No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Towards The Use Of Gamification Frameworks In Learning Environments
Abstract
Gamification is an established concept to apply game elements in different contexts to engage and motivate users. Gamification has been successfully used in various use cases and applications as well as general frameworks have been established. To support the design of learning environments in order to improve students' engagement and motivation, applying the concept of gamification is beneficial to emphasize engagement and motivation. This article presents the results of a literature review performed to examine the systematic use of gamification in learning environments. Therefore, ten frameworks matching the search criteria of the systematic literature review are analyzed. The results show that game elements are used heterogeneously and game elements related to the emotions and progression are preferred in learning environments. Because of the diversity of game elements used in the applications analyzed, no reliable standard can be given to design gamified learning environments with game elements. Instead, we provide a short overview of how game elements have been applied in the different application context. As gamification is a relatively young field of research, future work is necessary to give a comprehensive assessment of the topic. 148 Rauschenberger, Willems, Ternieden, and Thomaschewski https://www.learntechlib.org/primary/p/181283/
... We show how we designed the process and tools in a practice-oriented three-stage design approach as human-centered and customizable resources for different project contexts. Altogether, we provide a guided way to integrate Gamification rather than layering it on top of a system (Rauschenberger et al., 2019). ...
... Literature shows that methodologies in gamification often concentrate on theoretical explorations, frameworks, and literature reviews, but neglect practical approaches (Ritzhaupt et al., 2014;Keusch and Zhang, 2017;Rauschenberger et al., 2019). For a first understanding, we explored the current methodological state from 24 publications (n method ) of our literature review (n all = 47). ...
... To provide assistance in step 7, we worked out following 11 guidelines from nine publications of our literature review. Users are guided to interweave gamification within the existing system instead of layering it on top (Rauschenberger et al., 2019). The guidelines lead to an increased focus on user needs and raise awareness of the risks of applying gamification (e.g., backfire effects such as game fatigue (Direkova, 2012)). ...
The dynamically growing research area of gamification is loaded with a lack of consensus on definitions, a variety of non-validated frameworks, and few practical insights. Hence, we conducted a literature review to explore current best practices in applying gamification for integration in a practical use case. Instead, we found a narrow focus on theoretical discussions. For a stronger representation of practical research, standards need to be established for transferring gamification concepts to practical application. To fill this research gap, we designed a process and tools for a practical, human-centered, and context-related gamification application. We derived the process and tools from insights of our literature review as well as the realization of a gamification use case on a German online comparison platform. In addition, we incorporated standards such as the Human-Centered Design Process to maintain the established quality level of the field of user experience. In this paper, we present the Human-Centered Gamification Process (HCGP) and provide tools as practical guidance to lower the barrier for researchers and professionals to conduct theoretical and practical gamification projects.
... For all other uses, contact the owner/author(s and other supporting tools, e.g., a list of possible gamification elements. A quick search in the context of a systematic literature reviews that contain the key phrase "gamification framework" revealed, some of the following: a list of 40 individual gamification design frameworks for generic, business, learning, or health applications [18], 10 individual approaches for applying gamification to learning only [23], and 5 individual frameworks for adaptive gamification [24]. Because of the large number of GFs and lack of established process, it is cumbersome to find the best-suited GF for a specific use case. ...
... A search for "gamification framework" on Google Scholar returns about 70200 search results, 7810 of which are from 2022 alone. Additionally, a significant number of GFs have not been validated (e.g., 3/10 gamification frameworks for learning environments [23]). Because of this, the approach and results are questionable, making it even harder to find the best solution. ...
Gamification is widely known and implemented for various purposes. But it is also criticized for recurring lack of quality. Many researchers developed gamification frameworks and tools to ensure a purposeful gamification, but these theoretical frameworks are used by less than half of gamification research. There are numerous gamification frameworks and it is difficult to find a specific one. Our research aims to tackle this problem by providing a fast and easy process, that allows finding a gamification framework for a specific use case. We want to achieve this, by identifying selection and quality criteria and developing a method to match these criteria to a gamification framework. Succeeding this we will develop a tool, that allows the user to identify the most suited gamification frameworks for any combination of the selection criteria.
