Gamification in IT Service Management: A Systematic Mapping Study

Despite the benefits of adopting IT Service Management (ITSM) reference models, such initiatives do not always produce the expected results. The research literature in this area concludes that motivation, engagement, skills, experience, performance and willingness to change of the personnel involved are among the critical factors for an effective ITSM implementation. Gamification has the capability to improve people's motivation and engagement and to drive people's behavior to meet the objectives set. Besides, gamification is widely used in learning systems for increasing students' skills and competences. In the last years, many researchers have added gamification to their process improvement initiatives to increase the motivation and engagement of process participants and to address their behavior throughout the process. Thus, we consider that adopting gamification in ITSM processes can be an interesting area of study. In this paper, we conducted a systematic mapping study to analyze the actual state of research in the field of ITSM gamification and identify the key challenges that justify future research. The results of our study highlight the positive impact of adopting gamification in ITSM processes and that ITSM gamification is a novel an attractive research area with many action possibilities

Using Gamification for Adopting Scrum

Despite the wide adoption of agile methodologies, software development teams still struggle to meet time, budget and scope, partially due to practitioners’ lack of motivation to apply agile techniques in practice. In this paper, we present a software tool based on gamification to make Scrum techniques more fun and engaging for practitioners. This paper presents results of the first iteration of a larger research effort that follows the Design Science Research methodology, where a prototype was developed as a Jira Software app and evaluated with a Scrum team in practice. Results suggest that the team’s Scrum practices slightly improved after using the app. Quantitative analysis and a set of interviews with the team members allowed to understand that the proposal should be more challenging and the score system more customized. Hereafter the app will be improved based on received feedback

Personalization, Cognition, and Gamification-based Programming Language Learning: A State-of-the-Art Systematic Literature Review

Programming courses in computing science are important because they are often the first introduction to computer programming for many students. Many university students are overwhelmed with the information they must learn for an introductory course. The current teacher-lecturer model of learning commonly employed in university lecture halls often results in a lack of motivation and participation in learning. Personalized gamification is a pedagogical approach that combines gamification and personalized learning to motivate and engage students while addressing individual differences in learning. This approach integrates gamification and personalized learning strategies to inspire and involve students while addressing their unique learning needs and differences. A comprehensive literature search was conducted by including 81 studies that were analyzed based on their research design, intervention, outcome measures, and quality assessment. The findings suggest that personalized gamification can enhance student cognition in programming courses by improving motivation, engagement, and learning outcomes. However, the effectiveness of personalized gamification varies depending on various factors, such as the type of gamification elements used, the degree of personalization, and the characteristics of the learners. This paper provides insights into designing and implementing effective personalized gamification interventions in programming courses. The findings could inform educational practitioners and researchers in programming education about the potential benefits of personalized gamification and its implications for educational practice

Propuesta de gamificación para una unidad de sección bilingüe en la lengua inglesa

Gamification tries to implement the use of game elements in non-playful contexts to obtain greater attention and increase motivation in the students to achieve the set goals. In this document, an investigation on gamification has been carried out and a proposal for classroom-based gamification has been designed for students in the 4th year of Primary Education from a bilingual education centre, in the English language. The classroom proposal thematic is the aliens and the space. Thematic is based on the student's interests and will introduce the children to different space missions in which they will overcome the different challenges, which will be rewarded with points and prizes throughout the entire proposal. The main objective is to promote student participation and a more motivating learning context.La gamificación trata de implementar el uso de elementos de juego en contextos no lúdicos con el objetivo de obtener una mayor atención y un incremento de la motivación en los destinatarios para que se consigan los objetivos propuestos. En este documento se ha llevado a cabo una investigación sobre la gamificación y se ha diseñado una propuesta de aula basada en la gamificación para un alumnado de 4º de Educación Primaria de un centro de educación bilingüe en lengua inglesa. La propuesta de aula tiene como temática los alienígenas y el espacio, está basada en los intereses del alumnado e introducirá a los niños en diferentes misiones espaciales en las que se irán superando los diferentes retos, que se irán recompensando con puntos y premios a lo largo de toda la propuesta. El principal objetivo es fomentar la participación en el alumnado y un contexto de aprendizaje más motivador.Grado en Educación Primari

Enseñando español como lengua extranjera a través de la gamificación en 5-7 años en Irlanda

Gamification is gaining special place in the educational field; it is the use of game elements in a non-game context in order to motivate and engage learners to achieve more robust learning. The following work includes research on gamification in the educational context and in foreign language teaching. A gamification proposal has been developed for the Senior Infants classroom, in a school located in Sligo, Ireland, where the foreign language to be introduced is Spanish. The theme of the project was zoo animals, where a zookeeper asked the class to help him find the animals that were lost. By completing missions such as puzzles, reports, or quizzes, these animals appeared and filled in all the missing spaces in the zoo. The main objective of this proposal was to improve classroom relations and teamwork in a different and attractive way for them.La gamificación está cobrando un lugar importante en el ámbito educativo. Se trata del empleo de elementos del juego en un contexto no lúdico con el fin de motivar y atraer al alumnado consiguiendo un aprendizaje más sólido. El siguiente trabajo incluye una investigación sobre la gamificación en el contexto educativo y en la enseñanza de lenguas extranjeras. Se ha desarrollado una propuesta de gamificación para el aula de infantil, en un centro situado en Sligo, Irlanda, donde la lengua extranjera a introducir ha sido el español. La temática del proyecto son los animales del zoo, donde un cuidador de zoo ha pedido ayuda a la clase para encontrar los animales que se habían perdido. A través de completar misiones como puzles, informes o concursos estos animales han aparecido completando todos los espacios que faltaban en el zoo. El objetivo de esta propuesta ha sido, principalmente, mejorar las relaciones del aula y el trabajo en equipo de una manera diferente y atractiva para ellos.Grado en Educación Infanti

