Implementation of an Interactive Crowd-Enhanced Content Management System for Tourism Development

This paper investigated the role of interactive tourist mobile apps in tourism development. The researchers presented the e-Tracer application, which was developed taking into consideration the recent advantages in mobile computing, the importance of user-generated content and the needs of northern Greece and the lower Balkan countries. Apart from crowd-based content creation, a new generation of apps for tourism development may include additional components like serious games for tourists, map-based navigation systems and augmented/virtual reality applications, in order to offer memorable user experiences for tourists. An agile content management system design methodology was followed by taking into account the needs of alternative tourist destinations, small to medium sized real-world museums and driver rest areas located around highways which connect cross-country destinations in the lower Balkan countries and Turkey. This work positioned the role of interactive crowd-enhanced platforms for content management of tourist-related information in tourism development, economic growth and sustainability of the Egnatia motorway surrounding areas in Greece. Keywords: mobile computing, content management systems, recommender systems, serious games, virtual/augmented reality, tourism developmen

Evaluation of the game development process of a location-based mobile game

There is a growing interest of government bodies and NGOs in using (serious) video games in awareness campaigns. Until now, however, little was known on how to set up such a campaign so as to effectively cater to the needs of different stakeholders including the target audience. Hence designing, developing and translating a game for educational purposes whilst balancing between fun and learning is a complex process, this paper aims to evaluate this by presenting a methodological framework for involving stakeholders in the design and development of a game-based awareness campaign based on a user-centered software design methodology and assesses its effectiveness in a concrete use case: the development of the location-based mobile game City Jam. The goal was to develop a game-based road safety campaign to confront adolescents with road traffic situations with the aim to positively influence road safety attitude and behavior. Mobile technologies offer new opportunities to embed digital game based learning by in different contexts. Given the nature of the road safety campaign, a location-based game format was chosen, aiming to facilitate learning by means of an extended three-way interaction (human interaction, game and context). Different user-centered design methods were deployed throughout several phases of the game development process: In phase one (the opportunity identification) a literature review was performed to investigate relevant fields for the game’s goal. In phase two (the game concept development) expert interviews and a focus groups were conducted with relevant stakeholders and in phase three (the game concept design) co-design sessions and a focus group resulted in a game design document. In phase four (game development and testing) the beta version of City jam was developed and tested in an iterative field testing design and resulted in the final game. Results obtained throughout the game development process provided us the opportunity to evaluate several major aspects. Firstly the impact of stakeholder involvement on the different phases of the design process and the final product resulted in a game that was tailored to the preferences and needs of the target group. Secondly translating the game concept into practice, such as game elements, proposed educational game elements, were evaluated based on the usability, playability principles and social and technological aspects. Benefits and challenges of user-centered design methods are discussed and how budget constraints and differing desired outcomes of different stakeholders challenge but also enrich the process

Mobile game-based learning in cultural heritage education: a bibliometric analysis

Purpose – The purpose of this study was to analyze the state of mobile game-based learning in the field of cultural heritage education. Design/methodology/approach –Abibliometric methodology based on scientific mapping and an analysis of co-words was used. The scientific production on this field of study indexed in Scopus was analyzed. The analysis included a total of 725 publications. Findings – The results show that the National Research Council of Italy is the institution with the highest volume of production. Among the journals, the Journal on Computing and Cultural Heritage stands out. In addition, in the analysis of the structural and thematic development of co-words, a low percentage of keyword matching was observed. The research is currently mainly oriented to pedagogical methods, especially gamebased learning, gamification and the use of serious games, although these are not the only trends in this field. Research is also focusing on virtual reality, augmented reality, and mixed reality. Originality/value – This work is an exploratory and novel study that analyzes the publications to date on mobile game-based learning in cultural heritage education. In theoretical terms, this can serve as support so that other researchers interested in this field can access the information highlighted in this work. From a practical perspective, this work will contribute to the promotion of new innovative actions in cultural heritage education to satisfy the demands of a learning group increasingly familiar with games technology.Spanish Government FPU20/0028

