer from low user engagement, requiring the implementation of additional design elements to encourage user participation. Though previous research found evidence for the effectiveness of introducing new features, particularly gamification elements, to such platforms, the question remains whether it represents more than a flash in the pan and creates some sustainable effects over time. Therefore, the current longitudinal quasi-experimental field study investigates the effectiveness of introducing one exemplary gamification element, a progress bar to encourage profile completion, as a new feature within a digital collaboration platform in a large public sector organization across time. We collected data before (t1-t3) and after (t4-t6) implementation of the progress bar. We analyzed the data using linear mixed-effects models, enabling the assessment of time effects and interaction effects of time and progress bar implementation. Profile completion rates increased over time, and introducing a progress bar significantly impacted users' profile completion behavior. More importantly, we found both short-term effects and, after an interim decline, a sustainable change in user behavior after the progress bar implementation over time. Thus, this study presents quantitative evidence of the long-term effectiveness of introducing a gamification element in enterprise collaboration platforms over time.
... In connection with the item 'Expert teachers and junior teachers alike should receive specific training in teaching methods',Araújo et al. (2020) point out that, when it comes to applying ATLMs, greater knowledge, effort, and dedication are required from instructors, but also from all teaching staff, regardless of their level of expertise, as this type of training transcends the initial training period. Finally, the item 'ATLMs improve and enhance teacher-student interaction' is in consonance with other studies on the subject, which support the argument that ATLMs encourage interaction, participation, and socialisation(Bognar, Sablić, and Škugor 2019;Molina-Torres et al. 2022;Tse, Choi, and Tang 2019;Xi and Hamari 2019). ...
... Esta mejora de las NPB es debida a la implementación de la gamificación. En primer lugar, el cambio mostrado en la autonomía podrían deberse a la obtención de puntos en función del comportamiento, dependiendo de los propios estudiantes (Xi y Hamari, 2019). En segundo lugar, los cambios de competencia podrían deberse al uso de tablas de clasificación y puntos, lo que permitió al estudiantado obtener comentarios sobre su nivel de rendimiento durante cada sesión (Sailer et al., 2017). ...
En la actualidad el alumnado no practica la suficiente actividad física para mantener un nivel de vida saludable. Esta falta de práctica se asocia con un descenso de las necesidades psicológicas básicas (NPB) y descenso de motivación hacia la actividad física. Para conseguir aumentar la motivación se propone emplear la gamificación; sin embargo, pocos estudios observan cómo la gamificación afecta a las NPB, y menos a la necesidad de novedad. Por ello, se trató de observar cómo la gamificación afecta a la necesidad de novedad en la asignatura de educación física en educación primaria. En el estudio participaron 99 estudiantes de primero, segundo y quinto. Estos fueron divididos en un grupo experimental (GE, n = 49) y un grupo control (GC, n = 50), habiendo participación de los tres cursos previamente nombrados en ambos grupos. Para observar el cambio en la novedad se hizo uso de un cuestionario pre y post-intervención (BPN-CS). Los resultados mostraron que el GE obtuvo aumentos de novedad, mientras que el GC no obtuvo cambios. En conclusión, la gamificación parece ser una herramienta viable para conseguir mejoras en la necesidad de novedad en el alumnado de educación física en educación primaria.
... The result agrees with the research discussed by Nobre and Ferreira [90] that gamification can be seen as an innovative branding tool to promote consumer interaction and participation in brand experiences. The obtained results from this study are consistent with the research studied by Xi and Hamari [91] that immersion-based gamification is positively associated with emotional brand engagement. Brand coolness requires that the game itself have a cool experience in order to connect the experience with the perception of the brand. ...
Gamification has been extensively employed in marketing practices to meet the diverse needs of consumers. Previous research suggests that gamification marketing plays a pivotal role in influencing customer purchase intention. However, the precise mechanism through which gamification marketing impacts purchase intention requires further investigation. Drawing on the self-determination theory (SDT), this study explores the relationship between gamification marketing and purchase intention, with customers’ perceived brand coolness as a mediating variable and time poverty as a moderating variable. Using data collected from 184 participants in the experiment, our research demonstrates that, in comparison to non-gamification marketing, gamification marketing significantly influences purchase intention. Furthermore, perceived brand coolness emerges as a mediating factor in this relationship, providing new insights into the gamification mechanism. Customers who are in low time poverty exert more perceived brand coolness and purchase intentions compared with high time poverty in the context of gamification marketing. This study expands the research of gamification by introducing perceived brand coolness to the relationship between gamification marketing and purchase intention. It also contributes to the study of time poverty under the context of gamification marketing.
... When we talk about how to implement this content in the classroom, Becker and Watts (2001) emphasize that active teaching methods, which promote student participation over traditional passive lectures, offer a promising pedagogical alternative. In this context, games have emerged as a particularly engaging method for conveying knowledge, shown to increase student participation and satisfaction (Xi, 2019). In line with global trends to integrate financial education into school curricula (Luedtke & Urban, 2023), Brazil recently incorporated financial education into its national curriculum (Brasil, 2019). ...
... Self-determination theory [26,69] suggests that to sustain engagement, users need to feel autonomous, competent, and connected to the activity's purpose. This observation is also echoed by studies delving into relationships between gamified experiences and intrinsic needs satisfaction [74]. In gamified energy platforms, where users may be encouraged to adopt energy-saving habits, maintaining intrinsic motivation through social comparison, meaningful feedback, and progress tracking is crucial. ...
As global energy concerns escalate, there is a growing need for effective strategies to promote sustainable energy practices among individuals and communities. Gamification, the integration of game-design elements in non-game contexts, emerges as a promising tool to enhance user engagement and foster sustainable behaviour in energy management. In this review, we examine the theoretical aspects of gamification and its application in energy management in users’ households, highlighting its potential to transform repetitive or even monotonous tasks into engaging activities, focusing on studies that measure a long-term effect. We delve into various gamified elements adopted in long-term studies, such as feedback, social interactions, point systems, leader boards, narrative-driven challenges, etc., to understand their effect on user motivation and behavioural changes. From our set of studies, we found out that strong social game elements contribute the most to the long-term behaviour change of energy usage. One more condition of behaviour change is strong positive user satisfaction: the game should be engaging. We highlight the possible limitations of gamification in an energy management situation, a strong need for better practices of design and evaluation, and innovative approaches (such as DSM; Demand Side Management) in gamification for long-term engagement in household energy management.
