Gamification as an Architecture of Participation: An Investigation of an Innovation Maker Community

The objective of this study is to investigate gamification as an architecture of participation in an online innovation community. Gamification is a phenomenon that aims to motivate people through the use of game elements and dynamics in non-game contexts. An architecture of participation (AoP) can be understood as any system that helps transform individual activities into communal resources. The research is a case study of the innovation community Thingiverse. The study seeks to identify the game elements used by the community and seeks to explain how the psychological and social consequences of the game elements lead individuals to engage in behaviours that create value for the innovation community

Gamification of Authoring Interactive E-Books for Children: The Q-Tales Ecosystem

The e-book industry is reshaping the norm of traditional book publishing and most publishing houses are concentrating their efforts in digital, in order to satisfy new market needs and capture significant market share. Currently, one of out of five e-books sold, are children-related and overall, the e-book industry is projected to be valued at $18.9 billion by 2018. Nevertheless, the increased market penetration of independent writers accompanied with continuous technological improvements leads to new challenges for the stakeholders involved, as a growing number of individuals with limited resources attempt to compete against traditional publishing houses. The Q-Tales ecosystem aims to support the community of creative professionals, experts and parents co-create new (or transform existing) children literature into high quality interactive e-books. At this new disruptive approach of self-publishing, the gamification paradigm was employed, creating game-like experiences, to motivate professionals participate in the process and adopt it. The present study focuses on the gamification aspect of Q-Tales as means to drive engagement with the entire ecosystem and promote its appropriate use, enhancing the overall goal of creating interactive children e- books. The gamification design of the Q-Tales distributed system for collaborative authoring of interactive e-books for children is presented and discussed as a case study of gamification of electronic services. More specifically, game elements, such as points, leaderboards, badges, missions and feedback were infused in the architectural units of the platform, in correspondence to the overall development of the Q-Tales Gamification Framework

GAMIFICATION IS ALL ABOUT FUN: THE ROLE OF INCENTIVE TYPE AND COMMUNITY COLLABORATION

As the transformation of various services into appealing game-like experiences is in its infancy, limited research exists in the area and in particular on the way each gamification design decision affects intended outcome. In the present study we investigate the impact of two game elements (incentive type and community collaboration) on user´s experienced fun during participation in a gamified service. Via an experiment (N=108), we examine the role of Incentive Type [Accomplish an achievement versus Receive discounted offer], as a motivator for participation, and Community Collaboration, as participation setting (individual pursuit of goals versus collaborative pursuit of goals), on experienced fun in the context of a gamified consumer service. The service is aimed at assisting consumers in their efforts to adopt an ecologically conscious consumer behaviour. Results indicate that the selection of community collaboration as a form of interaction presents significant difference in experienced fun during participation, whereas accomplishing an achievement opposed to receiving discounted price does not

Gamification through leaderboards : an empirical study in engineering education

Universities are looking for solutions to engage more students in STEM domains and enhance their learning performance (LP). In this context, gamification is put forward as a solution to achieve this aim. The present study examined the effect of gamification – building on leaderboards ‐ on LP. Furthermore, mediating variables, such as intrinsic motivation, self‐efficacy, engagement, and background variables, such as sex, previous gaming experience, and undergraduate major, were considered. A pretest‐posttest quasi‐experimental design with an experimental and a control condition was set up (n = 89) in an Introductory Computer Programming course. We observed a significant improvement in the LP of students in the gamified condition. However, no interaction effect was detected, due to mediating and background variables. The high learning gain is a favorable indicator that gamification might be a promising approach to promote STEM programs

Designing Leaderboards for Gamification: Perceived Differences Based on User Ranking, Application Domain, and Personality Traits

Leaderboards, a common gamification technique, are used to enhance engagement through social comparisons. Prior research has demonstrated the overall utility of leaderboards but has not examined their effectiveness when individuals are ranked at particular levels or when the technique is applied in different application domains, such as social networking, fitness, or productivity. In this paper, we present a survey study investigating how preferences for leaderboards change based on individual differences (personality traits), ranking, social scoping, and application domains. Our results show that a respondent's position on the leaderboard had important effects on their perception of the leaderboard and the surrounding app, and that participants rated leaderboards most favorably in fitness apps and least favorably in social networking contexts. More extraverted people reported more positive experiences with leaderboards despite their ranking or the application domain. We present design implications for creating leaderboards targeted at different domains and for different audiences

