119 research outputs found
Gamification for Software Development Processes – Relevant Affordances and Design Principles
A Gamified Information System (GIS) implements game concepts and elements, such as affordances and game design principles to motivate people. Based on the idea to develop a GIS to increase the motivation of software developers to perform software quality tasks, the research work at hand aims at investigating relevant requirements from that target group. Therefore, 14 interviews with software development experts are conducted and analyzed. According to the results, software developers prefer the affordances points, narrative storytelling in a multiplayer and a round-based setting. Furthermore, six design principles for the development of a GIS are derived
Science Hackathons for Cyberphysical System Security Research: Putting CPS testbed platforms to good use
A challenge is to develop cyber-physical system scenarios that reflect the
diversity and complexity of real-life cyber-physical systems in the research
questions that they address. Time-bounded collaborative events, such as
hackathons, jams and sprints, are increasingly used as a means of bringing
groups of individuals together, in order to explore challenges and develop
solutions. This paper describes our experiences, using a science hackathon to
bring individual researchers together, in order to develop a common use-case
implemented on a shared CPS testbed platform that embodies the diversity in
their own security research questions. A qualitative study of the event was
conducted, in order to evaluate the success of the process, with a view to
improving future similar events
Transferencia de conocimiento en equipos de desarrollo de software: una estrategia de gamificación para fomentar la colaboración
Software development projects are knowledge-intensive because they involve rigorous management processes that must articulate with good knowledge and management practices. This integration is closely related to knowledge transfer, which is necessary for these projects. However, lack of collaboration, poor communication, lack of motivation to share knowledge, and the inability to make it available are some of the difficulties of knowledge management in software development projects. On the other hand, gamification influences people’s behavior, promoting motivation, commitment, and collaboration in work teams. In this sense, gamification can be a potential strategy to transform these difficulties. It is adopted in this research in the design of GamifiK, an approach to encourage knowledge transfer in software development teams by promoting collaboration. GamifiK integrates good knowledge management practices, gamification elements, and collaboration as a soft skill for knowledge creation and transfer. A pilot study was conducted in an academic context to evaluate the preliminary performance of the strategy and its possibility of being validated and implemented inLos proyectos de desarrollo de software son demandantes en conocimiento porque implican procesos de gestión rigurosos que deben articularse con buenas prácticas de conocimiento y gestión. Esta integración está estrechamente relacionada con la transferencia de conocimiento, indispensable en estos proyectos. Sin embargo, la falta de colaboración, la escasa comunicación, la falta de motivación para compartir el conocimiento y la incapacidad de ponerlo a disposición son algunas de las dificultades de la gestión del conocimiento en los proyectos de desarrollo de software. Por otro lado, la gamificación influye en el comportamiento de las personas, promoviendo la motivación, el compromiso y la colaboración en los equipos de trabajo. En este sentido, la gamificación puede ser una estrategia potencial para transformar estas dificultades. En esta investigación se adopta en el diseño de GamifiK, un enfoque para fomentar la transferencia de conocimientos en los equipos de desarrollo de software promoviendo la colaboración. GamifiK integra buenas prácticas de gestión del conocimiento, elementos de gamificación y la colaboración como habilidad blanda para la creación y la transferencia de conocimientos. Se realizó un estudio piloto en un contexto académico para evaluar el rendimiento preliminar de la estrategia y su posibilidad de ser validada e implementada en un contexto de la industria del software. Los resultados muestran que GamifiK puede compartir el conocimiento y contribuir a la transferencia de conocimiento en los equipos de desarrollo y es una viabilidad para ser implementado en un contexto real
Using Gamification for Adopting Scrum
Despite the wide adoption of agile methodologies, software development teams still struggle to meet time, budget and scope, partially due to practitioners’ lack of motivation to apply agile techniques in practice. In this paper, we present a software tool based on gamification to make Scrum techniques more fun and engaging for practitioners. This paper presents results of the first iteration of a larger research effort that follows the Design Science Research methodology, where a prototype was developed as a Jira Software app and evaluated with a Scrum team in practice. Results suggest that the team’s Scrum practices slightly improved after using the app. Quantitative analysis and a set of interviews with the team members allowed to understand that the proposal should be more challenging and the score system more customized. Hereafter the app will be improved based on received feedback
Software Development with Scrum: A Bibliometric Analysis and Profile
Introduction of the Scrum approach into software engineering has changed the way software is being developed. The Scrum approach emphasizes the active end-user involvement, embracing of change, and /iterative delivery of products. Our study showed that Scrum has different variants or is used in combination with different methods. Some tools not normally used in the conventional software approaches, like gamification, content analysis and grounded theory are also employed. However, Scrum like other software development approach focuses on improvement of software process, software quality, business value, performance, usability and efficiency and at the same time to reduce cost, risk and uncertainty. Contrary to some conventional approaches it also strives to boost soft factors like agility, trust, motivation, responsibility and transparency. The bibliometric synthetic scoping study revealed seven main research themes concerned with the Scrum research
Gamification in IT Service Management: A Systematic Mapping Study
Despite the benefits of adopting IT Service Management (ITSM) reference models, such initiatives do not always produce the expected results. The research literature in this area concludes that motivation, engagement, skills, experience, performance and willingness to change of the personnel involved are among the critical factors for an effective ITSM implementation. Gamification has the capability to improve people's motivation and engagement and to drive people's behavior to meet the objectives set. Besides, gamification is widely used in learning systems for increasing students' skills and competences. In the last years, many researchers have added gamification to their process improvement initiatives to increase the motivation and engagement of process participants and to address their behavior throughout the process. Thus, we consider that adopting gamification in ITSM processes can be an interesting area of study. In this paper, we conducted a systematic mapping study to analyze the actual state of research in the field of ITSM gamification and identify the key challenges that justify future research. The results of our study highlight the positive impact of adopting gamification in ITSM processes and that ITSM gamification is a novel an attractive research area with many action possibilities