... Moreover, the theoretical foundation of gamification, particularly self-determination theory (SDT), underscores its efficacy in motivating users (Guillen et al., 2021). The interactive nature of gamified activities, as highlighted by Xi and Hamari (2019), further amplifies user engagement. SDT posits that human behavior can be characterized by the degree to which it is either autonomous (acting with a sense of volition; e.g., intrinsic) or controlled (acting with a sense of pressure; e.g., extrinsic) (Gagné & Deci, 2005). ...
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
With the rapid advancement of digital learning technologies, interactive e-books have emerged as a pivotal tool in technology-enhanced education, particularly for promoting active learning. However, existing research on learning engagement has inadequately addressed the integrated effects of emotional, behavioral, and cognitive dimensions on learning achievement. To address this gap, the present study investigates the impact of interactive e-book materials, designed in alignment with the GAFCCC strategy framework (Goals, Access, Feedback, Challenges, Collaboration), on various learning metrics, including learning achievement, engagement, satisfaction, and perceived learning. A comparative analysis was conducted with lecturer-centered narrative teaching to evaluate the differences between the two approaches. The findings demonstrate that the use of interactive e-books significantly enhances students' academic performance, engagement, satisfaction, and perceived learning outcomes. Further analysis reveals that the emotional, behavioral, and cognitive dimensions of engagement exhibit moderate to strong correlations with cognitive learning outcomes and satisfaction levels. Among these dimensions, emotional engagement is identified as the most influential factor affecting satisfaction, while cognitive engagement is the primary driver of perceived learning. Moreover, in comparison to lecturer-centered teaching, students expressed a marked preference for learning through interactive e-books, citing greater interest, sustained attention, and heightened classroom engagement. However, the research is limited by its exclusive focus on the emotional, cognitive, and behavioral dimensions of engagement, potentially overlooking other significant factors influencing learning outcomes.
Good Agricultural Practices (GAP), as defined by FAO, are a “collection of principles for on-farm production and post-production processes, resulting in safe and healthy food and non-food agriculture products, while considering economic, social and environmental sustainability.” GAP are about understanding, planning and measurement, record, and management to achieve specific social, environmental, and productive objectives. GAPs goals are: to ensure food safety, to produce in a way that protects the environment and avoids its degradation, to ensure job well-being, and to obtain quality products according to consumer demand. For example, FAO enumerates general categories such as GAP for food safety, to improve market access or ensure water quality. GAP can be achieved by different actions depending on the crop, geography, available tools, and a diversity of variables. A federated catalog of GAPs that could be accessed by different stakeholders using different aspects is desirable. Also, as there are a diversity of GAPs experiences in the world, a catalog about those experiences is a helpful tool to help farmers exchange and adoption of knowledge. This chapter presents a semantic wiki repository that focuses on GAPs related to intensive horticultural activity in aspects that may be subject to improvement. The repository is framed in what is currently considered a collaborative repository. The wiki includes a description, goals, and methodologies of each good practice defined in GAP. Also, the wiki contains links to tutorials, external sites about the agricultural field, and legal documentation.
Purpose
Gamification has been widely applied in mobile fitness apps to motivate users to exercise continuously. Based on the affordances–psychological outcomes–behavioral outcomes framework, this study explores the roles of three specific gamification affordances (competition, visibility of achievement and interactivity) in self-health management (continuous use behavior and health behavior) from the perspectives of achievement satisfaction and gamification exhaustion.
Design/methodology/approach
We test the research model using a structural equation model (SEM) with 505 self-reported data points. Furthermore, we apply fuzzy-set qualitative comparative analysis (fsQCA) to explore configurations of gamification affordances associated with self-health management behavior, reinforcing the SEM results.
Findings
Results indicate that competition, visibility of achievement and interactivity can enhance achievement satisfaction, which further boosts self-health management behavior. However, competition and interactivity can also cause gamification exhaustion, which undermines self-health management behavior to some extent. Overall, the positive impacts of the three affordances outweigh the negative impacts.
Practical implications
This study provides new insights for relevant practitioners on designing gamification affordances, aiding the sustainable development of mobile fitness apps and their long-term effects on self-health management. Visibility of achievement should be emphasized, and competition and interactivity should be thoughtfully designed to minimize their negative effects.
Originality/value
This study extends the affordances–psychological outcomes–behavioral outcomes framework and the literature on gamification and health management by applying both SEM and fsQCA methodologies to examine the relationship between specific gamification affordances and self-health management behavior.
ABTACT
This study examines the impact of celebrity endorsements on purchase intentions,
focusing on the mediating role of perceived product quality from a consumer
perspective. Primary data was gathered via a structured questionnaire from 409
randomly selected respondents. Using descriptive statistics, correlation analysis,
multiple regression and mediation analysis with the PROCESS macro by Andrew
Hayes, the study explores how celebrity endorsements affect consumer behaviour.
Results reveal that the attractiveness, trustworthiness, and expertise of celebrities
significantly influence consumer decision-making. Mediation analyses indicate
that perceived product quality partially mediates the relationship between these
celebrity endorsement factors and purchase intentions. By investigating consumers’
perceptions of celebrity endorsements, their evaluation of product quality, and
subsequent purchase intentions, the research provides valuable insights into the
effectiveness of celebrity endorsements in shaping consumer decisions. These
findings have important implications for marketers, advertisers, and brand managers
looking to use celebrity endorsements strategically in marketing campaigns.
Keywords: Celebrity Endorsement, Purchase Intentions, Product Perceived Quality,
Consumer Perspective, PROCESS Macro, Mediation Analysis
Purpose
This study proposes and tests a model to analyse whether achievement, social and immersion motivational affordances embedded in gamified review platforms motivate consumers to altruistically create content in the post-consumption stage.
Design/methodology/approach
We used data from a sample of 343 reviewers and employed SmartPLS to test the research model.
Findings
Findings revealed that, while achievement affordances (i.e. points, levels and badges) have no significant effect, immersion affordances (i.e. avatars) and more especially, social affordances (i.e. receiving helpful votes from readers and having followers) are key for review platforms, as they drive consumers to develop pure, reciprocal and competitive forms of altruism, which, in turn, motivate them to create content.
