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Validating Game Mechanics and Gamification Parameters with Card Sorting Methods
Abstract
The article is based on the application of a Card Sorting to establish a criteria in accordance with the most relevant game mechanics at present. The evaluation has been carried out with experts in the gamification sector who are currently active. The study presented is based on the application of user experience techniques: interviews and card sorting system, which have allowed the first definition of the concepts applicable to gamified systems and describe, compare, eliminate, group and hierarchies three types of game mechanics, the most used, starting with the first definition criteria of game mechanics and what is not. The results are founded on a first approximation that indicates parameters to be taken into account in the possible application in gamified systems contributing with both strong and weak points of the three systems and allowing to establish a starting point for more possible closed evaluations.
... Hybrid card-sorting combines working from existing categories (closed card-sorting, in which data is associated with the existing categories) with defining new categories as they emerge during the categorisation (open cardsorting, where the categories are extracted from the data while organising it) [72]. Hybrid card-sorting has been applied to many software engineering studies for taxonomy generation, including a taxonomy of functionality deletion in mobile apps [47], a bug-characterisation taxonomy in cyber-physical systems [77], and a taxonomy of mechanics and gamification parameters [70]. ...
Software documentation is often neglected, impacting maintenance and reuse and leading to technical issues. In particular, when working with scientific software, such issues in the documentation pose a risk to producing reliable scientific results as they may cause improper or incorrect use of the software. R is a popular programming language for scientific software with a prolific package-based ecosystem, where users contribute packages (i.e., libraries). R packages are intended to be reused, and their users rely extensively on the available documentation. Thus, understanding what information developers provide in their packages’ documentation (generally, through a system known as Roxygen, based on Javadoc) is essential to contribute to it. This study mined 379 GitHub repositories of R packages and analysed a sample to develop a taxonomy of natural language descriptions used in Roxygen documentation. This was done through hybrid card sorting, which included two experienced R developers. The resulting taxonomy covers parameters, returns, and descriptions, providing a baseline for further studies. Our taxonomy is the first of its kind for R. Based on previous studies in pure object-oriented languages, our taxonomy could be extensible to other dynamically-typed languages used in scientific programming.
... Se ha utilizado previamente la técnica de Card Sorting u ordenación de tarjetas, con 5 participantes, todos ellos son consultores senior en gamificación, con una experiencia de entre 5 y 14 años de experiencia, mediante la aplicación de 4 pasos: entrega de los 3 sistemas de cartas mencionados con anterioridad, primera clasificación donde se indica la que se considera mecánica y la que no, se agrupan por concepto según el grado de afinidad entre ellas y finalmente se concreta un título para cada una de las agrupaciones (Villegas et al., 2019). ...
The article is based on the development of a new methodology that promotes and contributes to a workshop, incorporating user experience as an evaluation of user’s behavior, and includes the application of gamification as a method of increasing motivations. The study that is presented is based on the explanation of the method used for its creation and in the evaluation of the first results obtained before its application. The evaluation of the design took into account the initial assessment to connect the field of user experience with gamification, assessed a first version and evaluated a second version, and applied it in the context of a workshop. One of the aims that is addressed within the user experience is to evolve in the search of systems, where a starting point is developed from a hypothetico-deductive system, where the consultant established the hypothesis to be solved based on the possible behavior of the user to a system, where users also participate in decisions; therefore, the methodology applied for the design is based on a user-centered design process. The application allows to reveal useful information to design a workshop that can improve the quality of the results, increase the relevance of the resulting report and contribute efficiency compared to the current systems. To illustrate this technique, a use case is presented applied to the redesign of a subject of Master in user experience. The strengths and weaknesses of the system’s applicability as a standard are taken into account.