Kliinisen päätöksenteon oppiminen pelillisen simulaation avulla : Simulaatiopelien design-periaatteet

The aim of this study was to obtain knowledge about learning clinical reasoning through game-based simulation. This knowledge could be used in developing and embedding new learning methods for clinical reasoning in nursing education. Research has shown that nursing students lack knowledge and skills in detecting and managing changes in patients’ clinical conditions. This is often due to insufficient clinical reasoning, and thus, educational organisations need to more effectively enable the development of clinical reasoning during education. Digitalisation in higher education is increasing, and the use of virtual simulations and, recently, serious games to support professional learning and competence development is growing. The purpose of this research was to generate design principles for simulation games and to design and develop a simulation game for learning clinical reasoning. Furthermore, the purpose was to investigate nursing students learning through gaming. A design-based research methodology was used: iterative cycles of analysis, design, development, testing and refinement were conducted via collaboration among researchers, nurse educators, students, programmers, 3D artist and interface designers in a real-world setting. Mixed research methods were used. The results indicated that games used to provide significant learning experiences for nursing students need to share some of the characteristics of leisure games, especially visual authenticity, immersion, interactivity and feedback systems. In terms of the clinical reasoning process, students improved in their ability to take action and collect information. The findings showed that usability, application of nursing knowledge and exploration are the aspects of a simulation game that have the greatest impact on learning clinical reasoning. It was also revealed that authentic patient-related experiences, feedback and reflection have an indirect effect on learning clinical reasoning. This study provided opportunities to advance our knowledge of nursing students’ learning processes and experiences of learning clinical reasoning through game-based simulation. Its results add to the growing body of literature on game development in the field of nursing education by providing design principles for educational simulation games. The present study confirms previous findings and contributes additional evidence that suggests that game-based simulations are a valuable learning method for healthcare education. However, in order for serious games to add value to healthcare education, the essence of the profession needs to be built into the game, and here the contribution of healthcare professionals is priceless.Tutkimuksen tavoitteena oli tuottaa tietoa kliinisen päätöksenteon oppimisesta simulaatiopeliä pelaamalla sekä oppimiseen vaikuttavista tekijöistä. Tuotettua tietoa voidaan hyödyntää kehitettäessä uusia menetelmiä kliinisen päätöksenteon opetukseen. Aikaisempien tutkimusten mukaan sairaanhoitajaopiskelijoiden kliinisen päätöksenteon osaamisessa ilmenee puutteita erityisesti potilaan kliinisen tilan huononemisen havaitsemisessa ja ennaltaehkäisyssä. Tämän vuoksi koulutusorganisaatioiden tulee entistä tehokkaammin edistää kliinisen päätöksenteon kehittymistä koulutuksen aikana. Virtuaalisimulaatioiden ja viime aikoina myös hyötypelien käyttö terveysalan koulutuksessa ammatillisen osaamisen vahvistamisessa on lisääntynyt. Tämän tutkimuksen tarkoituksena oli muodostaa design-periaatteet oppimista edistävän simulaatiopelin kehittämiseen sekä suunnitella ja kehittää simulaatiopeli kliinisen päätöksenteon oppimiseen. Lisäksi tarkoituksena oli tutkia sairaanhoitajaopiskelijoiden oppimista simulaatiopelillä. Tutkimuksessa toteutettiin design-tutkimuksen lähestymistapaa. Tutkimus toteutettiin sykleissä, joissa simulaatiopelin suunnittelu, kehittäminen, testaaminen ja uudelleen suunnittelu vuorottelivat. Tutkimus toteutettiin tutkijoiden, hoitotyön opettajien ja opiskelijoiden sekä pelinkehittäjien (ohjelmoijat, käyttöliittymäsuunnittelijat ja 3D artisti) yhteistyössä aidoissa ympäristöissä. Tutkimus oli monimenetelmätutkimus. Tulosten mukaan merkittävät oppimiskokemukset edellyttävät, että oppimiseen tarkoitetuissa simulaatiopeleissä on hyödynnettävä viihdepelien ominaisuuksia kuten autenttisuus, immersiivisyys, interaktiivisuus ja palautejärjestelmät. Parhaiten opiskelijat kokivat oppivansa pelaamalla tiedon keräämistä ja hoitotyön toteuttamista. Tulosten mukaan oppimista simulaatiopeliä pelaamalla selittivät käytettävyys, hoitotyön tiedon käyttö sekä tutkiskelemalla oppiminen. Lisäksi oppimiseen vaikuttivat autenttiset potilaskohtaiset kokemukset, palautteen saaminen sekä reflektointi. Tutkimusprosessissa syntyneen tiedon pohjalta muodostettiin design-periaatteet simulaatiopelin kehittämiseen. Tutkimus tuotti tietoa simulaatiopelejä pelaavien sairaanhoitajaopiskelijoiden oppimisprosesseista sekä oppimiskokemuksista. Lisäksi tutkimus osoitti, että terveysalan ammattilaisten osallistuminen pelinkehitykseen on korvaamatonta, jotta ammatin syvin olemus saadaan rakennetua sisään pelimekaniikkaan. Tutkimus tuotti tietoa oppimista tukevien pelien kehittämisestä, jota voidaan hyödyntää kehitettäessä pelejä terveysalan koulutukseen sekä myös muille ammatillisen koulutuksen alueille

