Gameful Digital Rhetoric を用いた行動ナビゲーション実現のためのフレームワーク

早大学位記番号:新6865早稲田大

Platforming Gamification as a Means of Engagement in Employee Recruitment and Onboarding

Gamification, generally understood as the application of game elements and design concepts in non-game contexts, is a field of academic study and multibillion-dollar business tool whose popularity is growing as a means of employee engagement, education and training, and talent selection. While there are companies that attempt to gamify separate processes within the employee life cycle, no company exists that gamifies the stages surrounding talent selection: attraction and recruitment of applicants and onboarding of final candidates. To this end, this thesis proposes a software and consulting company, GameON Business Solutions, that will work with small and medium enterprises to expand and diversify the talent pool and prepare new employees for working at the company

Integrating gamification to modern web fitness services

Gamification has been widely applied to information technologies industry, especially to fields where motivation and user engagement are difficult to maintain. Thus, many fitness providers have integrated gamification to their own services. However, due to lacking unified gamification convention in Fitness convention, choosing what game-like elements to integrate seems like an impossible task. In addition, there is no valid guideline available for integrating gamification to web fitness application for the industry to follow. Aiming at these questions this thesis summarizes thirteen most commonly used game-like elements in different web fitness services, and generates guidelines for implementing gamified web fitness services. Results from validating the guidelines to three example fitness services indicate promising percentages of gamification integration, although future work on the topic would significantly increase the validity of the guidelines

Efeitos negativos e limitações da gamificação no período entre 2005 e 2020: uma revisão sistemática da literatura

A gamificação tem sido definida como a aplicação de elementos de jogo a contextos que não são de jogo (Deterding et al, 2011), de forma a promover comportamentos nos indivíduos (Hamari & Koivisto, 2015). A investigação acerca da gamificação tem sido desenvolvida numa perspetiva de procura de benefícios em áreas como o marketing, a gestão e a educação (Rodrigues, Oliveira & Rodrigues, 2019). Porém, constata-se uma lacuna na literatura relativamente a uma investigação que contemple o lado negativo da gamificação e as suas potenciais limitações. O objetivo geral deste estudo consistiu em compreender os efeitos negativos e limitações da implementação da gamificação ou de elementos de jogo mencionados na literatura científica de diversas áreas. Para tal, elaborou-se uma revisão sistemática da literatura cobrindo 86 textos científicos publicados entre 2005 e 2020 em revistas científicas de ranking maior ou igual a Q2. Utilizou-se o Leximancer para extrair os principais temas e conceitos abordados. Constatou-se que os temas “gamification”, “aprendizagem”, “desempenho”, “comportamento” e “marca” foram os mais explorados pelos investigadores no período analisado. Os conceitos “marca”, “efeitos”, “contexto” e “comportamento” são aqueles que mais se relacionam com o conceito “negativo”, que se associa também com os conceitos “controlo” e “desempenho”. Detetou-se que a gamificação tem, sim, um lado negativo, que está dependente do contexto e que se manifesta principalmente no âmbito de situações de aprendizagem. A base teórica construída neste estudo permitirá a investigação sobre os fatores contextuais que limitam a eficácia da aplicação da gamificação em situação de aprendizagem.Gamification has been defined as the usage of game elements in non-game contexts (Deterding et al, 2011), to promote certain behaviours in individuals (Hamari & Koivisto, 2015). Since it is a recent, gamification has been research from a benefit search point of view in areas like marketing, management and education concept (Rodrigues, Oliveira & Rodrigues, 2019). However, there is a lack of transversal studies about the negative side of gamification and its potential limitations. The main purpose of this study was to understand the negative effects and limitations of the implementation of gamification or gamified elements, mentioned throughout scientific literature of several areas. We have thus performed a systematic review of literature covering 84 scientific texts published between 2005 and 2020 in scientific journals of Q2 or higher. We then used Leximancer to extract the main themes and concepts considered. We concluded that “gamification”, “learning”, “performance”, “behaviour” and “brand were the main themes underlying the investigation conducted in the analysed period. Moreover, “brand”, “effects”, “context” and “behaviour” are the closest concepts to “negative”, which is also associated with “control” and “performance”. We confirmed gamification does have a negative side, which depends on the context and is mainly present in learning situations. The theoretical basis brought by our study allows for future investigation on the context factors that hinder the efficacy of gamification in learning situations

Make-Believe in Gameful and Playful Design

Gameful and playful design aspire to make existing activities and systems more engaging by infusing them with the engaging qualities of games and toys. One such quality is make-believe, the constitution of fictional “as ifs”. While frequently evoked, actual work on make-believe in gameful and playful design has remained quite scarce and scattered. This chapter therefore draws on neighbouring fields to break out five major design aspects of make-believe: theming; storification; scripting, ruling, and framing; role-play; and their integration in unified experiences. For each, the chapter presents explanatory theories; psychological and behavioural effects; design elements and strategies used to evoke said effects; and existing empirical studies. The chapter closes in summarizing how and why playful make-believe design differs from current gamification in form (often artistic one-offs) and technology (often audio); and what limitations future research should try to overcome

