Design thinking and acceptance requirements for designing gamified software.

Gamification is increasingly applied to engage people in performing tool-supported collaborative tasks. From previous experiences we learned that available gamification guidelines are not sufficient, and more importantly that motivational and acceptance aspects need to be considered when designing gamified software applications. To understand them, stakeholders need to be involved in the design process. This paper aims to (i) identify key requirements for designing gamified solutions, and (ii) understand if existing methods (partially fitting those requirements) can be selected and combined to provide a comprehensive gamification design method. We discuss a set of key requirements for a suitable gamification design method. We illustrate how to select and combine existing methods to define a design approach that fits those requirements using Design Thinking and the Agon framework. Furthermore, we present a first empirical evaluation of the integrated design method, with participants including both requirements analysts and end-users of the gamified software. Our evaluation offers initial ideas towards a more general, systematic approach for gamification design

Exploring indicators of engagement: applications for gamification of online training systems

In recent years, gamification is being used in business organization for an increased employee engagement in the work place. However, less has been said about engagement of employees in online training to learn new skills and knowledge that may help or improve status quo in the organization. This paper explores the engagement indicators and game elements that may foster employee engagement in online training. The study employs an iterative step-by-step methodology that is used in information technology for the development of artefacts. As a result, a framework to implement the gamification technique in online training is proposed. The framework consists of a gamification construct that contains a set of commonly used game elements such as points, levels, challenges, rewards, competition, progress bar, leaderboard, badges, and feedback. The framework also contains three engagement dimensions including behavioural, emotional, and cognitive dimensions. To achieve the main objective of the study, an iterative process used by information technology researchers to develop new artefacts and their constructs is employed. As for the formulation of the hypothesis, for the evaluation of gamification’s influence on employee engagement when attending an online training, Technology Acceptance Model (TAM) is employed

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

How to develop financial applications with game features in e-banking?

As for Gamification, it is about business software with game characteristics, understanding the software development process will improve the practices, and will more than likely, improve the business itself (make it more efficient, effective, and less costly and mainly collect a positive influence from the customers). This study aims to develop a framework that provides the mechanisms to ensure that the software will have game characteristic and that clients will recognize it as Gamification. Our results show that the five-step framework proposal applied to the Gamification project management on this study, the Spiral development model, and the group discussion results into a positive effect on customers and e-business. The spiral development methodology used for the development of this application showed to be the appropriated for this type of project. The tests with discussion-groups proved to be a key "tool" to identify and adapt the game characteristics that has led to the improvement of customer perception of socialness, usefulness ease of use, enjoyment and ease of use that probed to have a strong positive impact on the intention to use the game.info:eu-repo/semantics/acceptedVersio

Research Commentary: Setting a Definition, Context, and Theory-Based Research Agenda for the Gamification of Non-Gaming Applications

As a nascent area of study, gamification has attracted the interest of researchers in several fields, but such researchers have scarcely focused on creating a theoretical foundation for gamification research. Gamification involves using game-like features in non-game contexts to motivate users and improve performance outcomes. As a boundary-spanning subject by nature, gamification has drawn the interest of scholars from diverse communities, such as information systems, education, marketing, computer science, and business administration. To establish a theoretical foundation, we need to clearly define and explain gamification in comparison with similar concepts and areas of research. Likewise, we need to define the scope of the domain and develop a research agenda that explicitly considers theory’s important role. In this review paper, we set forth the pre-theoretical structures necessary for theory building in this area. Accordingly, we engaged an interdisciplinary group of discussants to evaluate and select the most relevant theories for gamification. Moreover, we developed exemplary research questions to help create a research agenda for gamification. We conclude that using a multi-theoretical perspective in creating a research agenda should help and encourage IS researchers to take a lead role in this promising and emerging area

Game-Based Learning, Gamification in Education and Serious Games

The aim of this book is to present and discuss new advances in serious games to show how they could enhance the effectiveness and outreach of education, advertising, social awareness, health, policies, etc. We present their use in structured learning activities, not only with a focus on game-based learning, but also on the use of game elements and game design techniques to gamify the learning process. The published contributions really demonstrate the wide scope of application of game-based approaches in terms of purpose, target groups, technologies and domains and one aspect they have in common is that they provide evidence of how effective serious games, game-based learning and gamification can be

Developing community-based engagement in Smart Cities: A design-computational thinking approach

Smart Cities development has progressed rapidly with Internet of Things (IoT), ambient intelligence and increasingly, crowdsourcing. Engaging the community thus plays a key role in developing meaningful communal growth along with other stakeholders. This paper briefly presents a pilot study on developing computational perspectives for community-based engagement and innovations in Smart Cities for the young and thereafter, to explore possibilities of engaging seniors in self and community development, and the young and old in community-based engagement and possibly in the future, the development of viable values-based innovations in information systems