Gamification Framework With Reference to Business Perspective

Purpose:  The purpose of this manuscript is to develop and present a gamification framework with eight gamifying mechanics for the business environment and  delineate how these mechanisms are  different in-game and business/workplace considering gamification as an application of games in non-gaming contexts.   Theoretical framework:  The gamification mechanics has eight framework elements –meaning, accomplishment, ownership, scarcity, employment, social influence, unpredictability, and avoidance. Each framework element has 4 sub-elements. Every framework element has described in detail where do they appear in the game vs where do they appear in the business/workplace and their relevance.   Design/methodology/approach: The eight-element gamification mechanics framework developed considering the business in e-commerce industry. Each and framework element was dissected and developed considering in business/workplace environment in parallel with the gaming environment under non-gaming contexts.   Findings:  The study resulted in the development gamification mechanics framework for a business environment which can be applied in any business environment and workplace.   Research, Practical & Social implications:  The developed gamification mechanics framework can be used in any business environment/workplace for performance improvement and enhancing employee engagement. We have provided a detailed description of each gamification mechanics framework element, however. The sub-elements may vary from organization to organization and business to business. Before applying this framework the organization should review the framework along with the organization business goals and decide the course of action.   Originality/value: The study offers the business and other organization to implement the gamification framework with eight elements for organizational growth, employee engagemen

Leaderboards in Gamified Information Systems for Health Behavior Change: The Role of Positioning, Psychological Needs, and Gamification User Types

Leaderboards are widely used in gamified information systems (IS) for health behavior change (HBC) to evoke both instrumental and experiential outcomes within users. In literature, however, they are often discussed controversially as they are perceived positively by some users but discouraging by others. In this work, we investigate under which circumstances users’ position on the leaderboard influences their attitudes toward an mHealth app. Based on self-determination theory and the gamification user types hexad, we conducted an online experiment among 179 potential users. The results support our hypotheses that positioning influences perceived competence and relatedness, which alongside perceived autonomy positively impact users’ attitude. Yet, our findings do not support the assumption that the relationship between needs and attitude is moderated by gamification user type. This finding reinforces recent research which questions the effectiveness of user type-based gamification and calls to focus on general need satisfaction

How Multidisciplinary is Gamification Research? : Results from a Scoping Review

Gamification has been repeatedly framed as an emerging multidisciplinary research field. However, it is unclear how multidisciplinary the field actually is. To answer this question, this paper presents initial results of a broader scoping review of gamification research published between 2010 and 2016. Close to 2,000 peer-reviewed English-language journal and conference papers were identified across 11 databases and categorized by discipline. Results indicate an explosive growth of literature peaking in 2015. Early on, Information and Computing Science dominated the field, to be overtaken by the sum of other disciplines in 2013, education, economics and tourism in specific. This indicates that gamification was initially a field within computer science and HCI and has only recently become truly multi-disciplinary

Diving into a decade of games for health research: a systematic review

Recent years have been characterised by a rising interest in using enter tainment computing to monitor, maintain, and improve human health. This is observed in many systems and applications that leverage the benefits of a playful and enjoyable experience to provide a technology-enabled health intervention. This paper reviews one decade of papers (679) published at the intersection of health, entertainment and technology to determine trends, studies’ characteristics, type of solutions, domains of application and study purposes. Results show that there is a growing body of research in the area, with the majority of studies provid ing solutions for rehabilitation and addressing motor conditions related to stroke and/or fitness. Where half of the solutions reported are custom made, the bulk of those studies is performed with the purpose of evaluating the solutions pro posed or validating their efficacy. In 80% of the cases, the studies are performed with subjects from the target population with sample sizes that have been steadily increasing over the years.info:eu-repo/semantics/publishedVersio

The Implementation of Gamification Method in Blended Learning

The study aims to describe the implementation of gamification method in blended learning which is carried out during one semester in the Educational Technology study program. This study used descriptive qualitative method. The research population consisted of 82 students of Education Technology class of 2021. Data was collected using the documentation method, and a questionnaire through Google Forms. The data were analyzed and interpreted in a descriptive qualitative manner by referring to the formulation of the problem set. The result showed the following; blended learning that applies the gamification method is considered more fun, facilitates learning and increases student engagement during the learning process. The learning stages that need to be done to apply the gamification method in learning are determining the characteristics of the learner, determining the learning objectives to be achieved, creating gamification-based learning content and activities, and adding game elements and mechanisms

Strengths And Challenges In Station Rotation Gamification

Gamification is a pedagogical strategy for improving the learning environment for students. It has been positioned as a remedy for issues with student engagement, learning, and retention that are prevalent in higher education.Although students are only considered to be the consumers of gamification, current implementations of gamification in education place a greater emphasis on the function of game aspects in promoting lower-order learning goals like understanding and remembering. One of the problems with current gamification is the unstructured approach used in game design elements that lead to ineffective outcomes(Sailer, Hense, Mayr, & Mandl, 2017). To overcome the problem, researchers have introduced an innovative approach gamification technique called Station Rotation Gamification (SRG) that has been implemented in 10 weeks of learning in one of the public colleges in Malaysia.Therefore, the purpose of this study is to explore the strengths and challenges of implementing Station Rotation Gamification (SRG). Ten students and two lecturers participated in the semi-structured interview for the study. Surveys on strengths and challenges were also quantitatively administered to the 35 students to support the findings. The interview's findings are categorised into themes and subthemes. The students' challenges in implementingStation Rotation Gamification (SRG) at a public college included increased participation, struggling in finding the answer, longer periods, demonstrating enthusiasm, and completing assignments on time. Moreover, the strengths under the theme of students' motivation are looking excited, consistent effort, eagerness to learn more, and self-regulation.These strengths and challenges were revealed through data analysis using opencoding, axial coding, and selective coding. Quantitative data are assessed and displayed in a table and graph

Digital open badge-driven learning : a doctoral thesis summary

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