921 research outputs found

    Serious Game Development Model Based on the Game-Based Learning Foundation

    Get PDF
    Serious games or applied games are digital games applied in serious fields such as education, advertising, health, business, and the military. Currently, serious game development is mostly based on the Game Development Life Cycle (GDLC) approach. A serious game is a game product with unique characteristics that require a particular approach to its development. This paper proposes a serious game development model adapted from the Game-Based Learning Foundation. This paper’s main contribution is to enhance knowledge in the game development field and game-related application research. The proposed model was validated using the relativism approach and it was used to develop several game prototypes for universities, national companies, and the military

    A Design Framework for Adaptive Gamification Applications

    Get PDF
    The application of gamification does not always achieve the expected results due to the shortcomings of the quite common one size fits all approach of standard gamification concepts. We therefore propose a design framework that can inform systematic development of adaptive gamification applications. The developed framework draws on the current body of gamification literature, focusing on the emerging research stream of adaptive gamification. It provides design paths and design principles that translate the individual elements into concrete guidelines to assist the design practice. The framework has been successfully applied to the design and implementation of a prototype application using gamification to incentivize knowledge exchange on an existing online platform for physicians in practical medical training. The evaluation in a case study indicated positive user acceptance and increased system usage after the introduction of the developed adaptive gamification solution

    Applying Gamification to Education: A Case Study in an E-learning Environment

    Full text link
    Gamification is defined as the application of game-design elements (a.k.a. mechanics) –such as challenges, badges, ranking and leader boards, and storylines– in non-game contexts with the intention of modifying behaviours, increasing fidelity or engaging people, by leveraging human motivations present in games Since each person has her own personality and tastes, certain game elements that motivate her may be irrelevant or non-engaging for others. It is thus needed to consider different types of players, which suit each person according to how she interacts and reacts when playing a game, and to the personal motivations that drive to take certain actions. Previous work has shown the success of gamification approaches in different domains. However, the effectiveness of particular game-design elements and their correspondences with assigned player types are often ignored and are not empirically validated. Moreover, the player type and its associated mechanics assumed for a certain user may not be appropriate due to the actions that have to be performed in the domain of interest, which is something that, to the best of our knowledge, is not taken into account in general. In this thesis we address the above issues, focusing on the educational domain. Specifically, we conduct a user study in an e-learning environment aimed to increase the motivation and engagement of students attending assignment solving lectures in the “Programming II” subject, which belongs to the first course of the Degree in Computer Science and Engineering at Universidad Autónoma de Madrid. In the study, we assess a personality-based questionnaire to infer the students’ player types, propose particular implementations of gamification mechanics for the context of interest, and evaluate the effectiveness of the considered player types and gamification mechanics. Based on the results and conclusions achieved in the study, we present a number of design proposals for the future implementation of an intelligent gamified e-learning framework, in which the students’ player types are inferred and adapted automatically, and gamification mechanics are presented to the students in a personalized way according to their player types and learning profiles

    Gamification Kit: Käytännöllinen työkalu käyttäjälähtöisen pelillistämisen suunnitteluun