The cities in which we live are changing rapidly, presenting the scenery to debate future visions of transformative designs and its impact on the city. In order to take advantage of the changes and opportunities offered by the inclusion of digital technologies, an accommodation of the digital transformation into the visualization of Urbanism is required. It is a challenge for organizations and society to question the status quo and experiment often. The discussion about the increasing integration of digital technologies in urban spaces involves a number of questions relating to the complex processes of transformation that impact cities, like economic, social, political, and environmental. The main goal of the paper is to present the use of Digital Transformation in processes of urban design through technological innovation in which the diverse forms of active citizenship operate from below as agents of innovation, inclusion and social development. The results showed that it is possible to empower Digital Transformation – as for example the use Augmented and Virtual Reality (AR/VR) systems in collaborative urban design – to improve public motivation, implication, and satisfaction in urban decision-making processes.
In this paper we propose a businessification approximation to measure and analyse students' engagement in a gamified learning context. Gamification in education is used to enhance students experience and improve learning outcomes. Its technics such as points, leaderboard, badges or ranking are also used in learning instructions with the aim to improve students' engagement. This engagement can be considered as the metric to measure the success of gamified instructions. The gamification model can also be used in an online learning environment. In this virtual context teachers have to have some tools to see what happens during the learning process. Such virtual context is usually web based. In this specific context the resources used such as images, videos or audios are fundamental to engage students. In order to help teachers to enhance engagement we propose the use of web analytical tools in such web based gamified learning contexts to track, analyse and finally enhance such resources.
The configuration of urban projects using ICTs is an essential aspect in the education of the future architect. The student must know the technologies that will facilitate their development and presentation, as well as the needs of the citizen and the expectations of the project. The present article focuses on evaluating both the initial and final intrinsic motivation of the student in the process of incorporating gamified virtual reality systems for visualization and interaction in urban projects. The results reflect a significant increase in student motivation as he / she understands the use and potential of such systems in the visualization and understanding of architectural and urban space.
The emergence and popularization of information and communications technologies (ICT) is changing modern society and its educational landscape. ICT facilitates individuals’ ability to learn anywhere and at any time. In fact, by using ICT, access to knowledge acquisition is not restricted to formal contexts, such as academic institutions. This position paper reviews the educational contexts in which new learning strategies using ICT have been adapted, by focusing on how users access information and improve their digital skills. Our initial hypothesis is that in technological environments, learners use very specific devices and applications to access information, because content accessibility depends on both the user’s profiles and ICT. We demonstrate this through a case study applied in several Spanish university institutions.
The present paper is a conceptual paper focusing on the need and ways of adopting constructivism in the teaching and learning process. Our present education system emphasizes on preparing students for highly competitive standardized tests and overlooks the importance of fostering critical thinking skills in our students. The conventional teacher centric teaching learning process emphasizing on memorization is usually adopted across length and breadth of Indian schools. This paper sketches the need to redefine education to include more critical thinking by adopting constructivist pedagogy. The paper also proposes the important aspects such as integration of social and emotional learning in learning process for adoption of constructivism in classrooms, besides this it also outlines the learning strategies and learning design required for successful implementation of constructivism in teaching learning process.
En unos estudios como son las ingenierias TIC se realiza un tipo de asignatura obligatoria y transversal a todos los alumnos. Es una asignatura que trabaja la parte creativa y la parte critica del alumno, contando que son alumnos con un tipo de perfil de base principalmente tecnologico. Se trata de una asignatura presencial con soporte de una plataforma online que dispone de todos los recursos necesarios para llevarla a cabo. La gamificacion forma parte de la asignatura de primer curso de ingenieria, diseno y usabilidad 1. Su aplicacion ha sido disenada y evaluada para iterar constantemente en la metodologia y aplicar cambios continuos que mejoren su diseno y, por lo tanto, que mejoren la aplicacion con los alumnos. La gamificacion se centra principalmente en respetar el contenido de la asignatura: comunicacion, diseno grafico y usabilidad y experiencia de usuario para tenerlo en cuenta en las mecanicas de juego aplicadas. Tras la gamificacion del curso 2013-2014, se realizaron encuestas a los alumnos basadas en tecnicas de evaluacion de experiencia de usuario para poder obtener datos tanto de la aplicacion del contenido academico como de los puntos positivos y negativos de las mecanicas aplicadas. Estas encuestas se contrastaron con los resultados academicos de los alumnos tanto de notas parciales como de notas finales. Este articulo muestra los cambios introducidos en el diseno metodologico, su evaluacion y sus posteriores resultados. La pregunta que se pretende responder es: ?las mejoras introducidas han hecho que mejoren los resultados?