... Gamification has been used to design various use cases, applications as well as frameworks (Hamari et al., 2014;Ritzhaupt et al., 2014;Mora et al., 2015;Seaborn and Fels, 2015;Thomas et al., 2021). Gamification designs the game play of games with game elements to engage and motivate users (Rouse, 2004;Rauschenberger et al., 2019c). Games are developed to screen readers (Rello et al., , 2018 using linguistic content and to screen pre-readers (Gaggi et al., 2017;Geurts et al., 2015;Rauschenberger et al., 2019aRauschenberger et al., , 2018a focusing on the gameful experience. ...
... Each stage first has a round with four cards and then with six cards, needing less than 10 min to play. We aim to address participants' motivation for both game parts with the design of the following game mechanics frequently used in learning environments (Rauschenberger et al., 2019c): rewards (points), feedback (instant feedback) or challenges (time limit), plus the game components (story for the game design). ...
Children with dyslexia have difficulties learning how to read and write. They are often diagnosed after they fail school even if dyslexia is not related to general intelligence. Early screening of dyslexia can prevent the negative side effects of late detection and enables early intervention. In this context, we present an approach for universal screening of dyslexia using machine learning models with data gathered from a web-based language-independent game.
We designed the game content taking into consideration the analysis of mistakes of people with dyslexia in different languages and other parameters related to dyslexia like auditory perception as well as visual perception.
We did a user study with 313 children (116 with dyslexia) and train predictive machine learning models with the collected data. Our method yields an accuracy of 0.74 for German and 0.69 for Spanish as well as a F1-score of 0.75 for German and 0.75 for Spanish, using Random Forests and Extra Trees, respectively.
We also present the collected user data, game content design, potential new auditory input, and knowledge about the design approach for future research to explore universal screening of dyslexia.
Universal screening with language-independent content can be used for the screening of pre-readers who do not have any language skills, facilitating a potential early intervention.
... Aesthetics: sensation, challenges are the most dominant aesthetics followed by discovery, fellowship, fantasy, and narrative, respectively. Therefore, achievement and progression affordances, including points, challenges, badges, and leaderboards, were predominant mechanics (Majuri, Koivisto & Hamari, 2018;Zainuddin, Chu, Shujahat, & Perera, 2020), especially the components of rewards, feedback, and challenges (Rauschenberger et al., 2019). Thus, most gamification studies in education use points, badges, leaderboards, levels, rewards, and progress as gamification elements (Albertazzi et al., 2019;Klock, Ogawa, Gasparini & Pimenta, 2018). ...
... Generally, most educational gamification research implied empirical, quantitative methods with a scarcity of qualitative empirical research methods and repeated potential use of game mechanics and dynamics (Osatuyi et al., 2018), without clear guidelines (Rauschenberger et al., 2019). The general common themes in the literature were the publications in gamifying higher education that do not follow formal designed processes and covered a wide range of guidelines (Mora et al., 2017). ...
With gamification flourishing in popularity in educational research, it is essential to synthesize the expanding literature on educational gamification. The current umbrella review aims to comprehensively canvas the disparate findings and conflicting conclusions by critically examining educational gamification reviews. We included 46 reviews of state-of-the-art gamification published between 2016 and 2020. The critical analysis of these studies resulted in extracting six fundamental gamification research areas in education, namely: (1) concept and theoretical knowledge, (2) design, (3) development, (4) impact, (5) personalization, and (6) higher education. It also revealed that systematic reviews were the predominant analysis type. Our umbrella review illustrates the ongoing need in educational research for carefully structured examinations and rigorous methods that validate gamification's instructional advantages.
... Gamification has been used to design various use cases, applications as well as frameworks [14,22,41,47]. Gamification designs the game play of games with game elements to engage and motivate users [36,42]. Games are developed to screen readers [39,40] using linguistic content and to screen pre-readers [10,11,29,30] focusing on the gameful experience. ...
... than 10 minutes to play. We aim to address participants' motivation for both game parts with the design of the following game mechanics frequently used in learning environments [36]: rewards (points), feedback (instant feedback) or challenges (time limit), plus the game components (story for the game design). ...