    Get PDF
    The use of game elements in non-game contexts can increase user engagement, which makes applying gamification principles to all kinds of services attractive. However, designing user-centered gamification is easier said than done. It is not enough to apply points and leaderboards to a service for it to become successfully gamified. Gamification design needs to be user-centered to create meaningful gamified experiences for the users. This thesis conducts a design science research that studies what kind of a tool can aid user-centered gamification design process. The outcome of this study is Gamification Kit – a practical toolkit that brings user-centeredness to gamification design. The toolkit is evaluated in a case study, where it is used to gamify an existing service. Based on this study, the Gamification Kit simplifies the complex process of gamification design and ensures that user-centeredness is considered in gamification. The toolkit is especially focusing on increasing the intrinsic motivation of the users towards the service. The Gamification Kit divides the design process of gamification into three phases – gamification applicability, ideation and validation. The applicability phase discusses if gamification should be applied to a specific service. It evaluates if the service contains aspects that are required for user-centered gamification, and identifies the main user emotions related to the use of the service. In the ideation phase, gamification activity loops, which consist of challenge, feedback and reward, are created. These activity loops can be used to create initial gamification concepts. In the validation phase, the intrinsic motivation of the gamification concept is validated by evaluating the presence of the intrinsic motivation drivers in the concept – meaning, mastery, autonomy and relatedness. The Gamification Kit is still in its early stage of development. The results of this study however indicate that the Gamification Kit can be used to aid the design of user-centered gamification in the study context. However, future research is needed for more generalizable results.Pelielementtien käyttö palveluissa voi sitouttaa asiakkaita, mikä tekee pelillisten ominaisuuksien käytön niissä houkuttelevaksi. Käyttäjälähtöisen pelillistämisen suunnittelu ei kuitenkaan ole yksinkertaista. Pisteiden ja tulostaulujen lisääminen palveluun ei tee siitä onnistuneesti pelillistettyä. Pelillistämisen suunnittelun täytyy olla käyttäjälähtöistä, jotta pelilliset kokemukset voidaan tehdä merkityksellisiksi käyttäjille. Tämä diplomityö käyttää design science research –menetelmää ja tutkii, minkälainen työkalu voi auttaa käyttäjälähtöistä pelillistämisprosessia. Tutkimuksen tulos on Gamification Kit – käytännöllinen työkalu, joka tuo käyttäjälähtöisyyden pelillistämisen suunnitteluun. Tämä tutkimus arvioi työkalua case study –menetelmällä, käyttäen sitä projektissa, jossa pelillistetään olemassa oleva palvelu. Tutkimuksen perusteella Gamification Kit yksinkertaistaa kompleksista pelillistämisen suunnitteluprosessia ja varmistaa, että käyttäjälähtöisyys otetaan huomioon pelillistämisessä. Työkalu keskittyy erityisesti kasvattamaan käyttäjän sisäistä motivaatiota palvelun käyttöä kohtaan. Gamification Kit jakaa pelillistämisen suunnitteluprosessin kolmeen vaiheeseen – pelillistämisen soveltuvuus, ideointi ja validointi. Soveltuvuusvaihe tarkastelee tulisiko pelillistämistä liittää tutkittavaan palveluun arvioimalla sisältääkö palvelu ominaisuuksia, joita käyttäjälähtöiseen pelillistämiseen tarvitaan. Lisäksi se tunnistaa tärkeimmät tunnetilat, jotka liittyvät palvelun käyttöön. Ideointivaiheessa luodaan pelillistämisen aktiivisuusluuppeja, jotka koostuvat haasteesta, palautteesta ja palkinnosta. Näiden avulla voidaan luoda alustavia pelillistämiskonsepteja. Validointivaiheessa pelillistämiskonseptin sisäisen motivaation lähteitä validoidaan. Tämä tehdään arvioimalla, kuinka hyvin sisäisen motivaation tekijät - merkitys, taituruus, autonomia ja suhde – ovat läsnä pelillistämiskonseptissa. Gamification Kit on vielä kehitystyönsä alussa. Tämän tutkimuksen tulokset kuitenkin osoittavat, että sitä voidaan käyttää apuna käyttäjälähtöisen pelillistämisen suunnittelussa tutkimuksen kontekstissa. Jatkotutkimusta kuitenkin tarvitaan, jotta tulokset olisivat yleistettävissä muihin käyttötilanteisiin

    Does Tailoring Gamified Educational Systems Matter? The Impact on Students\u27 Flow Experience

    Get PDF
    Recent research has shown that using gamification can prone to impact negatively on the motivation of students in educational systems. One of the reasons is that people are motivated or demotivated by different gamification elements according to their gamer type . Thus, one of the main challenges in this field is to tailor gamified educational systems based on the students\u27 gamer type and investigate if this kind of system presents better results than the counter-tailored gamified educational systems. This paper aims to investigate the effects of a tailored gamified educational system based on gamer type in terms of students\u27 flow experience. We conducted an experiment with 121 Brazilian elementary school students comparing a tailored version against a counter-tailored version of a gamified educational system in terms of students\u27 flow experience. The main results indicate that there is no significant difference in terms of students\u27 flow experience, surprising and contradicting recent important studies in this field

