Validating the Effectiveness of Data-Driven Gamification Recommendations: An Exploratory Study

Gamification design has benefited from data-driven approaches to creating strategies based on students characteristics. However, these strategies need further validation to verify their effectiveness in e-learning environments. The exploratory study presented in this paper thus aims at verifying how data-driven gamified strategies are perceived by the students, i.e., the users of e-learning environments. In this study, we conducted a survey presenting 25 predefined strategies, based on a previous study, to students and analysed each strategys perceived relevance, instanced in an e-learning environment. Our results show that students perceive Acknowledgement, Objective and Progression as important elements in a gamified e-learning environment. We also provide new insights about existing elements and design recommendations for domain specialists

Digital professional learning : triggers in an online badge-driven process

Peer reviewedPublisher PD

The Relationship Between Students' Flow Experience and Their Behavior Data in Gamified Educational Systems

The number of students using online educational systems is increasing, especially after the growth of the use of this type of system due to the social isolation caused by the Covid-19 pandemic. This situation highlighted the challenge of analyzing the users' experience in this type of system, especially when evaluating more complex experiences, such as the flow experience. One of the most promising innovative alternatives is to use the behavior data logs produced by students in educational systems to analyze their experiences. In this paper, we conducted a study (N = 24) to analyze the relationships between the behavior data logs produced by students when using a gamified educational system and their flow experience during the system usage. Our results contribute to the automatic users' experience analysis in educational systems

The Relationship Between Students\u27 Flow Experience and Their Behavior Data in Gamified Educational Systems

The number of students using online educational systems is increasing, especially after the growth of the use of this type of system due to the social isolation caused by the Covid-19 pandemic. This situation highlighted the challenge of analyzing the users\u27 experience in this type of system, especially when evaluating more complex experiences, such as the flow experience. One of the most promising innovative alternatives is to use the behavior data logs produced by students in educational systems to analyze their experiences. In this paper, we conducted a study (N = 24) to analyze the relationships between the behavior data logs produced by students when using a gamified educational system and their flow experience during the system usage. Our results contribute to the automatic users\u27 experience analysis in educational systems

Self-Tracking and Gamification: Analyzing the Interplay of Motivations, Usage and Motivation Fulfillment

The usage of wearable self-tracking devices has emerged as a big trend in lifestyle and personal optimization concerning health, fitness, and well-being. In this context, gamification elements have the potential to contribute to achieving desired user behavior. However, it is not fully understood to which extent the users perceive their self-tracking motivations as being fulfilled through the usage of a wearable self-tracking device, and how gamification affects the interplay of self-tracking motivations, wearable self-tracking device usage, and motivation fulfillment. To address this research gap, we develop a conceptual model and validate it with survey research and structural equation modeling. We find that self-tracking helps users to unexpectedly fulfill motivations without previously striving for them and that significant differences exist between the gamification users and non-users with respect to their motivations by self-entertainment and self-design

Contextualizing Gamification Design: Using Extended Achievement Goal Theory to Understand College Learner Differences

Gamification is considered a promising approach to motivating learners. Yet, existing research found an inconsistent motivating impact of gamification designs. This paper explores individual differences in gamification design in the college learning context. Drawing upon the extended achievement goal theory, we posit that individuals’ academic and social achievement goal orientations can portray user types for gamification designs in a learning environment. Using data collected from college students, we validate an instrument to measure college learners’ achievement goal orientations. We subsequently identify three clusters of learners: the Self-image Worriers, the Minimizers, and the Eager Learners. We name this learner taxonomy ASGOL (Academic and Social Goal Orientation Learners). We speculate about gamification design implications for supporting all ASGOL types

Employee engagement in virtual teams: The role of gamification

Dissertation presented as the partial requirement for obtaining a Master's degree in Information Management, specialization in Marketing IntelligenceRemote and hybrid work were already becoming increasingly popular, but due to the global pandemic, it has become the new normality. To best navigate this new norm, we need to understand what can influence job engagement and consequently performance and what new factors we can use to further enhance these aspects. We study the antecedents of job performance and satisfaction, the impact of gamification and team virtuality and its influence on job performance. A survey across 323 individuals with some degree of team virtuality, found that job engagement is a relevant indicator of job performance, that gamification has potential to positively influence engagement and satisfaction and that higher team virtuality can lead to enhanced job performance. This study extends previous research on job engagement by combining it with its antecedents, team virtuality and gamification into a single model. While it is acknowledged that further research is required, this study provides relevant insights for managers and organizations aiming for higher job engagement and performance in this new working environment

Servitization and business models in project‐based firms: the case of energy efficient architecture

Purpose:In the context of energy-­efficient buildings, technological innovation and the particularities of design, installations, maintenance and use are presented as an ideal framework for studying the introduction of the phenomenon of servitization into the business models of project‐based firms (PBFs). In this article, we attempt to evaluate how servitization gains a leading role in existing business models in this area