Game mechanics and aesthetics differences for tangible and intangible goods provided via social media

Companies aspire to fulfil consumers’ needs, wants and desires by offering products and services. Due to globalization and digitization, the world became a small village by facilitating the obtainability of products/services across the globe. Furthermore, the online purchasing via social platforms mirrors the traditional purchasing process. Gamification, game techniques and elements have been employed in the different domain for engaging and motivating consumers, students, end-users in numerous countries and cultures. Gamification is considered the appliance of game techniques and game elements in the non-game environment. It’s been adjusted in different models founded as a need to explore and explain variables, phenomena and theories. Game mechanics as one of the game elements are applied in different disciplines to achieve better performance, fruitful collaboration, active and enthusiastic participation, creating enjoyable, pleasurable and entertaining environment. Aesthetics are described as the sensory part that game evoke within the player. To identify the differences within consumers who purchase via social media when game mechanics and aesthetics are applied, the chi-square test for independence has been employed. The results estimate that the association between products and services as variables is not statistically significant and the relationship between them is weak or moderated. The findings of this research are useful for private companies and other interested stakeholders. © 2019, Sciendo. All rights reserved.Internal Grant Agency of Tomas Bata University in Zlin [IGA/FaME/2018/2020

Using motivation derived from computer gaming in the context of computer based instruction

This paper was originally presented at the IEEE Technically Sponsored SAI Computing Conference 2016, London, 13-15 July 2016. Abstract— this paper explores how to exploit game based motivation as a way to promote engagement in computer-based instruction, and in particular in online learning interaction. The paper explores the human psychology of gaming and how this can be applied to learning, the computer mechanics of media presentation, affordances and possibilities, and the emerging interaction of playing games and how this itself can provide a pedagogical scaffolding to learning. In doing so the paper focuses on four aspects of Game Based Motivation and how it may be used; (i) the game player’s perception; (ii) the game designers’ model of how to motivate; (iii) team aspects and social interaction as a motivating factor; (iv) psychological models of motivation. This includes the increasing social nature of computer interaction. The paper concludes with a manifesto for exploiting game based motivation in learning

Exploring Using Game-Based Learning and Gamification in a Secondary Classroom to Increase Engagement

Research has connected the importance of student engagement and student experience within the classroom but continue to use teacher directed traditional teaching methods. This project explores the use of gamification and game-based learning and how it promotes student engagement. The use of games and game-elements provide a relevant approach that focuses on student autonomy and experience, and ultimately use fun engaging ways to motivate students to learn. This project provides an entry level learning in-service opportunity for secondary educators to discover and create their own lessons that implement gamification and game-based learning in their classrooms in hopes to increase student engagement

Development of a Social Gamified Platform for e-Learning

The way in which nowadays education is evolving, makes it possible to associate it with MOOCs courses and gamification techniques to improve learning outcomes of students. To this end, this paper shows the development of an educational e-learning platform built upon the Elgg social framework, where a set of gamification elements were added: Points, achievements, leaderboards and rewards. For the future, effectiveness validations will be carried out with students as well as further developments with other types of gamification elements

The Evolving University: Disruptive Change and Institutional Innovation

AbstractThe domain of education, like many institutions in contemporary society, faces significant challenges to the completion of it s mission. This is especially true of higher education, which in many countries faces increasing expectations that it serves as a driver facilitating social and cultural advancement. New modes of inclusive delivery need to be tested with real students, new curriculum approaches need to be validated, new platforms need applications and content to succeed, and analytical tools need broadly based data to be truly useful. These also include new ways of collaborating and presenting domain specific subject matter. It is increasingly likely that the University of the future will not look like present-day institutional arrangements

Gamification in e-learning: The mitigation role in technostress

The digital world demands graduates who are accustomed to deal with technology. Blended learning is one of the strategies by combining online media with face-to-face classes. It cannot be denied that students who interact with technology experience stress and tension. This condition have an impact on the learning process so that a way out is needed to bring it down. Gamification is a gaming technique that is applied to non-game applications to increase pleasure when interacting with these applications. This feature has been implemented in business applications, social media, e-commerce, and e-learning. However, the impact of playfulness in mitigating technostress has not been studied. This research examined the role of feedback mechanism and presentation mechanism in giving pleasure in LMS. Furthermore, this playfulness is expected to reduce the stress experienced by users. The research was conducted using a quasi-experimental method by giving participants time to follow the course with the gamification feature. The results showed that the gamification mechanism is able to provide pleasure which in turn will reduce the user's stress level. Based on the user-perceived of playfulness, gamification can reduce stress levels so it will reduce user resistance and increase the effectiveness of technology implementation

Smart, social, flexible and fun: Escaping the flatlands of virtual learning environments

© 2019, Springer Nature Switzerland AG. This paper describes the development of intelligent, social, flexible and game-based pedagogic approaches and their applications in Virtual Learning Environment based Education. Applications of computer science technologies and techniques can enable, facilitate and change educational approaches, allowing scalable approaches that can address both individual student needs whilst managing large – sometimes-massive - cohort sizes. The benefits of these information systems include supporting the wide range of contexts met in education, in terms of individual needs and specific subject and curriculum requirements. Technologies and approaches that are considered range from the representation of knowledge and the use of intelligent systems, the use of social computing, through to the enabling opportunities of ubicomp and the practical application of game mechanics (gamification). This paper concludes with practical illustrations in the context of undergraduate computer science didactics

Gamification: a key determinant of massive open online course (MOOC) success

Massive open online courses (MOOCs), contribute significantly to individual empowerment because they can help people learn about a wide range of topics. To realize the full potential of MOOCs, we need to understand their factors of success, here defined as the use, user satisfaction, along the individual and organizational performance resulting from the user involvement. We propose a theoretical framework to identify the determinants of successful MOOCs, and empirically measure these factors in a real MOOC context. We put forward the role of gamification and suggest that, together with information system (IS) theory, gamification proved to play a crucial role in the success of MOOCs.info:eu-repo/semantics/acceptedVersio