Card sorting is a method for eliciting mental models and is frequently used for creating efficient website navigation structures. The present studies set out to validate card sorting by linking browsing performance to the degree of match between the mental model and the navigation structure. First, a card sorting study was conducted (n = 27) to elicit users’ mental model of municipal websites. Second, performance was measured for a number of search tasks with varying degrees of congruence with users’ mental model (n = 50). Analysis by linear mixed-effect models suggests that the match between mental model and website structure has no effect on browsing performance. We discuss possible reasons and consequences of the failure to validate card sorting for designing navigation structures of informational websites.
This paper describes the use of gamification and visual technologies in a classroom for higher education, specifically for university students. The goal is to achieve a major increase in student motivation and engagement through the use of various technologies and learning methodologies based on game mechanics called gamification. Gamification is used to engage students in the learning process. This study adds learning methodologies like Learning by Doing to students' collaborative work, and mixes teacher support with new, accessible technology, such as virtual reality and visualization 3D on the web thanks to webGL. This creates a new management tool, called GLABS, to assist in the gamification of the classroom. Understanding the role of gamification and the technology in education means understanding under what circumstances game elements can drive a student s learning behavior so that he or she may achieve better results in the learning process. Copyright © 2014, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited.
This study investigates how the choice of analysis method for card sorting studies affects the suggested information structure for websites. In the card sorting technique, a variety of methods are used to analyse the resulting data. The analysis of card sorting data helps user experience (UX) designers to discover the patterns in how users make classifications and thus to develop an optimal, user-centred website structure. During analysis, the recurrence of patterns of classification between users influences the resulting website structure. However, the algorithm used in the analysis influences the recurrent patterns found and thus has consequences for the resulting website design. This paper draws an attention to the choice of card sorting analysis and techniques and shows how it impacts the results. The research focuses on how the same data for card sorting can lead to different website structures by generating different set of classifications. It further explains how the agreement level between the users can change for similar data due to the choice of analysis.
The card-sorting task is a flexible research tool that is widely used across many of the subfields of psychology. Yet this same great flexibility requires researchers to make several (seemingly arbitrary) decisions in their designs, such as fixing a sufficient number of objects to sort, setting task requirements, and creating task instructions for participants. In the present research, we provide a systematic empirical investigation of the consequences of typical researcher design choices while administering sorting tasks. Specifically, we studied the effects of seven sorting task design factors by collecting data from over 1,000 online participants assigned to one of 36 sorting tasks, as part of a fractional factorial experimental design. Analyses show the effects of the various researcher decisions on the probability that participants would quit the task, the amount of time spent on the task, the number of piles made, and posttask measures such as satisfaction and depletion. Research design recommendations are provided.
In recent years, technology has been increasingly harnessed for motivating and supporting people toward various individually and collectively beneficial behaviors. One of the most popular developments in this field has been titled gamification. Gamification refers to technologies that attempt to promote intrinsic motivations toward various activities, commonly, by employing design characteristic to games. However, a dearth of empirical evidence still exists regarding why people want to use gamification services. Based on survey data gathered from the users of a gamification service, we examine the relationship between utilitarian, hedonic and social motivations and continued use intention as well as attitude toward gamification. The results suggest that the relationship between utilitarian benefits and use is mediated by the attitude toward the use of gamification, while hedonic aspects have a direct positive relationship with use. Social factors are strongly associated with attitude, but show only a weak further association with the intentions to continue the use of a gamification service.