Research limitations/implications
This study examines the antecedents and consequences of altruistic purpose in the context of gamified review platforms by proposing research questions aimed at eliciting the effects of achievement, social and immersion affordances on altruism, and by providing the first empirical evidence for these paths.
Practical implications
This study provides practical guidance on how review platforms can implement social and immersion affordances to foster altruism and, ultimately, promote user-generated content in the form of comments, photos and videos.
Originality/value
To the best of the authors’ knowledge, the current study is the first to develop a model to predict whether gamification affordances promote forms of altruism that result in user-generated content. The findings will improve practitioners’ strategies by focussing on social and immersion motivational affordances.
This study investigates the factors influencing consumer behaviour on Instagram, a social media platform under the Meta platform. Due to the complex and often unclear nature of social media user behaviour, we leverage supervised machine-learning algorithms to gain insights. We conducted a survey among 390 Meta Platform users (Instagram and Facebook) who have recently made social media purchases (past 6 months). In the machine-learning phase, the collected data were submitted to analyse the dataset using Scikit Learn along with Decision Tree Classifier. The survey is conducted in a semi-structured manner, allowing respondents to contribute to this process. The findings of the study reveal a total of 54 distinct customer behaviour patterns. The study demonstrates that product-related factors, content characteristics, technology usage, social influences, and situational context are the primary drivers of consumer behaviour on the Meta platform. It is noteworthy that the research findings indicate the considerable impact of product attributes, including pricing, quality, and product category, on consumer behaviour on Meta platform. The present study offers a novel contribution by identifying meta-specific attributes that can be used to classify and predict customer behaviour patterns on Facebook and Instagram. The findings provide a valuable guide for understanding the complexities of consumer behaviour on social media.
Gamification has become a widely applied technique in the digital platform sector. Despite prior research exploring gamification in various contexts from different angles, an integrated empirical study has yet to draw cohesive conclusions from these findings. This study, utilizing data from 34 papers (N = 35,856), has developed a meta-analytic framework comprised of 17 paths. Through this framework, we have identified immersion, achievement, and social as core gamification affordance constructs, as well as functional value, emotional value, and social value as perceived value constructs, and we have also designated user behavior as the outcome, utilizing the stimulus-organism-response (SOR) framework. The research results indicate that emotional value has a profound effect on behavior, with context, platform, and country moderating to the gamification mechanism. This study has significant implications for the further advancement of gamification in the digital platform.
The effectiveness of gamification elements has been widely examined in different aspects over the past decade. However, recent research showed that not all gamification elements can effectively engage users or consumers in different domains including video games and online shopping activities. To examine these inconsistent results, affordance theory was expanded to propose a new affordance design model in the gamification context. This study included a questionnaire survey of 303 Hong Kong residents, aged 18- 60 years old. SmartPLS4.0 structural equation modelling (PLS-SEM) was employed. The findings indicated that the proposed gamification affordances were largely significant for consumers’ psychological satisfaction needs, except for hedonic-based features. The results also demonstrated that gamification serves as a rewarding tool for consumers to foster social connections and achieve self-fulfillment. This highlights the utilitarian value within the relationship between consumers and activities in tourism. The objective of this research was to identify which gamification affordances most effectively fulfilled consumers’ psychological need of satisfaction by incorporating self-determination theory. This study contributed using a new affordance model to understand consumer actions in the knowledge construction of gamification effectiveness, especially in the tourist markets and its impact on consumers’ psychological satisfaction needs. The effectiveness of gamification of reward-based affordances present that the this research provide valuable insights that can be used by marketers to develop effective online marketing strategies specifically for online tourism activities in Hong Kong.
Purpose
This study aims to explore how social status recognition, perceived value and immersive enjoyment drive attachment to influencers and endorsements, thus triggering consumers’ hedonic buying towards influencer endorsements in social media.
Design/methodology/approach
By following a purposive sampling strategy and collecting cross-sectional data from 379 valid responses in the UK, this study adopts structural equation modelling, artificial neural networks and fuzzy set qualitative comparative analysis (SEM-ANN-fsQCA) as integrated methods for analysis.
Findings
This study reveals that social status recognition, immersive enjoyment, gamified incentives, attachment to influencers and endorsements are critical antecedents that drive hedonic buying.
Originality/value
In knowledge, this study concurrently adopts the perceived value theory and attachment theory that can enrich the inner elements and reveal the underlying connections under the theories. In method, the integrated analytical approach can explore deeper and more convincing results without the limitations of a single approach. In practice, this study helps practitioners ascertain customer perceptions of influencer endorsements and their attachment in the context of buying hedonically, thus developing effective strategies for employing influencers and marketing strategies to foster consumers’ hedonic buying behaviours.
Background and Objective:
Rehabilitation after stroke is essential to minimize permanent disability. Gamification, the integration of game elements into non-game environments, has emerged as a promising strategy for increasing motivation and rehabilitation effectiveness. This article systematically reviews the gamified devices used in stroke rehabilitation and evaluates their impact on emotional, social, and personal effects on patients, providing a comprehensive view of gamified rehabilitation.
Methods:
A comprehensive search using the PRISMA 2020 guidelines was conducted using the IEEE Xplore, PubMed, Springer Link, APA PsycInfo, and ScienceDirect databases. Empirical studies published between January 2019 and December 2023 that quantified the effects of gamification in terms of usability, motivation, engagement, and other qualitative patient responses were selected.
Results:
In total, 169 studies involving 6404 patients were included. Gamified devices are categorized into four types: robotic/motorized, non-motorized, virtual reality, and neuromuscular electrical stimulation. The results showed that gamified devices not only improved motor and cognitive function but also had a significant positive impact on patients’ emotional, social and personal levels. Most studies have reported high levels of patient satisfaction and motivation, highlighting the effectiveness of gamification in stroke rehabilitation.
Conclusions:
Gamification in stroke rehabilitation offers significant benefits beyond motor and cognitive recovery by improving patients’ emotional and social well-being. This systematic review provides a comprehensive overview of the most effective gamified technologies and highlights the need for future multidisciplinary research to optimize the design and implementation of gamified solutions in stroke rehabilitation.