Children with dyslexia are often diagnosed after they fail school even if dyslexia is not related to general intelligence. In this work, we present an approach for universal screening of dyslexia using machine learning models with data gathered from a web-based language-independent game. We designed the game content taking into consideration the analysis of mistakes of people with dyslexia in different languages and other parameters related to dyslexia like auditory perception as well as visual perception. We did a user study with 313 children (116 with dyslexia) and train predictive machine learning models with the collected data. Our method yields an accuracy of 0.74 for German and 0.69 for Spanish as well as an F1-score of 0.75 for German and 0.75 for Spanish, using Random Forests and Extra Trees, respectively. To the best of our knowledge, this is the first time that risk of dyslexia is screened using a language-independent content web-based game and machine-learning. Universal screening with language-independent content can be used for the screening of pre-readers who do not have any language skills, facilitating a potential early intervention.
... There are also many attempts to develop gamification frameworks for specific domains. For example, a systematic literature review on frameworks in learning environments identified 10 different frameworks or processes for the implementation of gamification in educational contexts [30]. However, these frameworks do not provide clear definitions for their recommended game elements (e.g., Lamprinou and Paraskeva [20], Silpasuwanchai et al. [34]). ...
We lack a shared and detailed understanding in gamification of what game elements are. To address this, we provide a scoping review of the last five years of gamification research, focusing primarily on how game elements have been applied and characterized. We retrieved the definitions of game elements from 280 research papers, conducted a content analysis, and identified their features. On the basis of this information, we provide responses regarding the frequently cited game elements, whether they are consistently characterized in the literature, and the frequently stated features of these elements. Our research has identified 15 game elements in the literature, with points, badges, and leaderboards being the most prevalent. As a first step toward clear definitions, we suggest a set of properties to characterize these game elements. The results of our review contribute to the formation of a consensus among gamification scholars about the application and definition of game elements.
... In recent months, the increase in digitalization has been amplified by the emergence of powerful artificial intelligence (AI) tools such as ChatGPT, as referenced in [24,29]. As a result of these changes, innovative ideas and concepts for teaching have been explored, including the integration of gamification frameworks into educational settings [28], the incorporation of new technologies such as a robot acting as a teaching assistant and Scrum Master [9], and the adoption of agile methodologies [18,23,25,30]. These examples demonstrate the range of agile practices and values and how they can be used and combined in higher education. ...
Due to circumstances such as digital teaching during the coronavirus pandemic and the emergence of powerful artificial intelligence tools (e.g., ChatGPT), digitization in higher education has increased rapidly in recent years. For this reason, innovative didactic concepts are being applied, and new teaching methods are being tested. One of these is value-based learning, an approach that aims to develop students’ values alongside specialist knowledge. The objective of this research is to investigate how value-based learning can be implemented in higher education through agile practices and agile values. Thus, we have chosen a multiple case study research method that includes three case studies at different German universities of applied sciences. The results show that the application of agile practices and values varies by context and is individualized. Therefore, we developed a conceptual model that shows how value-based learning can be applied to higher education through agile practices and agile values. This conceptual model shows how courses and modules, as well as students and lecturers, evolve through continuous feedback over the course of a semester. Moreover, it allows students to be taught competencies that enable them to adapt to continuous change.KeywordsAgileHigher educationValue-based learningStudent-centered learningTeaching
... [23] [24]. In the world of education, it can also be said that gamification is a process of changing existing activities or studying activities and making learning content like a game [25]. Gamification is using game mechanics to provide practical solutions by building specific group engagement [26]. ...
Mathematics is one of the main subjects in school. In some schools, the learning methods used are still using conventional methods, namely lectures and exercises. The main difficulty in learning mathematics is how to make the material presented more interesting so that it does not make students bored and easy to understand the material. The use of an attitude of interest in games that knows no age and the various advantages of games gives rise to a combination of learning mechanisms called gamification. Gamification is the process of applying game mechanics to non-game activities to increase user interactivity. Gamification in the m-learning mathematics application was developed using the Attention, Relevance, Confidence, and Satisfaction (ARCS) learning model and the octalysis framework gamification method. Gamification in this mathematics m-learning application applies a game strategy using a system of levels, missions, challenges, points, progress bars, leader boards, and badges. The results of this study indicate that this application can be used as an alternative medium for learning mathematics and student engagement with the result that gamification applied to the m-learning mathematics application can increase student interest by 35%, increase student motivation by 33%, and improve understanding 42% of students towards learning mathematics.
... Along the same lines, Rauschenberger et al. [2] developed a systematic review of the term gamification in the field of learning environments, extracting the relationship between dynamics present in the 10 studies analyzed: emotions and progress (relationships, narrative, choices, and restrictions); mechanics: rewards, (opportunities, resource acquisition, and victory states), feedback, and challenges (cooperation, competition, and transactions); and gamification components: badges, avatars, points, rewards, missions, etc. ...
