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

Gamification on the edge of educational sciences and pedagogical methodologies

The number of publications and best practices in the field of gamification are explosively growing, however, only a small percentage is linked to pedagogical methodologies. It is a well-known fact, that games are part of educational techniques since prehistorical times. In this paper we aim to explore the role of gamification in pedagogical methodologies, focusing on environmental education

Gamification on the edge of educational sciences and pedagogical methodologies

The number of publications and best practices in the field of gamification are explosively growing, however, only a small percentage is linked to pedagogical methodologies. It is a well-known fact, that games are part of educational techniques since prehistorical times. In this paper we aim to explore the role of gamification in pedagogical methodologies, focusing on environmental education

Digital Service Innovation for Sustainable Development: A Systematic Literature Review

Creating and delivering products and services that promote sustainability is increasingly important in today’s economy. Novel services based on digital technologies and infrastructure can significantly contribute to sustainable development, as demonstrated by digitally enabled car-sharing services where increased asset utilization reduces production-related greenhouse gas emissions. However, there is still limited knowledge on how digital service innovation can purposefully be applied to promote sustainability. To address this gap, we conduct a systematic literature review and perform a qualitative inductive analysis of 50 articles on the impact of digital service innovation on social, environmental, and economic sustainability. We provide a comprehensive overview of real-world applications and identify five underlying mechanisms through which innovation with digital services can drive sustainable development. In doing so, we aim to pave the way to purposefully conceive, design, and implement digital services for sustainability

Digital Service Innovation for Sustainable Development: A Systematic Literature Review

Creating and delivering products and services that promote sustainability is increasingly important in today’s economy. Novel services based on digital technologies and infrastructure can significantly contribute to sustainable development–as digitally enabled car-sharing services demonstrate: Increased asset utilization reduces production-related greenhouse gas emissions. However, there is still limited knowledge on how digital service innovation can purposefully be applied to promote sustainability. To address this gap, we conduct a systematic literature review and perform a qualitative inductive analysis of 50 articles covering digital service impact on social, environmental, and economic sustainability. We compile a comprehensive overview of real-world applications and identify five underlying mechanisms in which innovation with digital services can drive sustainable development. Thus, we aim to pave the way to purposefully conceive, design, and implement digital services for sustainability

Gamification of telematics data to enhance operators’ behaviour for improvement of machine productivity in loading cycles

Construction industry is suffering from low productivity rate in various projects such as excavation. Although this issue is discussed in literature and several approaches are proposed to address it, productivity rate is still low in construction industry compared to other domains like manufacturing. A gamified platform in which different operators from different organizations can share their achievements, or can get scored and ranked in a leader-board will potentially address this issue

Game Design Patterns for Learning

Kelle, S. (2012). Game Design Patterns for Learning. November, 9, 2012, Heerlen, The Netherlands: Open Universiteit in the Netherlands, CELSTEC. Aachen: Shaker Verlag.What do learning games consist of? How to design learning games and what to keep in mind? How to balance educational objectives with good gameplay? What to do if you are a game designer and you want to use e-learning standards for your game? And what to do if you are an instructional designer and you are in desperate need to gamify your content? This publication aims at illuminating these questions, presenting results from a 4 year long PhD project run at CELSTEC, the Center of Learning Sciences and Technologies at the Open University of The Netherlands. Sebastian Kelle is a multidisciplinary researcher, currently building up a new center for higher education didactics at Stuttgart Media University.EU ICOPER Projec

USING SERIOUS GAMES DESIGNED THROUGH THE GAME ELC+ FRAMEWORK TO ENHANCE DEEP LEARNING IN HUMAN RESOURCES DEVELOPMENT

The traditional method of learning has been widely criticised for its limitations and inflexibility to application in non-educational settings. These observations about the traditional modes of learning have necessitated the contemplation and discovery of new approaches embracing technological tools that advances better learning experiences. Hence, new technological innovations, such as Stronger Game or Serious Games (SGs) have been embraced as more effective methods of achieving deep learning. The application of serious game has indeed, gained traction in both the formal educational and human resource (HR) settings, especially for employees’ training and development. Thus, the core question of this PhD research is hinged on whether the SGs are more effective in creating deep learning in adult learners, compared to the more traditional teaching methods. To respond to this query, the study examines the traditional and SGs learning approaches, in order to ascertain which is more effective in creating deep learning in adults, in addition to achieving human resource training and development. To guide the design and development of SGs to support adult DL, this research proposes a pedagogical framework referred to as the Game ELC+ framework that comprises four learning theories namely: The Game (Elements) within the Yu Kai Chou's Octalysis Framework; Bloom Taxonomy’s Player (Learning) Levels; (Cognitive) Theory of Multimedia Learning; and the Ruskov’s four evidence of Deep Learning (+). This framework provides the standard for measuring DL in the design of SGs. The research instruments developed include a traditional andragogical test which uses e-Learning materials containing ten different learning scenarios in the context of workplace HR scenarios, and a digital Serious Game using exactly the same content and scenarios with the traditional andragogical test. ANOVA was utilized as the data analytical approach for comparing the mean score of learners using serious games and the tradition eLearning platforms. The study hypothesised that deep learning can be achieved through the SGs and that it is more effective than the traditional andragogy. It further asserts that participants who used the SGs achieved a higher learning outcome than participants in traditional process. Participant observation during the testing phase suggests that the participants interacting with the SGs demonstrated high level of engagement and curiosity, when compared to participants who used the traditional eLearning platform. The study findings validate the hypotheses. By implication, the SGs designed according to the Game ELC+ framework results in improved learning outcomes. In summary, the findings claim that incorporating SG elements in HR training and development can improve professional practices and mitigate some of the challenges experienced by human resource in the traditional learning environment