Gamification in Education: A Study of Design-Based Learning in Operationalizing a Game Studio for Serious Games
The gamification of learning has proven educational benefits, especially in secondary education. Studies confirm the successful engagement of students with improved time on task, motivation and learning outcomes. At the same time, there remains little research on games and learning at the postsecondary level of education where traditional pedagogies remain the norm. Studies that have been conducted remain almost exclusively restricted to science programs, including medicine and engineering. Moreover, postsecondary subject-matter experts who have created their own gamified experiences often are forced to do so on an ad hoc basis either on their own, teaching themselves game engines, or with irregular support from experts in the field. But to ensure a well-designed, developed, and high-quality educational experience that leads to desired outcomes for a field, a sustainable infrastructure needs to be developed in institutions that have (or can partner with) others that have an established game design program. Moreover, such a design-based learning approach can be embedded within an existing studio model to help educate participants while producing an educational product. As such, this qualitative case study provides an example of the process of operationalizing a game design studio from pre-production through post-production, drawing from the design and development of the educational video game The Museum of the Lost VR (2022). The results, resources, and classification system presented are scalable and provide models for different sized institutions. Methods to develop a sustainable infrastructure are presented to ensure interdisciplinary partnerships across departments and institutions with game design programs to collaborate and create educational experiences that optimize user experience and learning outcomes
Use of Role-play and Gamification in a Software Project Course
Soft skills are increasingly important to the engineering profession and course modifications are often needed to ensure students have opportunities to practice them prior to graduation. This suggests that engineering programs need to go beyond simply offering industry-based capstone courses and internships. Role-play has a long history as a tool for learning. It can be used to simulate real world practices in environments where consequences can be mitigated safely. In this paper, we discuss the use of team role-play activities to simulate the experience of working in a professional, game development studio as a means of enhancing an advanced undergraduate game design course. In conjunction with the role-play, a gamification framework was used within the course to allow students to customize their course participation. Gamification was used to reward students for compliance with software process steps and for taking the initiative to improve their “soft skills”. In this project, allowing students to negotiate the nature of their activities and rewards helped them develop those skills. We are using student feedback and our own lessons learned to plan the next iteration of this course
A Bibliometric Analysis of Gamification Research
Gamification has rapidly emerged as one of the favorite persuasive technologies widely used with the aim of promoting a positive change in the user's behavior by means of including game-like elements in non-game contexts. As a research discipline, gamification is growing fast, maturing from basic and fundamental questions such as what and why gamify to more mature ones such as how to gamify, when and when not, and still facing empirical and theoretical challenges to prove the effects of its practice and consolidate the principles that guide meaningful gamification designs. The purpose of this paper is to conduct a bibliometric study to describe how gamification as a scientific discipline is structured and how it has evolved over time. To do this, we make use of bibliometric performance analysis and science mapping methods to display and analyze the intellectual, conceptual and social network structures of gamification research, as well as the evolution and dynamical aspects of the discipline. The results reveal the research fronts and intellectual structures of the field, the internal relationships among articles, authors and keywords, the existing networks of collaboration, the emerging trends, the hot topics, and the most influential authors, publications and sources. Together, they picture the intellectual landscape of gamification as a scientific field that will be useful for junior and senior researchers, practitioners, funding agencies and policymakers
Motivation-oriented scenario-based gamification design method using the user requirements notation modeling
Gamification, defined as the use of game design elements in non-game contexts, has been a trending in both academic and in a variety of industrial domains for around half a decade. A number of empirical studies have showed the usefulness and effectiveness of applying gamification to enhance people's motivation and engagement in different activities. On the other hand, multiple design frameworks and methods have been proposed to guide the practice of gamification design and development. However, one of the key issues for gamification, which is being only focusing on using less essential game elements on motivating instead of providing genuinely meaningful gameful experiences, has not yet been addressed fully. Furthermore, the existing gamification design frameworks contribute limitedly in providing constructive and easily applicable design methods or tools that to facilitate the motivation and behavior analysis and ideation of gamification projects. Therefore, in this study, the author proposes the Motivation-oriented Scenario-based Gamification Design method in order to address the issues mentioned above. The method is an adaption of the User Requirement Notation to the modeling of system goals, gamification motivations, system user behaviors, existing gameplay, and the mapping between them. The new method aims to provide not only an innovative way of specifying gamification designs on the mechanic and dynamic levels, but also a possibly insightful perspective towards improving gamification experiences and effectiveness with meaningful plays. In addition, a case study is conducted by applying the proposed method to a real-life language learning system, WordDive, with the method validated and evaluated via an interview with an expert from the WordDive company
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