Keywords
Stroke, Gamification, Neurorehabilitation, Neuroplasticity, Gamified therapy, Biomedical engineering
Purpose
To investigate the impact of cognition, emotion and other factors on positive customer engagement behaviors and to identify the differential formation processes and dynamic changes in these behaviors.
Design/methodology/approach
We used cognitive appraisals and coping theory as well as justice theory, to analyze comment data from the Xiaomi Community with natural language processing and binary logistic regression.
Findings
Our results indicate that cognition and emotion are unnecessary for positive customer engagement. Users expressing different cognitions and emotions exhibit varied positive engagement behaviors. The behavioral dimension was the most frequently combined, followed by the affective and cognitive dimensions. Managers should adopt material or spiritual incentives to encourage users with positive emotions and cognition to become loyal. Additionally, addressing comments with distributive justice cognition can promote positive customer engagement.
Originality/value
This study clarifies the complex interplay between cognition, emotion and customer engagement behaviors, providing actionable insights for brand managers to foster customer loyalty and positive customer engagement.
This chapter examines customer experiences with four popular consumer durables sold under Amazon's private label, Amazon Basics, using reviews from 2019 to 2023. With the rise of e-commerce, manufacturers now sell through direct and indirect channels, while online retailers introduce their own private labels. By analyzing Amazon reviews before, during, and after the pandemic in India using NVivo 12, the study identifies frequently used terms and attitudes related to product qualities. It provides an overview of user experiences in these durable categories, offering valuable insights for researchers and Amazon. The findings, which can be generalized to other brands in the Indian market, highlight key characteristics and elements that new and established players should consider to enhance customer satisfaction and experience.
In gamification users show increased motivation and engagement towards tasks. So far, this effect has mostly been empirically tested based on the visual depiction of game elements, while research on the use and addition of auditory aspects is sparse. In this work we investigate the effect of different modalities of game elements (auditory, visual, audiovisual) on user experience, perception and performance in a gamified image-tagging task. We approached this via an online validation survey to find suitable sound effects (N=50), a main quantitative study (N=109) and a qualitative semi-structured interview (N=9). Our results show that while visual gamification increases performance, auditory and audiovisual gamification had no effect. However, they were shown to have an influence on the user's flow state. Our qualitative follow-up study shed light on underlying reasons and revealed each modality has its own drawbacks and advantages and that combining both visual and auditory aspects was preferred by participants.
Many companies are increasingly attempting to build and manage brand communities that increasingly resemble games and game communities and believe that this gamification can increase the engagement and loyalty of consumers to the brand. However, currently, there is a dearth of empirical evidence supporting these expectations in the realm of marketing beyond the pervasive hype around gamification. Therefore, in this study, we investigate the relationship between gamification features, brand engagement and brand equity among consumers (N=824) from both of Xiaomi and Huawei online brand communities through a psychometric survey. The results indicate that achievement and social-related features are positively associated with emotional, cognitive and social brand engagement. Immersion-related features are positively associated with social brand engagement. Furthermore, all dimensions of brand engagement are further positively associated with brand equity. The results imply that there is a positive chain relationship between gamification, brand engagement and brand equity, and that, gamification appears to be an effective tool for brand management.
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.
Systems and services we employ in our daily life have increasingly been augmented with motivational designs which fall under the classes of (1) gamification, (2) quantified-self and (3) social networking features that aim to help users reach their goals via motivational enforcement. However, users differ in terms of their orientation and focus toward goals and in terms of the attributes of their goals. Therefore, different classes of motivational design may have a differential fit for users. Being able to distinguish the goal profiles of users, motivational design could be better tailored. Therefore, in this study we investigate how different goal foci (outcome and focus), goals orientation (mastery, proving, and avoiding), and goal attributes (specificity and difficulty) are associated with perceived importance of gamification, social networking and quantified-self features. We employ survey data (N=167) from users of HeiaHeia; a popular exercise encouragement app. Results indicate that goal-setting related factors of users and attributes of goals are connected with users’ preference over motivational design classes. In particular, the results reveal that being outcome-focused is associated with positive evaluations of gamification and quantified-self design classes. Users with higher proving-orientation perceived gamification and social networking design classes as more important, users with lower goal avoidance-orientation perceived social networking design as more important, whereas users with higher mastery-orientation perceived quantified-self design more important. Users with difficult goals were less likely to perceive gamification and social networking design important, whereas for users with high goal specificity quantified-self features were important. The findings provide insights for the automatic adaptation of motivational designs to users’ goals. However, more research is naturally needed to further investigate generalizability of the results.
Two parallel phenomena are gaining attention in human-computer interaction research: gamification and crowdsourcing. Because crowdsourcing's success depends on a mass of motivated crowdsourcees, crowdsourcing platforms have increasingly been imbued with motivational design features borrowed from games; a practice often called gamification. While the body of literature and knowledge of the phenomenon have begun to accumulate, we still lack a comprehensive and systematic understanding of conceptual foundations, knowledge of how gamification is used in crowdsourcing, and whether it is effective. We first provide a conceptual framework for gamified crowdsourcing systems in order to understand and conceptualize the key aspects of the phenomenon. The paper's main contributions are derived through a systematic literature review that investigates how gamification has been examined in different types of crowdsourcing in a variety of domains. This meticulous mapping, which focuses on all aspects in our framework, enables us to infer what kinds of gamification efforts are effective in different crowdsourcing approaches as well as to point to a number of research gaps and lay out future research directions for gamified crowdsourcing systems. Overall, the results indicate that gamification has been an effective approach for increasing crowdsourcing participation and the quality of the crowdsourced work; however, differences exist between different types of crowdsourcing: the research conducted in the context of crowdsourcing of homogenous tasks has most commonly used simple gamification implementations, such as points and leaderboards, whereas crowdsourcing implementations that seek diverse and creative contributions employ gamification with a richer set of mechanics.