Gamification allows for the implementation of experiences that simulate the design of (video) games, giving individuals the opportunity to be the protagonists in them. Its inclusion in the educational environment responds to the need to adapt teaching–learning processes to the characteristics of homo videoludens, placing value once again on the role of playful action in the personal development of individuals. The interest that has arisen in studying the implications of gamification processes in the different educational stages, in order to determine their impact and suitability, has led to an increase in scientific publications. With the intention of studying the presence and implications of gamification in teacher training as a methodological principle implemented in the teaching–learning process, both in its initial and permanent stages, this systematic review of the literature identifies those instructional design models applied in the field of gamification, as well as its educational significance. Thus, the need to introduce gamified practices in the field of teacher training is observed, providing an experiential learning that allows teachers to apply this methodology in a relevant way in their professional development, based on their own experience.
... The user requirements and context of use define the content for the prototypes, which we design iteratively with the knowledge of experts. In this case, the interactive system has an integration of game elements to apply the concept of gamification [42]. ...
When discussing interpretable machine learning results, researchers need to compare them and check for reliability, especially for health-related data. The reason is the negative impact of wrong results on a person, such as in wrong prediction of cancer, incorrect assessment of the COVID-19 pandemic situation, or missing early screening of dyslexia. Often only small data exists for these complex interdisciplinary research projects. Hence, it is essential that this type of research understands different methodologies and mindsets such as the Design Science Methodology, Human-Centered Design or Data Science approaches to ensure interpretable and reliable results. Therefore, we present various recommendations and design considerations for experiments that help to avoid over-fitting and biased interpretation of results when having small imbalanced data related to health. We also present two very different use cases: early screening of dyslexia and event prediction in multiple sclerosis.
... One of the lines of thought regarding the contradictory results in the application of gamification is that it is necessary to provide strategies. Recent literature on the subject states that gamification needs a well-thought design to achieve the desired positive effects (e.g., frameworks 3 and methodologies) [Gomes et al. 2019, Rauschenberger et al. 2019, Pastushenko et al. 2020. Even though some studies have proposed and evaluated frameworks in education domain [Werbach and Hunter 2012, Toda et al. 2019a, Morschheuser et al. 2017, there is still some field to explore such as a) few studies apply these frameworks in a real context (e.g., classroom or development of gamified systems) [Toda et al. 2018b] and b) no studies compare existing frameworks, which difficulties the decision making process by the end-users to choose one framework suitable for their contexts. ...
Despite many studies proposing and evaluating frameworks to design gamified environments in education, there is still difficulty in making end-users (e.g., teachers, instructors, and designers) use these services and assess which ones are most appropriate for their context. We tackled this challenge by comparing two frameworks to design a gamified non-virtual class, through a quasi-experimental study. Our main results indicate that one of the frameworks (Six Steps to Gamification-6D) proved to be more adaptable to the context and the other (GAMIFY-SN) was more complete to associate the gamification elements within the instructor's final objectives in the gamified class. Thus, our results promote a contribution to end-users through insights on which the most suitable framework to use in each situation.
... The user requirements and context of use define the content for the prototypes, which we iteratively designed with the knowledge of experts. In this case, the interactive system has an integration of game elements to apply the concept of gamification [38]. Furthermore, HCD enhances the design, usability, and user experience of our prototype by avoiding external factors that could unintentionally influence the collected data. ...
When discussing interpretable machine learning results, researchers need to compare results and reflect on reliable results, especially for health-related data. The reason is the negative impact of wrong results on a person, such as in missing early screening of dyslexia or wrong prediction of cancer. We present nine criteria that help avoiding over-fitting and biased interpretation of results when having small imbalanced data related to health. We present a use case of early screening of dyslexia with an imbalanced data set using machine learning classification to explain design decisions and discuss issues for further research.
Context
Higher education is changing at an accelerating pace due to the widespread use of digital teaching and emerging technologies. In particular, AI assistants such as ChatGPT pose significant challenges for higher education institutions because they bring change to several areas, such as learning assessments or learning experiences.
Objective
Our objective is to discuss the impact of AI assistants in the context of higher education, outline possible changes to the context, and present recommendations for adapting to change.