Playing for change:designing a board game for the circular economy

There is a lack of public engagement in sustainability initiatives such as the circular economy (CE). This can be attributed to an absence of understanding and promotion of this new way of living and consuming. This lack of engagement is hindering the implementation of the CE. This paper aims to address this through an exploration of the role of games in explaining difficult concepts. There will be a particular focus on board games as tools for exploring aspects of sustainability, as they allow for a more discursive experience with other players and are a simple way to relate complex ideas. The paper will then detail the design and development of a serious board game Circul8. Designed by the authors to encourage engagement with complex systems, it aims to introduce ideas of the CE to the general public. The paper will explore the methodology of game creation and detail initial gameplay results

Conception des jeux sérieux éducatifs : comment concevoir une expérience optimale d’apprentissage?

Les jeux sérieux s’inscrivent dans un courant qui cherche à explorer l’utilisation des jeux numériques dans des contextes où la finalité première dépasse le simple divertissement. Cette utilisation dans le champ éducatif est justifiée par la capacité de ces jeux à avoir des impacts positifs liés à l’apprentissage sur les plans cognitif, affectif et social. Les études empiriques, conduites pour vérifier les bénéfices présumés de ces jeux, tendent à s'accorder pour confirmer leur pertinence et efficacité. Cependant, il en ressort que ces bénéfices dépendent de la qualité de leur conception et d'intégration dans des dispositifs de formation. Or, les approches et théories existantes à cet effet sont à un stade précoce de construction et sont loin d’être consensuelles. Plus spécifiquement, ces approches présentent des limites en ce qui concerne leurs fondements théoriques, l’absence de démarches de conception détaillées et la difficulté d’intégrer, d’une façon équilibrée, les éléments favorisant la motivation et ceux favorisant l’apprentissage. Dans ce contexte, la présente recherche vise à remédier à ces limites en proposant un modèle de design des jeux sérieux qui soutient la conception et le développement de ces jeux pour une finalité pédagogique. À cet effet, nous avons mis en œuvre une démarche méthodologique basée sur l’approche de recherche orientée par la conception (Design-based research), en vue de répondre à la question de recherche suivante : comment concevoir des jeux sérieux efficaces pédagogiquement et motivants ? Ladite approche a consisté, conformément au modèle de Reeves (2006), en quatre phases : la définition d’un problème pratique, le développement d’une solution à partir des principes de design existants, des cycles itératifs de tests et d’affinement de la solution et la production de nouveaux principes de design généralisables à d’autres contextes. Elle a permis l’élaboration d’une démarche globale, cohérente et intégrée de design des jeux sérieux. Le cas échéant, la démarche proposée porte sur un modèle théorique de l’expérience optimale d’apprentissage par jeux sérieux, des principes de design qui devraient guider le processus de design de ces jeux, une méthodologie détaillée pour conduire ce processus, ainsi que des outils d’aide au design qui définissent pour chacune des étapes les paramètres pédagogiques, ludiques et techniques à prendre en considération. Les implications du modèle proposé sont multiples. Il contribue au comblement des lacunes de connaissances relatives à l’utilisation et le design des jeux sérieux. Plus spécifiquement, il décrit l’expérience d’apprentissage par ces jeux et détermine les caractéristiques et les conditions d’émergence de cette expérience. Il réduit la complexité inhérente au design de ces dispositifs, en proposant des