The main aim of gamification, i.e. the implementation of game design elements in real-world contexts for non-gaming purposes, is to foster human motivation and performance in regard to a given activity. Previous research, although not entirely conclusive, generally supports the hypothesis underlying this aim. However, previous studies have often treated gamification as a generic construct, neglecting the fact that there are many different game design elements which can result in very diverse applications. Based on a self-determination theory framework, we present the results of a randomized controlled study that used an online simulation environment. We deliberately varied different configurations of game design elements, and analysed them in regard to their effect on the fulfilment of basic psychological needs. Our results show that badges, leaderboards, and performance graphs positively affect competence need satisfaction, as well as perceived task meaningfulness, while avatars, meaningful stories, and teammates affect experiences of social relatedness. Perceived decision freedom, however, could not be affected as intended. We interpret these findings as general support for our main hypothesis that gamification is not effective per se, but that specific game design elements have specific psychological effects. Consequences for further research, in particular the importance of treatment checks, are discussed.
Purpose
In Australia and many other nations the prevalence of overweight and obesity is increasing, while physical activity declines. This paper investigates the effect of gamification on consumers' motivation and behaviour to engage in physical activity over time from a social marketing perspective.
Design/methodology/approach
An experimental design was used to determine the effect of a popular gamified fitness application (app) on both intrinsic motivation and walking behaviour over four weeks.
Findings
While the study found that gamification supported behaviour change and maintenance, there was no significant change to intrinsic motivation as a result of using the app. This finding suggests there may be an alternative mechanism underlying how gamification achieves behavioural outcomes.
Research limitations/implications
Future research is recommended to further explore the manner in which gamification influences behaviours.
Originality/value
This paper addresses the call for longitudinal studies of gamification and for studies examining both the motivational and behavioural outcomes of gamification.
Computer games and organizations are becoming increasingly interwoven in the 21st century. Sophisticated computer games connected by networks are turning into spaces for organizing. Therefore, it may not be surprising that conventional organizations are now scrounging these games for novel ways to enhance efficiency. The result is the formation of game/organization hybrids; uneasy recontextualizations of partly incompatible ideas, values and practices. We begin this essay by elucidating what it is socially that makes something a game by exploring the notion's anthropological foundations. We then introduce two examples of actual game/organization hybrids; raiding in computer games and gamification in formal organizations. We conclude by discussing the implications of such hybridization and suggest venues for how organization and management scholars can benefit from studying computer games and theories of play.
We report on an online platform, Quantum Moves, which presents optimization
problems in quantum physics as dynamic games. These games have so far been
played 500,000 times. We observe that many of our players explore distinct
solution strategies, which outperform numerical optimization algorithms.
Combining the players' solutions with numerical methods we obtain a hybrid
optimization algorithm that generates significantly improved results. We show
that the hybrid solutions explore the most favorable regions of a complex,
high-dimensional control landscape that we visualize here for the first time in
quantum physics. This provides new insight into the failure of traditional
gradient based optimization in quantum control and into the nature of the
Quantum Speed Limit (QSL) appearing in optimization problems with bounded
resources.
“Gamification” has gained considerable scholarly and practitioner attention; however, the discussion in academia has been largely confined to the human–computer interaction and game studies domains. Since gamification is often used in service design, it is important that the concept be brought in line with the service literature. So far, though, there has been a dearth of such literature. This article is an attempt to tie in gamification with service marketing theory, which conceptualizes the consumer as a co-producer of the service. It presents games as service systems composed of operant and operand resources. It proposes a definition for gamification, one that emphasizes its experiential nature. The definition highlights four important aspects of gamification: affordances, psychological mediators, goals of gamification and the context of gamification. Using the definition the article identifies four possible gamifying actors and examines gamification as communicative staging of the service environment.
Managers are frequently tasked with increasing the engagement levels of key stakeholders, such as customers and employees. Gamification-defined as the application of game design principles to change behavior in non-gaming contexts-is a tool that, if crafted and implemented properly, can increase engagement. In this article we discuss how gamification can aid customer and employee engagement, and delineate between four different types of customers and employees who act as 'players' in gamified experiences. We include illustrative examples of gamification and conclude by presenting five lessons for managers who wish to utilize gamification.
Gamification is an innovative approach to foster motivation. It refers to the use of game elements in non-game contexts. This article adopts a differentiated view on the topic of gamification and investigates, how and why different game elements can address different motivational mechanisms. At first, the concept of gamification and specific game elements characteristic of gamification are described. After that, different motivational perspectives were analyzed and motivational mechanisms in form of effect hypotheses were derived from these perspectives. To investigate the motivational pull of gamification, game elements are matched with motivational mechanisms. Our theoretical inquiry shows that gamification potentially addresses motivational mechanisms and thereby fosters motivation. These theoretical results can be used for the effective design of gamification environments and represent a basis for empirical research. Further research is required to confirm these theoretical findings.
Today, people use a variety of social and gameful (mobile) applications in order to motivate themselves and others to maintain difficult habits such as exercise, sustainable consumption and healthy eating. However, we have yet lacked understanding of how social influence affects willingness to maintain these difficult habits with the help of gamification services. In order to investigate this phenomenon, we measured how social influence predicts attitudes, use and further exercise in the context of gamification of exercise. Our results show that people indeed do “work out for likes”, or in other words, social influence, positive recognition and reciprocity have a positive impact on how much people are willing to exercise as well as their attitudes and willingness to use gamification services. Moreover, we found that the more friends a user has in the service, the larger the effects are. Furthermore, the findings of the empirical study further provide new understanding on the phenomenon of social influence in technology adoption/use continuance in general by showing, in addition to subjective norms, how getting recognized, receiving reciprocal benefits and network effects contribute to use continuance.
Gamification is about understanding and influencing human behaviours that organizations want to encourage amongst their workforce or customers. Gamification seeks to take enjoyable aspects of games – fun, play and challenge – and apply them to real-world business processes. Analysts are predicting massive growth of gamification over the next few years, but is there any substance to the benefits being touted? This article takes a critical look at the potential of gamification as a business change agent that can deliver a more motivated and engaged workforce.
