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Effectively engaging learners in an online learning environment is a crucial component of instructional design that contributes to improving performance. Gamification, a contemporary instructional strategy, seeks to integrate game elements such as leaderboards into non-game contexts with the aim of increasing learner engagement and performance. This quasi-experimental study explores the impact of integrating leaderboards as a gamification element into formative assessment on learner achievement and engagement in an engineering course. Conducted over eight weeks in the Mechatronics Technology Department of a public university in Türkiye, the study involved 159 s-year engineering students. Using a pretest-posttest control group design, the intervention included a pre-test in the first week, six weeks of instruction and formative online assessment, and a post-test in the final week. Analyzing the data using descriptive and inferential statistics, the results of the study show a positive correlation between the incorporation of a leaderboard as a gamification element into formative assessment procedures within an online platform and improved learner achievement and engagement. However, it is noted that gamification may not sustain learners’ long-term attention. Therefore, instructors are advised to carefully consider time and retention concerns when designing or adopting gamified learning opportunities.
Digital transformation refers to the unprecedented disruptions in society, industry, and organizations stimulated by advances in digital technologies such as artificial intelligence, big data analytics, cloud computing, and the Internet of Things (IoT). Presently, there is a lack of studies to map digital transformation in the environmental sustainability domain. This paper identifies the disruptions driven by digital transformation in the environmental sustainability domain through a systematic literature review. The results present a framework that outlines the transformations in four key areas: pollution control, waste management, sustainable production, and urban sustainability. The transformations in each key area are divided into further sub-categories. This study proposes an agenda for future research in terms of organizational capabilities, performance, and digital transformation strategy regarding environmental sustainability.
This paper has a two-fold aim: to analyze the development of the digital transformation field, and to understand the impact of digital technologies on business model innovation (BMI) through a structured review of the literature. The results of this research reveal that the field of digital transformation is still developing, with growing interest from researchers since 2014. Results show a need for research in developing countries and for more collaboration between researchers and practitioners. The review highlights that the field is fragmented among disruptive technologies, shared platforms and ecosystems, and new enabling technologies. We conclude that digital transformation has impacted value creation, delivery, and capture in almost every industry. These impacts have led to the employment of a variety of new business models, such as those for frugal innovation and the circular economy.
Assessing and inducing player experience (pX) in games user research (GUR) is complicated because of the tradeoff between maintaining rigour through experimental control and having participants feel like they are engaged in play. To establish and evaluate an embedded method for inducing a sense of success or failure in participants during gameplay (e.g., to study how different players exhibit resilience to in-game failure), we manipulated leaderboard position in an experiment in which 155 participants played a Bejeweled clone. We show that manipulating success perception through leaderboards increases the player's perception of competence, autonomy, presence, enjoyment, and positive affect over manipulated failure. In addition, displaying the score enhances the effect on positive affect, autonomy and enjoyment, while not increasing detectability.
Collective creativity is a necessary quality in any innovative process which requires cooperation between groups or individuals. Gamification may be used as one of the possible methods for fostering collective creativity since it increases amusement of engagement/immersion into activities. The state of " flow " may be achieved during the participation in gamified experience and this leads to prolonged times while gathering the information about specific domain. This research serves as general review/viewpoint which seeks to examine collective creativity as a phenomenon and gamification as the tool for encouraging collective intelligence. Authors analyze scientific literature related to collective creativity, competitiveness in groups, computational creativity, computerised collaboration tools, engagement/immersion, flow, gamification, and, in some extent-game mechanics. Since this area of research is significantly new, it is important to determine main categories, according to which gamification may be applied in cooperative tasks.
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.
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.
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.
Recent years have seen a rapid proliferation of mass-market consumer software that takes inspiration from video games. Usually summarized as "gamification", this trend connects to a sizeable body of existing concepts and research in human-computer interaction and game studies, such as serious games, pervasive games, alternate reality games, or playful design. However, it is not clear how "gamification" relates to these, whether it denotes a novel phenomenon, and how to define it. Thus, in this paper we investigate "gamification" and the historical origins of the term in relation to precursors and similar concepts. It is suggested that "gamified" applications provide insight into novel, gameful phenomena complementary to playful phenomena. Based on our research, we propose a definition of "gamification" as the use of game design elements in non-game contexts.
Universities are looking for solutions to engage more students in STEM domains and enhance their learning performance (LP). In this context, gamification is put forward as a solution to achieve this aim. The present study examined the effect of gamification – building on leaderboards ‐ on LP. Furthermore, mediating variables, such as intrinsic motivation, self‐efficacy, engagement, and background variables, such as sex, previous gaming experience, and undergraduate major, were considered. A pretest‐posttest quasi‐experimental design with an experimental and a control condition was set up (n = 89) in an Introductory Computer Programming course. We observed a significant improvement in the LP of students in the gamified condition. However, no interaction effect was detected, due to mediating and background variables. The high learning gain is a favorable indicator that gamification might be a promising approach to promote STEM programs.
Objectives: Introducing gaming approach in the jeopardy round of InCTF (Indian Capture the Flag). Methods: Present Jeopardy round of InCTF can be compared as take-away assignments, where participants are given set of questions to solve, this is aimed at testing their knowledge in various computer security concepts. To make jeopardy round more attractive and motivating to the students we introduce a gaming approach to it A game is developed which is divided into various levels and at each level the knowledge of students in Cyber security concepts is tested. Our design will help others to host jeopardy round CTF and get maximum learning outcome from the students. Findings: Security competition like CTF (Capture the Flag) are effective tool in providing computer security training. Conclusion: Gaming approach in Cyber security education will be a big step forward in training more students in computer security and create a secure online world.
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.
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