principes de design, une méthodologie détaillée et des outils. Il structure le processus de design autour des principes issus des domaines de design pédagogique (instructional design) et de design des jeux (game design) et en décrit les résultats attendus. Il lie la théorie à la pratique en proposant un cadre théorique descriptif du processus de design ainsi que des orientations claires et pratiques pour le mettre en œuvre. De même, les outils qu’il propose peuvent servir de support pédagogique, pour initier les concepteurs au processus de design, ainsi que de support de communication entre les différentes parties prenantes lors d’une démarche participative de design centrée sur l’utilisateur. Mots-clés : Apprentissage par le jeu, design des jeux sérieux, design pédagogique, pédagogie ludique, jeu sérieux.Serious games are part of a movement that seeks to explore digital games in contexts where the primary purpose is other than pure entertainment. In education, this use is justified by the ability of these games to impact cognitive, emotional, and social learning. Empirical studies conducted to verify the presumed benefits of these games tend to confirm their relevance and instructional effectiveness. Nevertheless, they suggest that these benefits depend on the quality of their design and implementation. However, the existing approaches and theories related to serious games design are at an early stage of construction and are far from consensual. More specifically, these approaches have limitations in terms of theoretical foundations, a lack of detailed design methodologies, and a difficulty of integrating, in a balanced way, the elements that promote motivation and those that promote instruction. In this context, this thesis aims to remedy these limitations by proposing a serious game design model that supports the design and development of serious games for an educational purpose. To this end, we have implemented a methodology based on the Design-based research approach to answer the following research question: how to design serious games that are pedagogically effective and intrinsically motivating? Therefore, our methodology consisted, following Reeves’ model (2006), of four phases: analysis of a practical problem, development of a solution informed by existing design principles and technological innovations, iterative cycles of testing and refinement of the solution, and reflection to produce new design principles generalizable to other contexts. Our goal was to develop a comprehensive, coherent, and integrated approach to serious game design. As a result, our research proposes a theoretical model describing an optimal learning experience through serious games, a set of five design principles that should guide the design process, and tools to support instructional designers during the design process. The implications of the proposed approach are multiple. It helps to fill knowledge gaps concerning the design of serious games. More specifically, it describes the expected learning experience through these games and determines the characteristics and conditions of emergence of this experience. It reduces the complexity inherent to the design process by proposing design principles, detailed methodology, and practical tools. It structures the design process based on principles from the instructional design and game design fields. Finally, the approach links theory to practice by providing a descriptive theoretical framework of the design process and clear practical implementation guidelines. Likewise, the accompanying tools can serve as educational support to initiate instructional designers into the design process and as a communication tool to support the relationship between different stakeholders during a participatory user-centred design process

Company-university collaboration in applying gamification to learning about insurance