An increasing number of published accounts (e.g., Cress and Kimmerle 2008; Kane and Fichman 2009; Wagner and Majchrzak 2007; Yates
et al. 2010) describe Wikis and their impact on knowledge aggregation from many contributors. In this appendix, we extend these accounts
to explain the specific mechanisms that cause Wiki-based efforts to succeed in the creation and maintenance of knowledge assets where others
failed before. We explain how shaping facilitates the integration of contributions of many, and ultimately results in the reconstruction of
expertise. Our argument first identifies four invariant challenges of expertise capture and reuse that tend to be experienced regardless of the
technology support. These challenges are: (1) the bottleneck of expertise, (2) lack of incentives, (3) knowledge contextuality, and (4) the
bottleneck of maintenance. Concluding that the traditional expertise model underlying the design of earlier knowledge management systems
(KMS) cannot address these challenges, we explain how conversational knowledge management (e.g., via discussion forums) has tackled some
of the challenges, yet leaves others unanswered. Our argument then turns to Wikis, which, as we illustrate, have the potential to address the
remaining challenges, and in so doing point to a new mechanism to deconstruct and then reconstruct expertise. We explain several shaping
behaviors and argue for the importance of shaping to maintain an integrated knowledge asset.
Monetizing the users base is a major business challenge in social media, online social networking and online entertainment. Many of these services employ the freemium business model i.e. offer a free access to the service and try to generate revenue from selling premium user accounts with exclusive features or selling virtual items. However, the value users create by virtual purchasing is not well understood. Furthermore, young people constitute an important user segment for online social networking services that has not received proportionate attention in the literature. This study draws on Theory of Consumption Values and developmental psychology to elucidate the value teenage users create by spending money in a social virtual world (SVW) that employs the freemium business model in parallel with selling virtual items. The benefits of the premium user account, decoration, status, and boosted enjoyment of the user experience were the most common reasons for teenagers’ purchasing within an SVW. From teenagers’ developmental standpoint, virtual purchasing facilitates identity experiments and membership of peer groups. The results also reveal social hierarchies and discrimination among the users.
The authors give an overview of how various video game reward systems provide positive experiences to players, and propose classifications for rewards and reward characteristics for further analysis. We also discuss what reward systems encourage players to do, and describe how they provide fun even before players receive their rewards. Next, we describe how game reward systems can be used to motivate or change behaviors in the physical world. One of our main suggestions is that players can have fun with both rewards and reward mechanisms—enjoying rewards while reacting to the motivation that such rewards provide. Based on relevant psychological theories, we discuss how reward mechanisms foster intrinsic motivation while giving extrinsic rewards. We think that reward systems and mechanisms in modern digital games provide social meaning for players primarily through motivation, enhanced status within gaming societies, and the use of rewards as social tools.
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.
Game-elements can be embedded within sports advertisements, but little is known about the success factors of this technology. We investigated which intrinsic and extrinsic motivational incentives of game designs influence purchase intentions of sports products. The theory of planned behavior (Ajzen, 1991) was expected to explain purchase intentions of non-gamified products, whereas the modified technology acceptance model (Herzig et al., 2012) was expected to predict purchase intentions of gamified sports products.
Design:
Participants were 101 consumers who performed sports on a regular basis. Age and prior experience with digital games were assumed to influence the effectiveness of gamification.
Findings:
Purchase intentions of conventional sports products were predicted by attitudes, subjective norm and perceived control, whereas purchase intentions of gamified products were predicted by attitudes and the perceived usefulness. Enjoyment mediated the effect of extrinsic incentives on purchase intentions, and flow was a mediator between intrinsic incentives and purchase intentions. As expected, consumers with prior gaming experience had higher purchase intentions for gamified products.
Age differences indicate that young consumers had higher intentions to purchase the gamified product, judged it as more useful, and perceived more flow and enjoyment than the older age group.
Implications:
Game-elements in sports advertisements might also be suitable for public health campaigns. They motivate people to be more physically active and lead a healthier lifestyle. This study specifies predictors for purchase intentions of gamified products and emphasizes the importance of flow and enjoyment as mediators.
Academic literature examining the expected adoption rate of gamification in marketing campaigns is nonexistent. Peculiar, as gamification's primary goals perfectly align with three core-marketing concepts: engagement, brand loyalty and brand awareness. Marketing executives interviewed for this study agree that the potential impact is promising. As a consequence, we expect the adoption rate to accelerate in the near future. The knowledge contained in this paper facilitates marketing agencies in making a more informed decision on whether to enter the gamification market and provides directions for future academic research.
This paper investigates different ways in which players have been typified in past research literature in order to distinguish relevant typologies for further research as well as for designing and marketing of games. The goal is to synthesize the results of various studies and to find the prevailing concepts, compare them, and draw implications to further studies. The research process for this study proceeded from a literature search, to author-centric (Webster & Watson 2002) identification and categorization of previous works based on the established larger factors such as demographic, psychographic and behavioral variables. The previous works on player typologies were further analyzed using concept-centric approach and synthesized according to common and repeating factors in the previous studies. The results indicate that player types in previous literature can be synthesized into seven primary dimensions: Intensity, Achievement, Exploration, Sociability, Domination, Immersion and In-game demographics.
In this paper we present a method for analysis and application of gamification as a tool to assist the participation and motivation of people in carrying out various tasks and activities. We analyze what are the psychological and social motivations of human beings, and how game mechanics can help when it comes to satisfy these needs. Likewise, it is proposed a method for analyzing the effectiveness of gamification based on a quality service model and the metrics associated with the properties of the playability as a measure of fun induced by the process of gamification.
In recent years, “gamification” has been proposed as a solution for engaging people in individually and socially sustainable behaviors, such as exercise, sustainable consumption, and education. This paper studies demographic differences in perceived benefits from gamification in the context of exercise. On the basis of data gathered via an online survey (N=195) from an exercise gamification service Fitocracy, we examine the effects of gender, age, and time using the service on social, hedonic, and utilitarian benefits and facilitating features of gamifying exercise. The results indicate that perceived enjoyment and usefulness of the gamification decline with use, suggesting that users might experience novelty effects from the service. The findings show that women report greater social benefits from the use of gamification. Further, ease of use of gamification is shown to decline with age. The implications of the findings are discussed.
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.
What if every part of our everyday life was turned into a game? The implications of “gamification.”
What if our whole life were turned into a game? What sounds like the premise of a science fiction novel is today becoming reality as “gamification.” As more and more organizations, practices, products, and services are infused with elements from games and play to make them more engaging, we are witnessing a veritable ludification of culture.
Yet while some celebrate gamification as a possible answer to mankind's toughest challenges and others condemn it as a marketing ruse, the question remains: what are the ramifications of this “gameful world”? Can game design energize society and individuals, or will algorithmicincentive systems become our new robot overlords?