Method
We review related work and develop a conceptual structure that visualizes the role of AI assistants in higher education.
Results
The conceptual structure distinguishes between humans, learning, organization, and disruptor, which guides our discussion regarding the implications of AI assistant usage in higher education. The discussion is based on evidence from related literature.
Conclusion
AI assistants will change the context of higher education in a disruptive manner, and the tipping point for this transformation has already been reached. It is in our hands to shape this transformation.
Children with dyslexia have difficulties learning how to read and write. They are often diagnosed after they fail in school, even though dyslexia is not related to general intelligence. In this thesis, we present an approach for earlier screening of dyslexia using a language-independent game in combination with machine learning models trained with the interaction data. By earlier, we mean before children learn how to read and write.
To reach this goal, we designed the game content with knowl- edge of the analysis of word errors from people with dyslexia in different languages and the parameters reported to be related to dyslexia, such as auditory and visual perception. With our two de- signed games (MusVis and DGames), we collected data sets (313 and 137 participants) in different languages (mainly Spanish and German) and evaluated them with machine learning classifiers. For MusVis we mainly use content that refers to one single acoustic or visual indicator, while DGames content refers to generic content related to various indicators. Our method provides an accuracy of 0.74 for German and 0.69 for Spanish and F1-scores of 0.75 for German and 0.75 for Spanish in MusVis when Random Forest and Extra Trees are used. DGames was mainly evaluated with German and reached a peak accuracy of 0.67 and a peak F1-score of 0.74. Our results open the possibility of low-cost and early screening of dyslexia through the Web.
Gamification is an established concept to apply game elements in different contexts to engage and motivate users. Gamification has been successfully used in various use cases and application as well as general frameworks have been established. To support the design of learning environments in order to improve students’ engagement and motivation, applying the concept of gamification is beneficial to emphasize engagement and motivation. This article presents the results of a literature review performed to examine the systematic use of gamification in learning environments. Therefore, ten frameworks matching the search criteria of the systematic literature review are analyzed. The results show that game elements are used heterogeneously and only game elements related to the dynamics, emotions and progression are preferred in learning environments. Because of the diversity of game elements used in the applications analyzed, no reliable standard can be given to design gamified learning environments with game elements. Instead, we provide a short overview of how game elements have been applied in the different application context. As gamification is a relatively young field of research, future work is necessary to give a comprehensive assessment of the topic.
Engagement is a key reason for introducing gamification to learning and thus serves as an important measurement of its effectiveness. Based on a literature review and meta-synthesis, this paper proposes a comprehensive framework of engagement in gamification for learning. The framework sketches out the connections among gamification strategies, dimensions of engagement, and the ultimate learning outcome. It also elicits other task - and user - related factors that may potentially impact the effect of gamification on learner engagement. To verify and further strengthen the framework, we conducted a user study to demonstrate that: 1) different gamification strategies can trigger different facets of engagement; 2) the three dimensions of engagement have varying effects on skill acquisition and transfer; and 3) task nature and learner characteristics that were overlooked in previous studies can influence the engagement process. Our framework provides an in-depth understanding of the mechanism of gamification for learning, and can serve as a theoretical foundation for future research and design.
The objective of this report is to propose comprehensive guidelines for systematic literature reviews appropriate for software engineering researchers, including PhD students. A systematic literature review is a means of evaluating and interpreting all available research relevant to a particular research question, topic area, or phenomenon of interest.
Systematic reviews aim to present a fair evaluation of a research topic by using a trustworthy, rigorous, and auditable methodology. The guidelines presented in this report were derived from three existing guidelines used by medical researchers, two books produced by researchers with social science backgrounds and discussions with researchers from other disciplines who are involved
in evidence-based practice. The guidelines have been adapted to reflect the specific problems of software engineering research.
The guidelines cover three phases of a systematic literature review: planning the review, conducting the review and reporting the review. They provide a relatively high level description. They do not consider the impact of the research questions on the review procedures, nor do they specify in detail the mechanisms needed to perform meta-analysis.
ARCS model is a motivational design model for learning environments to stimulate and sustain learner motivation using the problem-solving approach. The ARCS model often used to identify and solve problems in a systematic way to motivate a learner in classroom learning or e-learning environment. The gamification of learning provides a useful technique to drive engagement and motivation in applying game mechanics and dynamics into learning activities. In spite of the success of gamification of learning, there are also failures. The proper method is needed to integrate gamification into learning. In this paper, we propose an enhanced ARCS model for gamification of learning called ARCS+G. The ARCS+G model is aimed to provide a solution for the problems in utilizing gamification of learning.