Incorporating gamification into training–learning at universities is hampered by a shortage of quality, adapted educational video games. Large companies are leading in the creation of educational video games for their internal training or to enhance their public image and universities can benefit from collaborating. The aim of this research is to evaluate, both objectively and subjectively, the potential of the simulation game BugaMAP (developed by the MAPFRE Foundation) for university teaching about insurance. To this end, we have assessed both the game itself and the experience of using the game as perceived by 142 economics students from various degree plans and courses at the University of Seville during the 2017–2018 academic year. As a methodology, a checklist of gamification components is used for the objective evaluation, and an opinion questionnaire on the game experience is used for the subjective evaluation. Among the results several findings stand out. One is the high satisfaction of the students with the knowledge acquired using fun and social interaction. Another is that the role of the university professors and the company monitors turns out to be very active and necessary during the game-learning sessions. Finally, in addition to the benefits to the university of occasionally available quality games to accelerate student skills training, the company–university collaboration serves as a trial and refinement of innovative tools for game-based learning

Homo Ludens Moralis: Designing and Developing a Board Game to Teach Ethics for ICT Education

The ICT ethical landscape is changing at an astonishing rate, as technologies become more complex, and people choose to interact with them in new and distinct ways, the resultant interactions are more novel and less easy to categorise using traditional ethical frameworks. It is vitally important that the developers of these technologies do not live in an ethical vacuum; that they think about the uses and abuses of their creations, and take some measures to prevent others being harmed by their work. To equip these developers to rise to this challenge and to create a positive future for the use of technology, it important that ethics becomes a central element of the education of designers and developers of ICT systems and applications. To this end a number of third-level institutes across Europe are collaborating to develop educational content that is both based on pedagogically sound principles, and motivated by international exemplars of best practice. One specific development that is being undertaken is the creation of a series of ethics cards, which can be used as standalone educational prop, or as part of a board game to help ICT students learn about ethics. The history of using games for educational purposes is both extensive and diverse; and current literature most often associates it with the term “Gamification”, which Deterding et al. (2011) defines as the use of game design elements in non-game contexts , this can include things such as; using a points systems, awarding badges, or completing levels, as a form of motivation and incentive (Flatla et al., 2011). A meta-analysis of results by Hamari et al. (2014) suggests that gamification can increase motivation, attitude and enjoyment of tasks, however Seaborn and Fels (2015) caution that much of the research that purports to be Gamification-based is in fact not grounded in theory and does not use gamification frameworks in the design of the systems under study. Nonetheless they found that those studies that did adhere to a good theoretical framework did show improvement in motivation, particularly extrinsic motivation. Groh (2012) notes that gamified applications have been developed across different domains such as productivity, finance, health, education, sustainability as well as news and entertainment media. He also notes that the traditional view of gamification excludes the creation of an actual game, which he classifies as a “Serious Game”, a term which arose in 2002 with the emergence of the Serious Games Initiative (seriousgames.org). Seaborn and Fels (2015) support this distinction of gamification, which they define it as the “incorporation of game elements into an interactive system without a fully-fledged game as the end product”, but highlight that other researchers have a less restrictive perspective, and note that Kapp (2012) and others see serious games as being a subset of gamification rather than being antithetical to it. Although the literature of gamification only commences in the 2000s, the notion of using elements of games for education, and specifically using concrete “playful” objects to illustrate abstract concepts has existed for centuries. In the context of childhood education, in 1693 Enlightenment philosopher, John Locke proposed the idea of Alphabet Blocks, saying “There may be dice and play-things, with the letters on them