Gamification Framework for Participatory Modeling:A Proposal

Problem structuring methods imply the involvement of stakeholders and aim to create a shared understanding of the problem and commitment among them. The process and outcomes of such interventions entirely depend on the stakeholder’s level of engagement and willingness to contribute to the discussion. Gamification, in its turn, has been extensively used to increase engagement in an activity and nudge certain behaviors. Several gamification frameworks exist for stakeholder engagement; however, none fully considers the context of the modeling workshops with stakeholders. In this paper, we focus on a specific method for problem structuring, called Participatory Modeling (PM), and aim to explore the essential components and steps to gamify the PM process. We look at the literature on gamification, stakeholder engagement, problem structuring methods and, specifically, PM. Based on this analysis, we propose a gamification framework for PM, which includes the steps commonly mentioned in other existing frameworks and more nuanced features within each step that are specific to the PM context. Emphasis is given to analyzing the context of the gamified activity, including such aspects as participants, group interaction, and modeling. In addition, consideration of ethical points and potential risks of gamification is suggested as a necessary step to prevent undesired side effects during the gamified PM process. The gamification framework for PM leads to a variety of ways in which gamified intervention can be designed and incorporated into the process. Further research on the appropriateness of gamification use, practical applications, their evaluation, and risks associated with gamified interventions can contribute to the extension and clarification of the proposed framework.</p

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

Unravelling the Influence of Online Social Context on Consumer Health Information Technology (CHIT) Implementations

While health information technology research has examined a variety of topics (e.g., adoption and assimilation of technology within healthcare organizations, critical success factors), it has remained unclear how the uniqueness of the online context (e.g., users connecting with strangers for social and emotional support) influences consumer health information technology (CHIT) implementations. Towards this goal, this dissertation examines the influence of online social context on CHIT implementations and outcomes. Using theories from social psychology, this dissertation encompasses two empirical research essays. The first essay draws on the environmental enrichment concept to examine the influential role of the online social context of a gamified CHIT on its success. By surveying existing fitness technology users, we demonstrate the influence of the social context enabled by CHITs on behavioral adherence to exercise. The second essay draws on construal level theory to examine the influence of textual information (such as race, geographic location) in online patient communities on a user’s trust of the community and the system as well as their intentions to participate in them. Using randomized experiments, we identify some of the propinquity-related factors that influence a user’s trust in online patient communities. The key contribution of this dissertation is the advancement of our understanding of the important role played by the social context enabled by the CHITs

Incentive Mechanisms for Participatory Sensing: Survey and Research Challenges

Participatory sensing is a powerful paradigm which takes advantage of smartphones to collect and analyze data beyond the scale of what was previously possible. Given that participatory sensing systems rely completely on the users' willingness to submit up-to-date and accurate information, it is paramount to effectively incentivize users' active and reliable participation. In this paper, we survey existing literature on incentive mechanisms for participatory sensing systems. In particular, we present a taxonomy of existing incentive mechanisms for participatory sensing systems, which are subsequently discussed in depth by comparing and contrasting different approaches. Finally, we discuss an agenda of open research challenges in incentivizing users in participatory sensing.Comment: Updated version, 4/25/201

Math empowerment: a multidisciplinary example to engage primary school students in learning mathematics

This paper describes an educational project conducted in a primary school in Italy (Scuola Primaria Alessandro Manzoni at Mulazzano, near to Milan). The school requested our collaboration to help improve upon the results achieved on the National Tests for Mathematics, in which students, aged 7, registered performances lower than the national average the past year. From January to June, 2016, we supported teachers, providing them with information, tools and methods to increase their pupils’ curiosity and passion for mathematics. Mixing our different experiences and competences (instructional design and gamification, information technologies and psychology) we have tried to provide a broader spectrum of parameters, tools and keys to understand how to achieve an inclusive approach that is ‘personalised’ to each student. This collaboration with teachers and students allowed us to draw interesting observations about learning styles, pointing out the negative impact that standardized processes and instruments can have on the self‐esteem and, consequently, on student performance. The goal of this programme was to find the right learning levers to intrigue and excite students in mathematical concepts and their applications. Our hypothesis is that, by considering the learning of mathematics as a continuous process, in which students develop freely through their own experiments, observations, involvement and curiosity, students can achieve improved results on the National Tests (INVALSI). This paper includes results of a survey conducted by children ‐’About Me and Mathematics‘