A systematic literature review of Gamification in Cultural Heritage: Where are we? Where do we go?

Gamification has become an important tool in many organizations and fields of study. Despite the growing body of work, there are still many open paths for new research. This paper aims look at the uses of Gamification in the field of Cultural Heritage, to take account of where the research is and to point the open paths for the future in a post pandemic word. To do this, this paper presents a systematic literature review on Gamification in Cultural Heritage. While other endeavors have been conducted by other authors to map out the field, the scope of this study aimed to be much broader. The goal was to understand who the main actors with publications in the field are, as well as for what purposes and to what forms of Heritage is gamification being applied to. The findings indicate that European institutions are the main publishers of research on Gamification in Heritage, with the field still being dotted with incidental, one-time, studies. Whist intangible forms of Heritage are gaining ground in the use of Gamification, the field is largely dominated by GLAM institutions and groupings of mutually diverse Cultural Heritage assets, such as in tourist destinations. This paper also argues for more substantial networks and collaborative work between researchers.info:eu-repo/semantics/publishedVersio

Roundtable: Affordances, Diversity, and Inclusion on Dating Apps - A Dialogue between Sociologists and Media Studies Researchers about ‘Hinge’

This roundtable paper is part of the project ‘Digitized Love and Intimacy on Hinge.’ It aims to investigate how digital dating apps reconfigure cultural attitudes to love and intimacy and, conversely, how said attitudes influence digital dating practices. The conversation is informed by (n)ethnographic usage of the app. As algorithms and affordances of dating applications can implicitly or explicitly privilege certain groups of users and exclude others, this conversation mainly aims to make sense of how Hinge’s interface – or ‘affordances’– facilitates the dating process and how inclusive and diverse the application’s affordances are. We discuss that there is a contradiction between what Hinge portrays itself to be and what it practically ends up being, partly because of its affordances. This roundtable highlights the need to study affordances as relational technologies and to take the perceptions, ideas, and interpretations of users seriously alongside the actual features and designs offered by applications

Discovering the New Place of Learning

The book explores the potential of learning outside the traditional classroom when students gain real-world experiences in a variety of contexts and public spaces such as built, natural and virtual landscapes, museums, heritage sites, science centres and community venues. The authors of the book promote and put the flexible and ‘plastic’ concept of a place of learning into action by including physical geographical location, digital, virtual and textual spaces into the analysis. The book illuminates the importance of innovative educational strategies in connecting formal, non-formal and informal education – experiential learning in museums, heritage places and communities, inquiry-based pedagogy, digital storytelling, environmental online games, narrative geographies, and the use of geospatial technologies

Rethinking gamification

Gamification marks a major change to everyday life. It describes the permeation of economic, political, and social contexts by game-elements such as awards, rule structures, and interfaces that are inspired by video games. Sometimes the term is reduced to the implementation of points, badges, and leaderboards as incentives and motivations to be productive. Sometimes it is envisioned as a universal remedy to deeply transform society toward more humane and playful ends. Despite its use by corporations to manage brand communities and personnel, however, gamification is more than just a marketing buzzword. States are beginning to use it as a new tool for governing populations more effectively. It promises to fix what is wrong with reality by making every single one of us fitter, happier, and healthier. Indeed, it seems like all of society is up for being transformed into one massive game.The contributions in this book offer a candid assessment of the gamification hype. They trace back the historical roots of the phenomenon and explore novel design practices and methods. They critically discuss its social implications and even present artistic tactics for resistance. It is time to rethink gamification

Making change: Explorations into enacting a disruptive pro-sustainability design practice

Making Change explores tactics for effecting pro-sustainability change in and through a transdisciplinary approach to design. A variety of designed interventions within existing education and communication systems were undertaken. Employing the reflective practice of action research and other design methods, experimental and intentionally disruptive projects were developed to generate tactical ways of operating within particular cultural conditions. These projects take the form of educational tools, interactive installations, performative presentations and games. Each one explores the use of challenging, storytelling and playing, to reframe, communicate and incite uptake of embedded sustainability interests in education, design and social practices. This research has revealed tactical ways of enacting a disruptive design practice to generate pro-sustainability cultural and social influence