to teach children the alphabet by playing” in his thesis “Some Thoughts Concerning Education”. The work of both French educator Jeanne-Marie Le Prince de Beaumont in the 1750s and British cartographer John Spilsbury in the 1760s led to the development of the Jigsaw (also called at the time the Dissected Map), created as an educational tool to teach geography to children. German educator Friedrich Froebel who is renowned for creating the first kindergarten, also developed a group of “play materials” including a collection of blocks of solid geometrical shapes, and a set of foldable materials such as paper. These are now called Froebel\u27s Gifts, and their creation in the mid-19th century is recognised as a seminal moment in education, for their use in effectively stimulating all five senses of a wide range of learners. These led to later developments, such as Meccano in 1907, the Erector Set in 1913, and Lego in 1958 (Zuckerman, 2006). In a similar vein, the military have long used serious games to help teach strategy for thousands of years, the most obvious example being chess, originating from at least the 15th century, but there were many predecessors to the game of chess that had a similar purpose, including the Indian game, Chaturanga, from the 6th century, and the Chinese game Yì (or Weiqi) from around 600 BCE (Smith, 2010). Starting in the 17th century there were versions of chess that begin to evolve towards modern strategic wargames, including in Germany: in 1616 Das Schack-oder Koenig-Spiel, in 1644 Neu-erfundenes grosses Koenig-Spiel, in 1780 (featuring a board with 1,666 squares) Koenigspiel, and in 1812 Kriegsspiel (Vego, 2012). These developments eventually led to science fiction author, H.G. Wells writing “Little Wars” a book codifying the rules for miniature wargaming (Wells, 1913). This in turn led to the first commercial board wargames, including early examples such as Tactics in 1954, and Gettysburg in 1958 (Deterding, 2009). The use of games in teaching ethics and ethics-related topics is not new, Brandt and Messeter (2004) created a range of games to help teach students about topics related to design (with a focus on ethical issues), and concluded that the games serve to as a way to structure conversations around the topic, and enhance collaboration. Halskov and Dalsgård (2006), who also created games for design concurred with the previous researchers, and also noted that the games helped with the level of innovation and production of the students. Lucero and Arrasvuori (2010) created a series of cards and scenarios to use them in, and had similar conclusions to the previous research, but also noted that this approach can be used in multiple stages of a design process, including the analysis of requirements stage, the idea development stage, and the evaluation stage. Bochennek, et al. (2007) reviewed a wide range of card games and board games that focus on medical education (with many concerning medical ethics) and concluded that although games are used widely in this discipline, there has nonetheless been insufficient evaluation of the efficacy of these games, with many simply evaluated based on individuals’ opinions, rather than measuring their efficacy as teaching tools. They also reflected that some games are more boring than others, and as such this reduces the likelihood of the game being replayed, and reduces the likelihood of knowledge transfer. Lloyd and Van De Poel (2008) created a game to teach ethics where the students were given opportunity to reflect on their own perspectives and experiences, to help structure their own ethical framework. The game also involved aspects of role-play as the researchers indicated that they thought it was important that the students “felt” ethics as well as experienced them. The aim of our work is to develop educational content for teaching ICT content. In this paper we present the development of a series of ethics cards to help ICT students learn about ethical dilemmas. The development of ethics cards has followed a Design Science methodology (Hevner et al., 2004) in creating the board game these guidelines were expanded into a full methodology that is both iterative and cyclical by Peffers et al. (2007). Our project is currently in the third stage of this methodology, called the “Design & Development” stage, but the process is evolving as the cards are being designing to act as independent teaching materials that can but used in the classroom, as well as part of the board game. A sample set of cards are presented below. The cards can be used independently in the classroom, for example, a student can be asked to pick a random Scenario Card, read it out to the class, and have the students do a Think-Pair-Share activity. This is where the students first reflect individually on the scenario, then in pairs, and finally share with the class. Following this a Modifier Card can be selected, of which there