While gamification is gaining ground in business, marketing, corporate management, and wellness initiatives, its application in education is still an emerging trend. This article presents a study of the published empirical research on the application of gamification to education. The study is limited to papers that discuss explicitly the effects of using game elements in specific educational contexts. It employs a systematic mapping design. Accordingly, a categorical structure for classifying the research results is proposed based on the extracted topics discussed in the reviewed papers. The categories include gamification design principles, game mechanics, context of applying gamification (type of application, educational level, and academic subject), implementation, and evaluation. By mapping the published work to the classification criteria and analyzing them, the study highlights the directions of the currently conducted empirical research on applying gamification to education. It also indicates some major obstacles and needs, such as the need for a proper technological support, for controlled studies demonstrating reliable positive or negative results of using specific game elements in particular educational contexts, etc. Although most of the reviewed papers report promising results, more substantial empirical research is needed to determine whether both extrinsic and intrinsic motivation of the learners can be influenced by gamification.
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.
This paper reviews peer-reviewed empirical studies on gamification. We create a framework for examining the effects of gamification by drawing from the definitions of gamification and the discussion on motivational affordances. The literature review covers results, independent variables (examined motivational affordances), dependent variables (examined psychological/behavioral outcomes from gamification), the contexts of gamification, and types of studies performed on the gamified systems. The paper examines the state of current research on the topic and points out gaps in existing literature. The review indicates that gamification provides positive effects, however, the effects are greatly dependent on the context in which the gamification is being implemented, as well as on the users using it. The findings of the review provide insight for further studies as well as for the design of gamified systems.
Technical communicators have lately become interested in participatory design as a way to structure and guide their research and development efforts, particularly in online media. But attempts to use participatory design - in technical communication and elsewhere - have been hampered because participatory design has typically been seen as an orientation or field rather than a methodology with its own methods, techniques, and acceptable range of research designs. In this article, I work with a range of participatory design sources to describe it as a methodology useful for technical communicators. After providing the historical and methodological grounding for understanding participatory design as a methodology, I describe its research designs, methods, criteria, and limitations. Finally, I provide guidance for applying it to technical communication research.
In this paper we present the MDA framework (standing for Mechanics, Dynamics, and Aesthetics), developed and taught as part of the Game Design and Tuning Workshop at the Game Developers Conference, San Jose 2001-2004. MDA is a formal approach to understanding games – one which attempts to bridge the gap between game design and development, game criticism, and technical game research. We believe this methodology will clarify and strengthen the iterative processes of developers, scholars and researchers alike, making it easier for all parties to decompose, study and design a broad class of game designs and game artifacts.
"Gamification" is an informal umbrella term for the use of video game elements in non-gaming systems to improve user experience (UX) and user engagement. The recent introduction of 'gamified' applications to large audiences promises new additions to the existing rich and diverse research on the heuristics, design patterns and dynamics of games and the positive UX they provide. However, what is lacking for a next step forward is the integration of this precise diversity of research endeavors. Therefore, this workshop brings together practitioners and researchers to develop a shared understanding of existing approaches and findings around the gamification of information systems, and identify key synergies, opportunities, and questions for future research.
The card sort technique has many uses in HCI research and practice. Card sorts have traditionally been conducted with physical cards but now programs are available for this task. It is unclear if results from an online version of this technique are as reliable as the "oncard" version. This paper presents a study comparing oncard and online versions of the card sort technique for card set reflecting the information architecture (IA) of two website domains (museum and news sites). No differences were found between the two versions. However, the online version took significantly longer for participants than the oncard version, particularly for non-native English speakers. The card sort technique was also able to reveal cultural differences between mental models of British, Chinese and Indian participants of the IAs of both museum and news websites and showed that all participants have mental models that differ substantially from the typical IAs of websites in these domains.