In this book, more than fifty luminaries from academia and industry examine the key challenges of gamification and the ludification of culture—including Ian Bogost, John M. Carroll, Bernie DeKoven, Bill Gaver, Jane McGonigal, Frank Lantz, Jesse Schell, Kevin Slavin, McKenzie Wark, and Eric Zimmerman. They outline major disciplinary approaches, including rhetorics, economics, psychology, and aesthetics; tackle issues like exploitation or privacy; and survey main application domains such as health, education, design, sustainability, or social media.
The use of Technology to facilitate better learning and training is gaining momentum worldwide, reducing the temporal and spatial problems associated with traditional learning. Despite its several benefits, retaining students in online platforms is challenging. Through a literature review of the factors affecting adoption, the continuation of technology use, and learning outcomes, this paper discusses an integration of online learning with virtual communities to foster student engagement for obtaining better learning outcomes. Future directions have been discussed, the feedback mechanism which is an antecedent of students’ continuation intention has a lot of scopes to be studied in the virtual community context. The use of Apps in m-learning and the use of cloud services can boost the ease and access of online learning to users and organizations.
Previous research on the interaction with game design elements in an educational setting has presented both desirable and undesirable outcomes, but misses out on a theoretical and empirical explanation of the underlying psychological processes at work when interacting with gamified systems. This article aims at gaining an in-depth understanding of the power of gamification as shaping motivation based on the principles of basic psychological need satisfaction derived from Self-Determination Theory. This study is based on the qualitative analysis of 125 surveys (n = 40) and 2 focus group interviews (n = 7) gained throughout a 15-week university master course in which students voluntary interacted with a gamified platform. The results show the ambivalent motivational power of game elements in technology-supported learning environments – affording feelings of autonomy, competence and relatedness in some cases, thwarting them in others – with situational factors playing an important role in this process. These findings aid in understanding the workings of gamification and might help in explaining the mixed results about the effectiveness of gamification reported in previous literature. Conclusions and avenues for future research are reported.
People worldwide are largely engaged and attached with the web 2.0 technology and Social media platforms. By the same token, businesses start looking at such technologies as effective mechanisms to interact more with their customers. Equally, the related issues of social media marketing have been also the focus of attention for academics and researchers to expand the current understanding about such phenomena over the marketing area. Accordingly, the main aim of this study is to systematically examine and review the current studies that have conducted over the related area of social media and marketing. By reviewing approximately 144 articles, the researchers were able to provide an overview of the main themes and trends covered by the relevant literature such as the role of social media on advertising, the electronic word of mouth, customers’ relationship management, and firms’ brands and performance. In this review, it has also studied the most common research approaches adopted to examine the related issues of social media marketing. Further discussion is also introduced followed by an explanation of the current review limitations and recommended directions to be examined by future studies.
The development of multiple applications with features of games has brought about a new trend – gamification. Gamification has become a fast-emerging practice in the business world, with a growing number of organizations adopting gaming techniques and game-style rewards in order to increase customer engagement. Despite this growing trend and the potential role played by gamification, the marketing literature lacks models that explain the use of gamification in the marketing context, customers' perceptions of gamification and its effects on their attitudes towards the brand. This study addresses this omission by adopting the TAM framework in a gamification context. Similar to TAM, gamification finds its roots in the technology and information systems literature. Drawing on TAM, this study presents a model that examines the effects of gamification on customers' intention to engage in the gamification process and their attitudes toward the brand. Using a quantitative methodology, the results provide empirical support for perceived usefulness and perceived enjoyment as predictors to intention of engagement and brand attitude. However, perceived ease of use was surprisingly found not to be significantly related to people's intention of engagement with the gamification process and their brand attitude. In addition, perceived social influence was found not to be related to people's intention of engagement, but was related to their brand attitude. The findings of this research have theory and practical implications.
The statistical tests used in the analysis of structural equation models with unobservable variables and measurement error are examined. A drawback of the commonly applied chi square test, in addition to the known problems related to sample size and power, is that it may indicate an increasing correspondence between the hypothesized model and the observed data as both the measurement properties and the relationship between constructs decline. Further, and contrary to common assertion, the risk of making a Type II error can be substantial even when the sample size is large. Moreover, the present testing methods are unable to assess a model's explanatory power. To overcome these problems, the authors develop and apply a testing system based on measures of shared variance within the structural model, measurement model, and overall model.
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.
The research purpose of the paper is to define the gamification impact on consumer brand engagement. Gamification concept refers to the use of game elements in non-game contexts. Based on the literature review, the gamification is analysed through gamification pyramid approach. According to various researchers, the game mechanics and game components are considered as most influential gamification techniques. Literature review reveals three dimensions of consumer brand engagement: cognitive, emotional and behaviour. The gamification of organisational activities servesas stimuli and drive consumer brand engagement. The findings of empirical survey on the impact of gamification on consumer brand engagement in Lithuanian market prove that gamification is positively relatedto consumer brand engagement, but the relation is rather weak.
Social media has recently gained tremendous fame as a highly impactful channel of communication in these modern times of digitised living. It has been put on a pedestal across varied streams for facilitating participatory interaction amongst businesses, groups, societies, organisations, consumers, communities, forums, and the like. This subject has received increased attention in the literature with many of its practical applications including social media marketing (SMM) being elaborated, analysed, and recorded by many studies. This study is aimed at collating the existing research on SMM to present a review of seventy-one articles that will bring together the many facets of this rapidly blooming media marketing form. The surfacing limitations in the literature on social media have also been identified and potential research directions have been offered.
This study presents a model linking character customization and game enjoyment. Two separate studies using different types of customization (functional vs. aesthetic) were employed to test two competing mechanisms that explain the effects of customizing in-game characters: feelings of autonomy and control - rooted in self-determination theory - and perceived attachment to game characters. Additionally, this study investigated how these two divergent mechanisms influence game enjoyment through immersion-related experiences. The findings showed that the feelings of autonomy and control are consistently stronger explanations for enjoyment, regardless of customization type. The results suggest that similar to other entertainment media, games can appeal to individuals through the senses of autonomy, control, and attachment to a character; the first two prove more critical.