The impact of using gamification on the eco-driving learning

The proceeding at: 5th International Symposium on Ambient Intelligence (ISAmI 2014), took is at 2014, June, 4-6, in Salamanca (Spain). The Event Web Site: http://isami.usal.es/isami2014/This paper analyses and validates the impact of using gamification techniques for improving eco-driving learning. The proposal uses game mechanisms such as the score and achievements systems in order to encourage the driver to drive efficiently. The score is calculated using fuzzy logic techniques that allow us to evaluate the driver in a similar way as a human being would do. We also define the eco-driving tips that are issued while driving in order to help the driver to improve the fuel consumption. Every time the system detects an inefficient action of the driver to a previously known situation such as a bad reaction to a detected traffic sign or a detected traffic accident, it warns the user. The proposal is validated using 14 different drivers performing more than 300 drives with 5 different models of vehicles on 4 different regions of Spain. The conclusions show a positive correlation in the use of gamification techniques and the application of the proposed of eco-driving tips, especially for aggressive drivers. Furthermore, these techniques contribute to avoid drivers coming back to their previous driving habits.The research leading to these results has received funding from the ARTEMISA project TIN2009-14378-C02-02 within the Spanish "Plan Nacional de I+D+I and from the IRENE (PT-2012-1036-370000), COMINN (IPT-2012-0883-430000) and REMEDISS (IPT-2012-0882-430000) projects all funded by the Spanish MINECO Ministry.Publicad

Game O\u27Clock: A Gamification Solution to Improve Time Reporting

Reporting the time spent working on different tasks is valuable both for companies and employees. Yet often employees fail to properly and timely report their time, hampering the implementation of the time reporting process. We propose a gamification solution to address this problem. A prototype was implemented based on Google Suite technologies and evaluated in the setting of a post-graduation course, whose students used the solution in the last eight weeks of the course. Results suggest that the number of timesheets submitted slightly improved, with a statistically significant increase of 8.9% when compared against the baseline. However, players think their motivation did not change after using the app, which is too simple to be engaging in the long term. They enjoyed the teams and leaderboards but think more rewards, individual achievements, and reminders should be available

Gamification in E-Learning: game factors to strengthen specific English pronunciation features in undergraduate students at UPTC Sogamoso

Appendix A Characterization survey (104), Appendix B. EFL Students’ questionnaire (109), Appendix C. Characterization survey: data treatment question (113), Appendix D. Informed consent letter, English version (114), Appendix E. Carta de consentimiento informado, versión en español (117), Appendix F. Time Schedule (120), Appendix G. Sample Challenges at Moodle (126), Appendix H. Participants’ questionnaire results (128).La gamificación es un término que suele denotar el uso de componentes del juego en situaciones no relacionadas con el juego en sí para crear experiencias de aprendizaje agradables, divertidas y motivadoras para los estudiantes (Werbach y Hunter, 2012). Por lo tanto, el análisis de los factores básicos de los juegos se convierte en algo esencial a la hora de definir y utilizar la gamificación como estrategia de mediación del inglés como lengua extranjera para fortalecer rasgos específicos de pronunciación en los estudiantes de pregrado de la UPTC Sogamoso. El procedimiento de estudio se basa en la investigación acción mediante la implementación de la estrategia de gamificación para la mediación en la pronunciación del inglés, orientada a treinta estudiantes de diferentes programas de ingeniería, administración y tecnología con niveles heterogéneos de dominio del inglés. Las actividades se centran principalmente en la producción de sonidos, el ritmo, el acento y la entonación, los rasgos de pronunciación segmental y suprasegmental. Los resultados arrojaron una evidente mejora en las características segméntales y suprasegmentales de la percepción en la pronunciación de los participantes así como la contribución del objetivo de los juegos a la instrucción fonética y fonológica, la sensación en el juego a la motivación para mejorar la pronunciación, el reto establecido en los juegos a la actitud positiva de los participantes, y la sociabilidad a la exposición practica de la pronunciación inglesa.Gamification is a relatively new term that often denotes the use of game components in situations unrelated to the game itself to create enjoyable, fun, and motivating learning experiences for students (Werbach and Hunter, 2012). Therefore, analyzing the games' basic factors becomes essential when defining and using gamification as a strategy for English as Foreign Language mediation to strengthen specific pronunciation features in UPTC Sogamoso undergraduate students. The study procedure is based on action research by implementing the gamification strategy for mediation in English pronunciation, oriented to thirty students from different engineering, management, and technology programs at heterogeneous levels of English proficiency. The activities mainly focus on sound production, rhythm, stress, and intonation, segmental and suprasegmental pronunciation features. The results showed an evident improvement in the segmental and suprasegmental features of the participants' pronunciation perception as well as the contribution of game goals to phonetics and phonological instruction, the game sensation to the motivation for pronunciation improvement, the game challenge to the participants' positive attitude, and the sociality to the English pronunciation exposure practice

Virtual learning scenarios for qualitative assessment in higher education 3D arts

Using enhanced learning technologies (TEL) including immersive virtual reality environments, we are seeking to achieve a new way of assessing subjects of 3D arts. We have developed a project based on Scenario Centered Curriculum (SCC), where the students have to think, design, convey, validate, and build a civil project using new technologies that help in the assessment process. We have used gamification techniques and game engines to evaluate planned tasks in which students can demonstrate the skills they developed in the scenarios. The assessment is integrated in the creation of a 3D complex model focused on the construction of a building in a virtual space. This whole process will be carried out by gamification techniques to embed the assessment of the 3D models with the objective of improving students learning.Author's final draf