In this contribution a process and a way for a standardized documentation are proposed for the creation of gamified and competency-based learning activities. Furthermore the application of the process and its documentation is described by using an exemplary learning activity which was created, implemented and evaluated. The findings indicate, that the use of gamification design elements for learning a design pattern can be effective and successful and can lead to an increase in learning motivation.
Serious games are growing rapidly as a gaming industry as well as a field of academic research. There are many surveys in the field of digital serious games; however, most surveys are specific to a particular area such as education or health. So far, there has been little work done to survey digital serious games in general, which is the main goal of this paper. Hence, we discuss relevant work on serious games in different application areas including education, well-being, advertisement, cultural heritage, interpersonal communication, and health care. We also propose a taxonomy for digital serious games, and we suggest a classification of reviewed serious games applications from the literature against the defined taxonomy. Finally, the paper provides guidelines, drawn from the literature, for the design and development of successful serious games, as well as discussing research perspectives in this domain.
Gamification - the use of game design elements in non-game contexts - has seen rapid adoption in various areas in recent years. Its application in education is particularly promising, due to its potential to shape user behavior in desirable directions through increasing user motivation and engagement. This work-in-progress paper presents a course gamification platform aimed at supporting instructors to gamify courses that target skill development, such as computing-related courses.
Algorithms are commonly perceived as a difficult subject, which is quite an irony as they have a fundamental role in computer science. Failure to master this subject will inhibit students'' capabilities as they advance to higher levels. Algorithm visualization, as an effort to overcome the problem, has been growing towards gameful visualization recently that is presumed to be able to engage learners longer and more intensely. However, integrating algorithm visualization, game elements, and instructional design is not a trivial task as it requires a careful design. Hence, a conceptual model of how algorithm learning instructions, algorithm visualization, and gamification improve learning outcomes was developed. While instructional design concerns with developing the best strategy for learning, algorithm visualization functions as a cognitive support provider and gamification works by delivering engagement. Both cognitive support and engagement moderate the learning instructions that concern with enhancing learning outcomes. Principles and elements originating from the three domains have to be taken into consideration during the designing process to produce an artifact that can deliver the essential functions of each domain. A working artifact was then constructed, as the instantiation of the model, to validate whether the idea of integrating algorithm visualization and gamification into algorithm learning instructions is capable enough to improve learning outcomes. Based on our respondents'' learning outcomes, it was found the artifact can significantly improve the procedural knowledge of learners that are indicated by their increased capability in solving sorting algorithm problems.
This paper presents a review of the literature on gamification design frameworks. Gamification, understood as the use of game design elements in other contexts for the purpose of engagement, has become a hot topic in the recent years. However, there's also a cautionary tale to be extracted from Gartner's reports on the topic: many gamification-based solutions fail because, mostly, they have been created on a whim, or mixing bits and pieces from game components, without a clear and formal design process. The application of a definite design framework aims to be a path to success. Therefore, before starting the gamification of a process, it is very important to know which frameworks or methods exist and their main characteristics. The present review synthesizes the process of gamification design for a successful engagement experience. This review categorizes existing approaches and provides an assessment of their main features, which may prove invaluable to developers of gamified solutions at different levels and scopes.
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.
This paper reviews peer-reviewed empirical studies on gamification. We create a framework for examining the effects of gamification by drawing from the definitions of gamification and the discussion on motivational affordances. The literature review covers results, independent variables (examined motivational affordances), dependent variables (examined psychological/behavioral outcomes from gamification), the contexts of gamification, and types of studies performed on the gamified systems. The paper examines the state of current research on the topic and points out gaps in existing literature. The review indicates that gamification provides positive effects, however, the effects are greatly dependent on the context in which the gamification is being implemented, as well as on the users using it. The findings of the review provide insight for further studies as well as for the design of gamified systems.