There are numerous examples from recent years of the incorporation of all types of applications and technological systems into the classroom at all educational levels, with the aim to improve both student motivation and academic performance; we can group these initiatives under the term technology-enhanced learning, TEL. The TEL research field has been profoundly involved with the development and application of collaboration apps. Computers, mobile devices, and applications play diverse roles at different times along the project lifecycle. The most common lifecycle comprises four distinct phases: design, implementation, approval, and final assessment. In this chapter, the authors discuss key concepts of these TEL phases as well as some different approaches that can be defined as “good technological practices” and their main results in order to implement technologies in the formative process.
Technological evolution has led to a significant transformation in tourism organizations, particularly in those who focus their activities on particular themes or segments, such as wine tourism. This can be transposed to Portuguese wine tourism organizations because the majority lack the necessary information and communication technologies (and inherent technologies) to become globally competitive. As highlighted in the literature, for a tourism experience to become memorable it must be emotional and immersive in such a way that the tourist becomes fully involved with the existing surroundings. This leads to the notion of using virtual reality experiences as triggers for the development of wine tourism. Considering the relevance of Portugal's Douro Valley to the country's wine tourism segment, a theoretical model that supports the implementation of multisensory (hence more immersive) virtual wine tourism experiences is developed. While considering the international success of Port wine tourism, this paper also presents a conceptualization of a multisensory virtual Port wine experience that includes a conceptual perspective and a technological solution proposal.
Driving can be dangerous, especially for young and inexperienced drivers. To help address the issue of inexperience, a gamified logbook smartphone application was designed and developed for learner drivers in Queensland, Australia. The application aims to make it easy for learner drivers to record their mandatory practice sessions while the added gamification aims to encourage learners to undertake a wider range of practice. Previous research reported on a lab-based study of a gamified version and a non-gamified version of this application. This paper presents an updated design of the application and investigates the effect of the application when tested in the field. Results are provided from a within-groups field study undertaken with 25 learner drivers over a four-week period, during which the effect of the gamification on behavior change, perceived motivation and user experience was studied. Although results suggest that the gamified logbook was perceived as more enjoyable and motivating than the non-gamified version, no significant change in behavior was found. This encourages discussion on the effectiveness of gamification to encourage behavior change and the feasibility of using gamification in this particular context.
With a foreword by Steve Krug, author of Don't Make Me Think. "What makes so many products so difficult for the average person to use?" Carol Barnum posits this question in her introduction to this book. Too many perfectly functioning products are being returned because they are not usable. Strong usability testing is the key. But what do we do if under a strict budget and time constraints? How do we properly prepare, test, analyze, and measure across a multitude of cultures, generations, and countries? There are many different testing methods and numerous situations in which to test; however, all are grounded in the same basics of usability testing.Usability Testing Essentials presents a practical, step-by-step approach to learning the entire process of planning and conducting a usability test. It also explains how to analyze and apply the results and what to do when confronted with budgetary and time restrictions. This is the ideal book for anyone involved in usability or user-centered design-from students to seasoned professionals.*Provides a comprehensive, step by step to usability testing, a crucial part of every product's development*The fully-updated four color edition now features important usability issues such as international testing, persona creation, remote testing, and accessibility*Follow-up to Usability Testing and Research (9780205315192, Longman, 2001), winner of the highest-level award from the Society for Technical Communication *Presents a step-by-step approach to the entire process of planning and conducting a usability test--an essential component of designing usable products *Comprehensive coverage of one of the most important skills necesary for usability and user experience practioners, and the first book of its kind to include international testing *Follow-up to Usability Testing and Research, which won the highest-level award from the Society for Technical Communication, and is already listed among the most widely recommended books in the field.
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.