are two kinds, (1) modifications that make the scenario worse for others if the student doesn’t agree to do the task on the Scenario Card, and (2) modifications that make the scenario better for others if the student does agree to do the task. This should generate a great deal of conversation and reflection on whether doing a small “bad task” is justifiable if there is a greater good at stake. The cards can also be used in the board game where the players have a combination of Virtue, Accountability, and Loyalty points, which are impacted by both the Scenario Cards and the Modifier Cards. It is worth noting that some modifiers result in points being added on, others subtracted, and others multiplied to the players’ global scores. Overall the goal of this project is not simply to design a game to help teach ethics, but rather to explore how effective design science methodologies are in helping in the design of such a game. KEYWORDS: Digital Ethics; Card Games; Board Games; Design Science REFERENCES Bochennek, K., Wittekindt, B., Zimmermann, S.Y. and Klingebiel, T. (2007) “More than Mere Games: A Review of Card and Board Games for Medical Education”, Medical Teacher, 29(9-10), pp.941-948. Brandt, E. and Messeter, J. (2004) “Facilitating Collaboration through Design Games”. In Proceedings of the Eighth Conference on Participatory Design: Artful Integration: Interweaving Media, Materials and Practices, 1, pp. 121-131, ACM. Deterding, S. (2009) “Living Room Wars” in Hunteman, N.B., Payne, M.T., Joystick Soldiers Routledge, pp.21-38. Deterding, S., Khaled, R., Nacke, L.E. and Dixon, D. (2011) “Gamification: Toward a Definition”, CHI 2011 Gamification Workshop Proceedings (Vol. 12). Vancouver BC, Canada. Flatla, D.R., Gutwin, C., Nacke, L.E., Bateman, S. and Mandryk, R.L. (2011) “Calibration Games: Making Calibration Tasks Enjoyable by Adding Motivating Game Elements”, in Proceedings of the 24th annual ACM Symposium on User Interface Software and Technology (pp. 403-412). ACM. Halskov, K. and Dalsgård, P. (2006) “Inspiration Card Workshops” In Proceedings of the Sixth Conference on Designing Interactive Systems, pp. 2-11, ACM. Hamari, J., Koivisto, J. and Sarsa, H. (2014) “Does Gamification Work? A Literature Review of Empirical Studies on Gamification”, in Hawaii International Conference on System Sciences, 14(2014), pp. 3025-3034. Hevner, A.R., March, S.T., Park, J. and Ram, S. (2004) “Design Science in Information Systems Research”, Management Information Systems Quarterly, 28(1), p.6. Kapp, K.M. (2012) The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education. Pfeiffer; San Francisco, CA. Lloyd, P. and Van De Poel, I. (2008) “Designing Games to Teach Ethics”, Science and Engineering Ethics, 14(3), pp.433-447. Lucero, A. and Arrasvuori, J. (2010) “PLEX Cards: A Source of Inspiration when Designing for Playfulness”, In Proceedings of the Third International Conference on Fun and Games, 1, pp. 28-37, ACM. Peffers, K., Tuunanen, T., Rothenberger, M.A. and Chatterjee, S. (2007) “A Design Science Research Methodology for Information Systems Research, Journal of Management Information Systems, 24(3), pp.45-77. Seaborn, K. and Fels, D.I. (2015) “Gamification in Theory and Action: A Survey”, International Journal of Human-Computer Studies, 74, pp.14-31. Smith, R. (2010) “The Long History of Gaming in Military Training”, Simulation & Gaming, 41(1), pp.6-19. Wells, H.G. (1913) Little Wars. London: Palmer. Vego, M. (2012) “German War Gaming”, Naval War College Review, 65(4), pp.106-148. Zuckerman, O (2006) “Historical Overview and Classification of Traditional and Digital Learning Objects”, MIT Media Lab

Gamification in project management: experiences from business and training

Cada vez se aplican más conceptos de gamificación o ludificación en los más diversos ámbitos desde la salud, la enseñanza, el mundo empresarial, etc. En la misma forma, se pueden aplicar estrategias de gamificación para la Gestión de Proyectos. Este documento refleja la experiencia de aplicar distintos conceptos de gamificación en la práctica como la aplicación de lego serious play en las distintas etapas de la gestión de un proyecto: iniciación, planificación, ejecución y cierre de un proyecto en una empresa de ingeniería. Igualmente se muestra experiencias de aplicación de juegos de tablero en cursos de Gestión de Proyectos.More and more concepts of gamification or ludification are applied in the most diverse areas from health, education, the business world, etc. In the same way, gamification strategies can be applied for Project Management. This document reflects the experience of applying different concepts of gamification in practice such as the application of lego serious play in the different stages of project management: initiation, planning, execution and closing of a project in an engineering company. It also shows experiences of application of board games in courses of Project Management