Gamification is a new technique in instructional design that gains more and more attention in the elearning field. The implementation of gamification systems varies on different fields, such as sales, web design, marketing, education etc. There are many examples of applied gamification, such as international companies that use game elements in their applications in order to increase the users' motivation through a gamified process. In this paper we outline the design of a gamified scenario with the use of structural and content gamification to increase student intrinsic motivation based on the Self-Determination Theory. Besides, the use of game elements, thus game-design techniques, make the learning process more “fun” and maintain the realistic purpose of its situation. However, the process of increasing motivation has a level of complexity, since rewards and other game elements trigger extrinsic motivation. As such this study investigates students' intrinsic motivation by designing and implementing an eClass through practical usage of gamification based on the core components of Self Determination Theory (SDT), so as to improve student engagement in class. According to the findings the use of gamification in learning and instructional design can improve student motivation. This gamified elearning course can be used as an instructional tool to increase the levels of motivation and achieve all the learning outcomes and goals with the higher success rate in online education. Further research is required to confirm these theoretical findings.
Millions play Farmville, Scrabble, and countless other games, generating billions in sales each year. The careful and skillful construction of these games is built on decades of research into human motivation and psychology: A well-designed game goes right to the motivational heart of the human psyche. In For the Win, Kevin Werbach and Dan Hunter argue persuasively that game-makers need not be the only ones benefiting from game design. Werbach and Hunter, lawyers and World of Warcraft players, created the world's first course on gamification at the Wharton School. In their book, they reveal how game thinking--addressing problems like a game designer--can motivate employees and customers and create engaging experiences that can transform your business. For the Win reveals how a wide range of companies are successfully using game thinking. It also offers an explanation of when gamifying makes the most sense and a 6-step framework for using games for marketing, productivity enhancement, innovation, employee motivation, customer engagement, and more.
From Game Design Elements to Gamefulness: Defining "Gamification
- S Deterding
- D Dixon
- R Khaled
- L Nacke
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From Game Design
Elements to Gamefulness: Defining "Gamification." Proceedings of the
2011 Annual Conference Extended Abstracts on Human Factors in Computing Systems -CHI EA '11, 2425. https://doi.org/10.1145/1979742.1979575
Gamification in MOOC
- O B Gené
- M M Núñez
- Á F Blanco
Gené, O. B., Núñez, M. M., & Blanco, Á. F. (2014). Gamification in MOOC.
Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality -TEEM '14, 215-220. https://doi.
org/10.1145/2669711.2669902
Defining gamification
- K Huotari
- J Hamari
Huotari, K., & Hamari, J. (2012). Defining gamification. In Proceeding of the
16th International Academic MindTrek Conference on -MindTrek '12 (p.
The Gamification of Learning and Instruction
- K M Kapp
Kapp, K. M. (2012). The Gamification of Learning and Instruction. Pfeiffer.
On gamification in action learning
- O Noran
Noran, O. (2016). On gamification in action learning. Proceedings of the
Australasian Computer Science Week Multiconference on -ACSW '16,
10.1145/28, 1-9. https://doi.org/10.1145/2843043.2843344
Gamification and Learning Environments -Protocol for a Systematic Literature Review (Pre-Release
- M Rauschenberger
- A Willems
- M Ternieden
- J Thomaschewski
Rauschenberger, M., Willems, A., Ternieden, M., & Thomaschewski, J. (2018).
Gamification and Learning Environments -Protocol for a Systematic Literature Review (Pre-Release). https://doi.org/10.5281/ZENODO.1251887
- A D Ritzhaupt
- N D Poling
- C A Frey
- M C Johnson
Ritzhaupt, A. D., Poling, N. D., Frey, C. A., & Johnson, M. C. (2014). A Synthesis on Digital Games in Education: What the Research Literature Says
from 2000 to 2010. Jl. of Interactive Learning Research, 25(2), 263-282.
Retrieved
from
http://www.aritzhaupt.com/eprofessional/papers/2014/
RitzhauptPolingFreyJohnson.pdf
Design Outside the box: DICE
- J Schell
Schell, J. (2010). Design Outside the box: DICE 2010.
Learning model based on Community of Inquiry
- E- Gamified
Gamified E-Learning model based on Community of Inquiry. In Advanced
Computer Science and Information Systems (ICACSIS), 2014 International Conference on (pp. 474-480). IEEE. https://doi.org/10.1109/ICAC-SIS.2014.7065830
Gamification By Design
- G Zichermann
- C Cunningham
Zichermann, G., & Cunningham, C. (2011). Gamification By Design. Vasa.
O'Reilly Media, Inc. https://doi.org/10.1017/CBO9781107415324.004