Gamifying situated learning in organisations

Gamification is an emerging area in research and practice that has sparked considerable interest in management studies. The attention to gamification is amplified by the ubiquitous nature of digital technologies and augmented reality which touches on how people work and learn socially. Consequently, gamified tools’ affordances affect situated learning in working environments through their implications on human relations in practice. However, the dynamics between gamification and situated learning have not been considered in the literature. Thus, drawing on the synthesis of gamification and situated learning literatures, we offer a model of gamifying situated learning in organisations. Thereby, our discussion explains the role of gamified affordances and their socio-material characteristics, which blend with situated learning as people indwell on such tools in their work. Moreover, gamified tools can afford the technological support of community-building and networking in organisations. Such gamified communities and networks, in turn, can be seen to existing within a gamified altered reality as part of which the physical distance and proximity of situated learning activities become inevitably bridged and joined together

Gamificação de competências transversais na Universidade de Aveiro

The need for future employees to show skill beyond that of “hard” knowledge is growing in several industries of the job market. To address the changing expectations of future employers and to guarantee a prosperous professional life, higher education institutions (HEI) are making increasing efforts to provide their students with soft skills, which go beyond that of the traditional courses’ curriculum. Therefore, HEIs are faced with the challenge of teaching transversal competencies to their students while ensuring that their development is authenticated and valued by employing organizations. To this end, open badging and micro-credentials are increasingly being employed, since they provide an answer for both the need for soft skill validation and for motivating their development. Digital badges have been subject to educational research in recent years, with results which point to a successful relationship between gamification, badges and learning outcomes. This work aims to further this research by establishing a theoretical framework for implementing a digital badge strategy to encourage students to perform activities that promote the development of soft skills. Our findings will inform the creation of a badge system suited be adapted and applied to various learning contexts and institutions.A necessidade de trabalhadores demonstrarem competências para além das de conhecimento técnico está a aumentar em diversas indústrias no mercado de trabalho. Para encarar as crescentes expectativas de futuros empregadores e garantir um futuro profissional mais próspero, as instituições de ensino superior (IES) estão a investir cada vez mais na aquisição de competências transversais por parte dos seus estudantes, que vão para além das do currículo tradicional. Deste modo, as IES estão perante o desafio de ensinar competências transversais aos seus alunos ao mesmo tempo que procuram assegurar que o seu desenvolvimento é autenticado e valorizado por organizações empregadoras. Observa-se, para este fim, uma crescente adoção de “Open Badges” e micro-credenciais, visto que estas oferecem uma solução tanto para a necessidade de validação de competências transversais como para a motivação para a sua aprendizagem por parte dos alunos. Durante os últimos anos, os crachás digitais têm sido alvo de investigação educacional, cujo resultado aponta para uma relação proveitosa entre gamificação, crachás e resultados de aprendizagem. Este trabalho tem como objetivo expandir essa investigação ao estabelecer um enquadramento que sirva para a implementação de uma estratégia de crachás digitais para encorajar alunos a realizarem atividades que promovam o desenvolvimento de competências transversais. Os resultados deste estudo poderão ainda ser utilizados para guiar a construção de um sistema de crachás apto para se adaptar a vários contextos de aprendizagem e instituições.Mestrado em Comunicação Multimédi

Designing for Play Instinct: Gamification, Collective Voodoo and Mumbo Jumbo.

method that aims to accelerate performance by implementing game- style incentivisation mechanics into nongame environments, such as businesses and services. Currently, it is most often applied as a “user experience design” (UXD) method, the contemporary convergence of human- computer interaction (HCI), user- centred design (UCD) and marketing that aims to increase user engagement, closing the “semantic gap” in the user experience (UX) by providing a higher level of engagement for people using machines—through call centre interfaces, for example. Quantifiable returns are indeed demonstrated when more engaging elements are designed into any communications touchpoint, a long- established tradition in both media and advertising and HCI. However, the recent evangelization of both gamification methodologies and “gurus” demonstrates a fundamental, and startlingly absolute, absence of understanding of the paradigms of computing, design practice and game studies in the gamification worl

An interdisciplinary design of an interactive cultural heritage visit for in-situ, mixed reality and affective experiences

Interactive technologies, such as mixed-reality and natural interactions with avatars, can enhance cultural heritage and the experience of visiting a museum. In this paper, we present the design rationale of an interactive experience for a cultural heritage place in the church of Roncesvalles at the beginning of Camino de Santiago. We followed a participatory design with a multidisciplinary team which resulted in the design of a spatial augmented reality system that employs 3D projection mapping and a conversational agent acting as the storyteller. Multiple features were identified as desirable for an interactive experience: interdisciplinary design team; in-situ; mixed reality; interactive digital storytelling; avatar; tangible objects; gestures; emotions and groups. The findings from a workshop are presented for guiding other interactive cultural heritage experiences. © 2022 by the authors.This research was funded by the R & D projects of the Government of Navarra under grant agreement No 0011-1365-2021-000063