Designing and Evaluating a Collaborative Writing Process with Gamification Elements: Toward a Framework for Gamifying Collaboration Processes

In this study, we examine the influence that gamification elements have on collaboration processes in terms of whether they increase intention to continue to use the system based on meaningful engagement and hedonic motivation as well as outcome quality. Therefore, we review gamification models and principles for information systems and consolidate them in a preliminary framework. We then evaluate how one can supplement the collaboration process for collaborative story writing with gamification elements based on the framework. Additionally, we consider specific gamification elements to successfully accomplish the process. To do so, we conducted action design research in a common iterative structure. First, we observed and reflected on the analog collaborative writing process. Next, we derived design principles and remodeled and implemented the process via a Web application instantiation to evaluate them. In the evaluation, we identified the developed design principles’ ability to reach higher hedonic motivation and meaningful engagement, which led to an enhanced intention to continue to use the system. Additionally, we found the potential to manage the shift toward digital collaboration processes that motivate people to participate and produce promising outcomes that do not vary much from outcomes in an analog setting

Gamifying the First Programming Class: Outcomes and Antecedents of Continued Engagement Intention

Gamification is applying games in non-game contexts. This study uses card game plays to gamify assessment activity in the first programming class. An experimental study with one-group and post-test are conducted to test the perceived usefulness of the gamifying evaluation method and verify the proposed research model, based on Expectation Confirmation Theory; IT Continuance Model. Students perceive the usefulness of gamifying take-home exams in terms of increasing understanding, problem solving, creativity, and confidence more than the traditional ones. This study provides empirical supports for the relationship between performance and satisfaction and the influence of satisfaction on continued engagement intention of the game plays in classroom settings. The results could be applied to relax students’ anxiety in the programming course\u27s testing

Gamification of Information Systems: Ten Years of Research

The paper reviews the ten years of research on Information Systems gamification, investigating the changes in the overall interest in the topic, checking its geographic spread, classifying the published research with regard to its character and scope, and analysing the feedback of research community it has caused. The obtained results are discussed in the context of the research agenda proposed in 2013, pointing to advances made and research directions which are still valid in 2022. The relevant publications were searched for in two large bibliographic databases (Scopus and Web of Science)

A Review on Gamification in e-learning: Effects and Challenges

Information technology has brought us a great deal of technological advancement, opening up endless possibilities for distance education. E-Learning platforms make it possible to connect people around the globe. Using the various technologies that are available, Gamification enhances the performance of e-learning platforms. Gamification of e-learning platforms helps in providing an engaging learning experience for users of all ages. Applying gamification in a non-gaming environment motivates students and also keeps them engaged in learning. This paper summarizes various game elements such as points, leader boards, badges, provided to the users for better e-learning experience by gamifying the environment and discussing the impact of gamification

Is it all about having Fun? – Developing a Taxonomy to gamify Information Systems

Gamification is a well-known approach that refers to the use of game design elements in information systems to make monotonous and tedious tasks more enjoyable. However, research and practice show that game design elements are oftentimes chosen and integrated in information systems randomly, therefore impeding the outcomes of such systems. In this regard, taxonomies can guide system developers, i.e., in selecting and combining game design elements to gamify their information system. Nonetheless, existing taxonomies do not provide such guidance for gamifying information systems. Therefore, the goal of our research is to consolidate the state of the art of gamification research and rigorously develop a gamification taxonomy. To achieve our goal, we conducted a systematic literature review and developed a taxonomy based on a rigorous taxonomy development process. We evaluate our theory by providing evidence of its feasibility with two practical cases: First, we show how the taxonomy helps to analyze existing gamification approaches, and, second, how the taxonomy guides to gamify information systems. Overall, we enrich theory by introducing a new taxonomy to better explain the meaning and characteristics of game design elements. Likewise, practitioners will be guided in selecting and combining game design elements for their gamification approaches

DOES THE WINNER TAKE IT ALL? – TOWARDS AN UNDERSTANDING OF WHY THERE MIGHT BE NO ONE-SIZE-FITS-ALL GAMIFICATION DESIGN

Despite the popularity of gamification, and the positive effects of games in daily life, many gamification projects fail. A possible explanation for this observation is that most projects follow a one-size-fits-all approach without considering what the intended users really want. Closely related to this, most approaches focus on the integration of competitive game structures even though several mechanisms are available. This applies especially for the learning context of the study. Consequently, we aim to investigate the effectiveness of multiple gamification configurations based on different underlying motivational structures of users. To achieve our goal, we combine social comparison and social interdependence theory. This integration of theories helps to identify reward structures. They serve to analyze differences in user needs concerning their motivation to learn. We develop hypotheses that expose four different reward structures: autonomous, competitive, cooperative, and co-competitive. Our research-in-progress paper closes with an outline of an upcoming experiment. Once our research is completed, we expect to be able to better understand how differences in the users’ motivational structures influence their motivation in the context of learning, and how gamification configurations can be adapted based on a user’s underlying motivational structures

How gamification influences employees to be more productive: a meta-analysis

Dissertation presented as the partial requirement for obtaining a Master's degree in Information Management, specialization in Information Systems and Technologies ManagementIn an increasingly competitive environment, companies are seeking to find competitive advantages, through new ways of working. Gamification has showed some proofs that can have an impact in performance in enterprise information systems context. Especially after a pandemic context and during a global crisis, finding motivation and engagement, when people find themselves apart from each other, can be a true challenge. The purpose of this work is to analyse the gamification impact on employees’ performance and productivity, relating employees’ motivation and engagement with the gamification implementation in enterprises. A meta-analysis was performed from previous quantitative studies connected to gamification implementation in enterprises. A total of 20 articles from the last 7 years were used as input for the meta-analysis. Strong constructs were found: behavioural intention, engagement, gamification consent, intrinsic motivation, enjoyment, performance. A motivated and satisfied employee is more productive in the workplace, therefore the research carried out provides a model that supports its main purpose: gamification influences employees’ engagement and performance