The Gamification of Crowdsourcing Systems: Empirical Investigations and Design

Recent developments in modern information and communication technologies have spawned two rising phenomena, gamification and crowdsourcing, which are increasingly being combined into gamified crowdsourcing systems. While a growing number of organizations employ crowdsourcing as a way to outsource tasks related to the inventing, producing, funding, or distributing of their products and services to the crowd – a large group of people reachable via the internet – crowdsourcing initiatives become enriched with design features from games to motivate the crowd to participate in these efforts. From a practical perspective, this combination seems intuitively appealing, since using gamification in crowdsourcing systems promises to increase motivations, participation and output quality, as well as to replace traditionally used financial incentives. However, people in large groups all have individual interests and motivations, which makes it complex to design gamification approaches for crowds. Further, crowdsourcing systems exist in various forms and are used for various tasks and problems, thus requiring different incentive mechanisms for different crowdsourcing types. The lack of a coherent understanding of the different facets of gamified crowdsourcing systems and the lack of knowledge about the motivational and behavioral effects of applying various types of gamification features in different crowdsourcing systems inhibit us from designing solutions that harness gamification’s full potential. Further, previous research canonically uses competitive gamification, although crowdsourcing systems often strive to produce cooperative outcomes. However, the potentially relevant field of cooperative gamification has to date barely been explored. With a specific focus on these shortcomings, this dissertation presents several studies to advance the understanding of using gamification in crowdsourcing systems

In network: Gaming theory as a strategy for building digital health literacy

This dissertation examines how theories and rhetorics from game studies create deeper understanding of the literacy needs for writers in the networked, multimodal environment surrounding American health care. I combine video game and social network theories to explore how computational algorithms and protocols interact with social networks in the communication of high-stakes knowledge. Gaming theory is a timely tool with which to address health literacy because contemporary medical communication flows through and is shaped by a technologically mediated system that can be understood as a set of rules both supporting and constraining action. My work demonstrates the importance of game studies to literacy scholarship by showing the rhetorical dimensions of networked health information and play. This dissertation includes in-depth case studies on the formation of knowledge around gluten sensitivity, vaccine refusal, and rhetorical constructions of diagnosis in networked media. It concludes with a plan for how we can incorporate network theories informed by game studies in Writing in Disciplines and Writing across the Curriculum instruction on medical writing and other high-stakes professional discourse. The literacies supported by this approach will train writers in the ability to think more ably and ethically across a variety of language communities.Doctor of Philosoph

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

Pedagogy at Play: Gamification and Gameful Design in the 21st-Century Writing Classroom

The language used to discuss play in current academic spaces tends to center around formal games (and computer games in particular in the 21st century classroom). Scholarly conversations tend to distort the actual practices that occur in classrooms and subsequently limit the scope of any investigation of the pedagogical function and outcomes of those practices. This project explores the use of play and games in the classrooms of nine composition instructors. From these stories, this project begins to map out a taxonomy in order to begin building toward a pedagogy of play for 21st century writing classrooms. Using a multiperspectival cultural studies approach, this study amplifies the voices of actual writing teachers while examining the theoretical implications and possibilities of the language surrounding gamification and gameful design. In particular, this project reflects on the ways in which the “gamification” trend affects the methods used by writing teachers, and also how the language used to discuss those methods reflects on a particular set of anxieties present in (but not necessarily unique to) this cultural moment. By investigating the relationship between language and thought in this instance, this project offers insight into the attitudes and moments that have yielded such a strong preoccupation with gamification over the past decade. Attention to such details will, subsequently, provide new ways of considering what it means to use games in these spaces

Playful finance: Gamification and intermediation in FinTech economies

This paper examines how digital gamification techniques, which incorporate video gaming elements (rather than full-fledged games) into apps, are reshaping the logics and practices of intermediation that are core to FinTech economies. First, we argue gamification brings into view socio-technical knowledges, such as behavioral science, digital marketing, and user experience (UX) and user interface (UI) design, which are increasingly important to constituting FinTech intermediation. Second, gamification features specialist firms that are presently overlooked by research into the roles of changing advanced producer services (APS) complexes in FinTech and financial intermediation. Third, gamified apps are deployed to advance competitive intermediary positions which playfully capture user attention and configure user behavior, contrasting with FinTech strategies that typically promise users’ ease of access, reduced transaction costs and personalized products and services. We illustrate these arguments through three firm-level case studies from across Asia, where the development of gamified FinTech apps has been especially prominent