Research on the effectiveness of gamification has proliferated over the last few years, but the underlying motivational mechanisms have only recently become object of empirical research. It has been suggested that when perceived as informational, gamification elements, such as points, levels and leaderboards, may afford feelings of competence and hence enhance intrinsic motivation and promote performance gains. We conducted a 2 × 4 online experiment that systematically examined how points, leaderboards and levels, as well as participants' goal causality orientation influence intrinsic motivation, competence and performance (tag quantity and quality) in an image annotation task. Compared to a control condition, game elements did not significantly affect competence or intrinsic motivation, irrespective of participants' causality orientation. However, participants' performance did not mirror their intrinsic motivation, as points, and especially levels and leaderboard led to a significantly higher amount of tags generated compared to the control group. These findings suggest that in this particular study context, points, levels and leaderboards functioned as extrinsic incentives, effective only for promoting performance quantity.
In just one decade, social media have revolutionized the life of many people and thus attracted much attention, not only from industry, but also academia. To understand how researchers have adopted theories, used research constructs, and developed conceptual frameworks in their studies, a systematic and structured literature review based on five leading online academic databases was conducted. A total of 46 articles on social media research were consolidated and analyzed, including empirical studies spanning from 2002 to 2011. A collection of theories/models and constructs/attributes adopted in these articles is summarized and tabulated for easy reference and comprehension of extant research results. A causal-chain framework was developed based on the input-moderator-mediator-output model to illustrate the causality between the research constructs used and the conceptualization of theoretical models/theories proposed by previous researchers. Because social media cover a wide range of research topics, the literature review may not be exhaustive. However, the proposed causal-chain framework and suggested research directions may be regarded as representative references for future research in the subject area. This is believed to be the first comprehensive literature review of social media research, and it contributes to a better understanding of the causes and effects of the adoption and usage of social media.
U.S. companies spent $5.1 billion on social media advertising in 2013, but a recent Gallup survey revealed that these advertisements had no influence on the majority of U.S. consumers’ buying decisions. For social media marketing to be effective, we argue that social media marketing efforts need to be congruent and aligned with the different needs of social media users. To this end, this article presents a typology of current social media services using the following categories: relationship, self-media, collaboration, and creative outlet. We further elaborate on how each type of social media caters to basic human needs, and provide implications for social media marketing based on the need-congruence lens.
During recent years, the practice of adding game design to non-game services has gained a relatively large amount of attention. Popular discussion connects gamification to increased user engagement, service profitability, goal commitment and the overall betterment of various behavioral outcomes. However, there is still an absence of a coherent and ample body of empirical evidence that would confirm such expectations. To this end, this paper reports the results of a 2 year (1+1 year – between-group) field experiment in gamifying a service by implementing a game mechanic called ‘badges’. During the experiment a pre-implementation group (N=1410) was monitored for 1 year. After the implementation, the post-implementation (the gamified condition) group (N=1579) was monitored for another full year. Results show that users in the gamified condition were significantly more likely to post trade proposals, carry out transactions, comment on proposals and generally use the service in a more active way.
Studies in 2 work organizations tested a self-determination theory based model in which employees' autonomous causality orientation and their perceptions of their managers' autonomy support independently predicted satisfaction of the employees' intrinsic needs for competence, autonomy, and relatedness, which in turn predicted their performance evaluations and psychological adjustment. Path analysis indicated that the self-determination theory model fit the data very well and that alternative models did not provide any advantage.
The study presents a framework for the analysis of advertising in digital games. It reviews literature on in-game advertising, advergames and advertising in social network games. The framework distinguishes between stimulus characteristics of the game as well as of the advertising that lead to psychological responses toward the game and the brand and to actual behavior toward the game and the brand. It takes into consideration individual factors of the player and social factors surrounding the player. In addition, theoretical models of advertising perception in digital games and issues regarding regulation are addressed. Directions for future research in the area of advertising in digital games are provided.
This paper aims to investigate how a gamified learning approach influences science learning, achievement and motivation, through a context-aware mobile learning environment, and explains the effects on motivation and student learning. A series of gamified learning activities, based on MGLS (Mobile Gamification Learning System), was developed and implemented in an elementary school science curriculum to improve student motivation and to help students engage more actively in their learning activities. The responses to our questionnaire indicate that students valued the outdoor learning activities made possible by the use of a smartphone and its functions. Pre- and post-test results demonstrated that incorporating mobile and gamification technologies into a botanical learning process could achieve a better learning performance and a higher degree of motivation than either non-gamified mobile learning or traditional instruction. Further, they revealed a positive relationship between learning achievement and motivation. The correlation coefficient for ARCS dimensions and post-test shows that the ARCS-A (attention) is greater than ARCS-R, ARCS-C and ARCS-S. This means that the attention (ARCS-A) of this system is an important dimension in this research. The results could provide parents, teachers and educational organizations with the necessary data to make more relevant educational decision.
Gamification, the application of game elements to non-game settings, continues to grow in popularity as a method to increase student engagement in the classroom. We tested students across two courses, measuring their motivation, social comparison, effort, satisfaction, learner empowerment, and academic performance at four points during a 16-week semester. One course received a gamified curriculum, featuring a leaderboard and badges, whereas the other course received the same curriculum without the gamified elements. Our results found that students in the gamified course showed less motivation, satisfaction, and empowerment over time than those in the non-gamified class. The effect of course type on students’ final exam scores was mediated by students’ levels of intrinsic motivation, with students in the gamified course showing less motivation and lower final exam scores than the non-gamified class. This suggests that some care should be taken when applying certain gamification mechanics to educational settings.
Gamification includes the use of gaming features, such as points or leaderboards, in non-gaming contexts, and is a frequently-discussed trend in education. One way of gamifying the classroom is to introduce leaderboards. Leaderboards allow students to see how they are performing relative to others in the same class. Little empirical research has investigated the impact of leaderboards on academic performance. In this study, 80 female undergraduates took a math test in a virtual representation of a classroom after being exposed to one of three leaderboard conditions: a leaderboard where men held the majority of the top positions, a leaderboard where women held the majority of top positions, and a no leaderboard condition. Participants in the female majority leaderboard condition performed more poorly on the math test than those in the male leaderboard condition, yet demonstrated a higher level of academic identification than those in the male and control conditions. The authors conclude with a discussion of the implications that this study's findings may have for the use of leaderboards within educational environments.