DESIGNERS HAVE TRADIIONALLY FOCUSED ON ENHANCING THE LOOK AND FUNCTIONALITY OF PRODUCTS. RECENTLY, THEY HAVE BEGUN USING DESIGN TOOLS TO TACKLE MORE COMPLEX PROBLEMS, SUCH AS FINDING WAYS TO PROVIDE LOW-COST HEALTH CARE THROUGHOUT THE WORLD. BUSINESSES WERE FIRST TO EMBRACE THIS NEW APPROACH—CALLED DESIGN THINKING—NOW NONPROFITS ARE BEGINNING TO ADOPT IT TOO.
In our research it has been firstly found that BaTiO3 materials doped BaBiO3 only show negative temperature coefficient effect over a wide temperature range. Major phases present in the sintered bodies are BaTiO3 compounds with a perovskite structure and BaBiO3 compounds with a monoclinic structure. The influence of CeO2 addition on the electrical properties of BaTiO3-based negative temperature coefficient (NTC) thermistors has been studied. All the NTC thermistors prepared show a linear relationship between log resistivity and the temperature, indicative of NTC characteristics. At a given BaTiO3 and BaBiO3 content, as the amount of CeO2 in BaTiO3-based ceramics thermistors increases, the room temperature resistivity and the coefficient of temperature sensitivity (B constant) increase.
Although projective techniques continue to be widely used in clinical and forensic settings, their scientific status remains highly controversial. In this monograph, we review the current state of the literature concerning the psychometric properties (norms, reliability, validity, incremental validity, treatment utility) of three major projective instruments: Rorschach Inkblot Test, Thematic Apperception Test (TAT), and human figure drawings. We conclude that there is empirical support for the validity of a small number of indexes derived from the Rorschach and TAT. However, the substantial majority of Rorschach and TAT indexes are not empirically supported. The validity evidence for human figure drawings is even more limited. With a few exceptions, projective indexes have not consistently demonstrated incremental validity above and beyond other psychometric data. In addition, we summarize the results of a new meta-analysis intended to examine the capacity of these three instruments to detect child sexual abuse. Although some projective instruments were better than chance at detecting child sexual abuse, there were virtually no replicated findings across independent investigative teams. This meta-analysis also provides the first clear evidence of substantial file drawer effects in the projectives literature, as the effect sizes from published studies markedly exceeded those from unpublished studies. We conclude with recommendations regarding the (a) construction of projective techniques with adequate validity, (b) forensic and clinical use of projective techniques, and (c) education and training of future psychologists regarding projective techniques.
© 2000 Association for Psychological Science.
The current faddish use of the term constructivism has taken on as many different definitions as the number of people attempting to define it. This essay clarifies the meaning of constructivism through an examination of Karl Popper's and Jean Piaget's theories. The authors provide a rationale for the use of Popper's paradigm of “Three Worlds” and how his criterion for open and closed theories serves as a framework for Piaget's constructivist theory.
Measuring the User Experience was the first book that focused on how to quantify the user experience. Now in the second edition, the authors include new material on how recent technologies have made it easier and more effective to collect a broader range of data about the user experience. As more UX and web professionals need to justify their design decisions with solid, reliable data, Measuring the User Experience provides the quantitative analysis training that these professionals need. The second edition presents new metrics such as emotional engagement, personas, keystroke analysis, and net promoter score. It also examines how new technologies coming from neuro-marketing and online market research can refine user experience measurement, helping usability and user experience practitioners make business cases to stakeholders. The book also contains new research and updated examples, including tips on writing online survey questions, six new case studies, and examples using the most recent version of Excel.
Problems with users successfully finding information on Web sites abound. Using the card sorting methodologies can help Web site developers structure a Web site closer to how the intended users think about a topic, organize information for the Web site, and label its nodes and branches. The article provides an overview of card sorting, provides a suggested approach to card sorting and verifying the resulting labels and suggested map. To close, the article notes the emerging inconsistencies being reported in usability testing findings and then suggests turning to well-established social science methods to identify ways of enhancing card sorting. The article closes by calling for specific research to enhance card sorting methodologies.
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