Explore the relations between personality and gamification

Indiana University-Purdue University Indianapolis (IUPUI)Successful gamification motivates users to engage in systems using game-like experiences. However, a one-size-fits-all approach to gamification is often unsuccessful; prior studies suggest that personality serves as a key differentiator in the effectiveness of the approach. To advance the understanding of personality differences and their influence on users’ behavior and motivation in gamification, this dissertation is comprised of three studies that: 1) explore the relationships among individuals’ personality traits and preferences for different gamification features through an online survey; 2) investigate how people with different personality traits respond to the motivational affordances in a gamified application over a period of time through a diary study; and 3) reveal how individuals respond differentially to different kinds of leaderboard experiences based on their leaderboard rankings, the application domain, and the individuals’ personality traits through their responses to 9 dynamic leaderboards. The results from the first study show that extraversion and emotional stability are the two primary personality traits that differentiate users’ preferences for gamification. Among the 10 types of motivational affordances, extraverts are more likely to be motivated by Points, Levels, and Leaderboards. However, the results from the second (diary) study indicate that, after the first week, extraverts’ preferences for Points decreased. The motivation effects of Points and Leaderboards changed over the course of using the gamified application. The results from the third study confirm the findings from the first two studies about extraversion and revealed that ranking and domain differences are also effective factors in users’ experiences of Leaderboards in gamification. Design guidelines for gamification are presented based on the results of each of the three studies. Based on a synthesis of the results from these three studies, this dissertation proposes a conceptual model for gamification design. The model describes not only the impact of personality traits, domain differences, and users’ experience over time, but also illustrates the importance of considering individual differences, application context, and the potential significance of user persistence in gamification design. This research contributes to the HCI and gamification communities by uncovering factors that will affect the way that people respond to gamification systems, considered holistically

Developing and evaluating the feasibility of an active training game for smart-phones as a tool for promoting executive function in children

Executive function (EF) comprises a series of interrelated cognitive and self-regulatory skills which are required in nearly every facet of everyday life, particularly in novel circumstances. EF skills begin developing from birth and continue to grow well into adulthood but are most crucial for children as they are associated with academic and life success as well as mental and physical health. There is now strong evidence that these skills can be trained through targeted intervention in a diverse range of approaches, such as computer games, physical activity, and social play settings. This thesis presents the process of the design and evaluation of an active EF-training game (BrainQuest) for smart-phones, in participation with end-users: a group of 11-12-year-old children from a local Primary School. The design process placed emphasis on creating an engaging user experience, a phenomenon which has eluded many serious games, by building upon motivational game design theory and satisfying end-user requirements. However, in the pursuit of promoting particular executive functions: working memory; inhibitory control; planning and strategizing, the design integrated aspects of a cognitive assessment while also utilizing a range of alternative approaches for training EF, including physical activity and social play. Following an iterative design process which included many single session prototype evaluations, a mixed methods evaluation was undertaken during a 5-week study with twenty-eight 11-12-year-old school children. The study gathered exploratory qualitative and quantitative evidence regarding the game’s potential benefits which was evaluated by triangulating a range of data sources: multi-observer observations notes, interviews with children and teachers, game performance data and logs, and cognitive assessment outcomes. The analysis describes the statistical relationships between game and executive function ability, before exploring user experiences and evidence of cognitive challenge during gameplay through a series of triangulated case studies and general whole-class observations. The analysis presents the game to be engaging and enjoyable throughout the study and, for most children, able to generate a sustainable challenge. Though there were initial difficulties in understanding the complex game rules and technology, the game became increasingly usable and learnable for the target user group and created opportunities for goal setting. It also encouraged feelings of pride and self-confidence as well as facilitating positive social interactions and requiring regulation of emotion, which are considered to be pathways to developing executive functions (Diamond, 2012). There was also promising initial evidence that the game’s variable difficulty level system was able to challenge executive functions: planning and strategizing, working memory, and inhibitory control. Most notably, the game appeared to support improvements in strategizing ability by demanding increasing strategic complexity in response to evolving and increasingly difficult task demands. Supporting BrainQuest’s cognitive challenge, several statistical relationships emerged between executive function ability and game performance measures. However, the game’s ability to significantly improve cognitive outcomes could not yet be concluded. Nevertheless, these findings have implications for both the future design and evaluation practices undertaken by cognitive training researchers. From a design perspective, less credence should be paid to simply gamifying cognitive assessments while greater emphasis should be placed on integration of formal game design and motivational theories. With regards to evaluation, researchers should understand the importance of establishing first whether CTGs can remain engaging over time as well as the feasibility of their challenge to cognitive functions