    Mobile learning: benefits of augmented reality in geometry teaching

    Get PDF
    As a consequence of the technological advances and the widespread use of mobile devices to access information and communication in the last decades, mobile learning has become a spontaneous learning model, providing a more flexible and collaborative technology-based learning. Thus, mobile technologies can create new opportunities for enhancing the pupils’ learning experiences. This paper presents the development of a game to assist teaching and learning, aiming to help students acquire knowledge in the field of geometry. The game was intended to develop the following competences in primary school learners (8-10 years): a better visualization of geometric objects on a plane and in space; understanding of the properties of geometric solids; and familiarization with the vocabulary of geometry. Findings show that by using the game, students have improved around 35% the hits of correct responses to the classification and differentiation between edge, vertex and face in 3D solids.This research was supported by the Arts and Humanities Research Council Design Star CDT (AH/L503770/1), the Portuguese Foundation for Science and Technology (FCT) projects LARSyS (UID/EEA/50009/2013) and CIAC-Research Centre for Arts and Communication.info:eu-repo/semantics/publishedVersio

    Verifying the application of online gamification methods to introduce pro-environmental behavior

    Get PDF
    The goal of this thesis is to validate whether online gamification methods can be used to introduce pro-environmental lifestyle. Human activities have since the Industrial Revolution had an increasingly destructive impact on the biosphere, which has started to endanger the environment and our existence as a species. Awareness of the situation is increasing, but real actions to combat the problem are not, as environmental activists lack the knowledge and tools to drive the necessary individual behavioral change. At the same time, the emergence of the internet has created a mass medium which has proven to be very effective in altering individuals’ habits. One of the newest and most potent methodologies to spark behavioral change is gamification, which implies using game design elements in non-gaming context. Due to a vast gap between the academic and commercial practitioners’ world, little research has been so far done regarding gamification, and the results of these studies have not been implemented to create effective products. This research tried to bridge this gap and validate the use of gamification to drive proenvironmental behavior change, by deploying an experimental prototype which was developed based on Eric Ries’ Lean Startup ideology and Yu-kai Chou’s Octalysis gamification framework. In addition, a pretest-posttest survey was conducted to investigate the impact of using the prototype. The minimal prototype proved to be effective in acquiring and engaging new members by growing its user base 8.5 fold. More than one fourth of registered members became engaged users and continued to use the gamified product throughout the experiment. The pretestposttest survey results indicated that engaging with the prototype did in fact change the users’ behaviors towards a more sustainable lifestyle, moderate pro-environmental increases were detected in both respondents’ attitudes and concrete undertaken everyday activities.http://tartu.ester.ee/record=b2654451~S1*es

    How Can Gamified Applications Drive Engagement and Brand Attitude? The Case of Nike Run Club Application

    Get PDF
    This research aims to analyze the feasibility of gamified applications as a tool to promote engagement and brand attitude. To accomplish this, this research was developed using a quantitative methodology. A confirmatory factor analysis (CFA) was performed and the model hypotheses were tested by a structural equation modeling (SEM). A questionnaire was applied to Portuguese consumers who use the “Nike Run Club” application, from which 203 valid responses were received. The results confirm the influence of social circles and their impact on the intention to interact with the brand. For theoretical contributions, this research contributes to the existing literature and academic knowledge in the areas of marketing and gamification, providing a suggestion for the TAM model to be used in this type of research. It also contributes to a better understanding of the relationship between gamification and marketing, demonstrating that the use of gamified applications as engagement tools can have a positive impact on the brand attitude. On the practical side, it contributes as a consultation tool for brands, application designers, and marketers when defining engagement strategies, allowing a better understanding of the factors that may or may not influence the public’s relationship with the brands and what dynamics they should use in the development of new Gamified marketing solutionsinfo:eu-repo/semantics/publishedVersio
    corecore