Design elements of conflict : A design study of a gamified smartphone application for employee onboarding

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Stakeholders’ design preferences for instructional gamification

There is increasing interest in incorporating game design elements in workplace learning, known as instructional gamification. Despite initial positive indications, there is still a need for a deeper understanding of how organisational stakeholders play a role in implementing instructional gamification. This study employed an explanatory sequential mixed-methods approach to identify and understand stakeholders’ instructional gamification design preferences and how these preferences might impact their endorsement of instructional gamification. A survey of 231 individuals at a software company was conducted to gather data on stakeholders’ preferences for instructional gamification. This was followed by in-depth interviews with eight employees to further enhance the understanding of stakeholders’ instructional gamification design preferences. The quantitative findings revealed four interrelated factors concerning the instructional gamification design preferences of the three stakeholder groups. However, the qualitative findings revealed that the stakeholder groups interpreted the items differently. By integrating the quantitative and qualitative findings, the study provides a comprehensive understanding of the factors that enable or hinder stakeholders’ endorsement of instructional gamification in workplace learning. The study also presents four design propositions that facilitate stakeholder endorsement of gamified learning artifacts. The findings have both theoretical and practical implications for designing and implementing instructional gamification in workplace learning environments.publishedVersio

An Industry Experiment of Academic Performance and Drop-out in Gamified Distance Education

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Effect of minor gallium addition on corrosion, passivity, and antibacterial behaviour of novel β-type Ti–Nb alloys

Metastable Ti–Nb alloys are promising bone-implant materials due to improved mechanical biofunctionality and biocompatibility. To overcome increasing bacterial infection risk, alloying with antibacterial elements is a promising strategy. This study investigates the effect of minor gallium (Ga) additions (4, 8 wt% Ga) to as-cast and solution-treated β-type Ti–45Nb-based alloy (96(Ti–45Nb)-4Ga, 92(Ti–45Nb)-8Ga (wt.%)) on corrosion and passive film properties, as well as cytocompatibility and antibacterial activity. The electrochemical properties were evaluated by potentiodynamic polarization, electrochemical impedance spectroscopy (EIS), and Mott-Schottky analyses in phosphate-buffered saline (PBS). X-ray photoelectron spectroscopy (XPS) was performed to analyze the chemical composition of passive films. Early adhesion and viability of macrophages and Staphylococcus aureus were assessed by nucleocounting and colony-forming unit counting, respectively. The results showed that high corrosion resistance and passive film properties of Ti–45Nb are retained and even slightly improved with Ga. EIS results revealed that Ga addition improves the passive film resistance. XPS measurements of 92(Ti–45Nb)-8Ga show that the passive film contains Ti-, Nb- and Ga-based oxides, implying the formation of mixed (Ti–Nb-Ga) oxides. In addition, marginal Ga ion release rate was detected under free corrosion conditions. Therefore, it can be assumed that Ga species may contribute to passive film formation on Ga-containing alloys. The 92(Ti–45Nb)-8Ga elicited an antibacterial effect against S. aureus compared to cp-Ti at 4 h. Moreover, Ga-containing alloys showed good cytocompatibility with THP-1 macrophages at 24 h. In conclusion, it was demonstrated that Ga additions to Ti–45Nb are beneficial to corrosion resistance and showed promising initial host and bacterial interactions

Lost in translation: A study of (mis)conceptions, (mis)communication and concerns when implementing gamification in corporate (re)training

This exploratory study concerns companies in the manufacturing industry that consider implementing gamification in their online training to satisfy the accelerating demand for workforce upskilling. Through participation in different gamification design workshops with a gamification studio and its clients, this study aims to identify what topics are discussed and should be considered when designing a gamified solution for training in the manufacturing industry. The study raises the propositions that gamification needs 1) a more robust definition in business to business exchange; 2) a better explanation of how performance outweighs effort; 3) consideration of the senior users and/or the social norms that exist in the manufacturing industry

The First Rule of Gamification Is “Don’t Talk About Gamification” : Discussions about gamified workforce retraining in the age of digitalization

Accelerating workplace digitalization and increasing automation in society calls for swift retraining of the existing workforce. Existing research on gamification has investigated how to improve the outcomes of different learning contexts. However, the field of gamified employee training has been sparsely investigated. By participating in different gamification design workshops with a gamification studio and its clients, this study takes into perspective the challenges of designing a gamified solution for adult retraining situations. The findings of the study propose that designing gamified employee training involves complexities relating to the client’s preconceived notion of gamification.CC BY 4.0</p

The First Rule of Gamification Is “Don’t Talk About Gamification” : Discussions about gamified workforce retraining in the age of digitalization

Accelerating workplace digitalization and increasing automation in society calls for swift retraining of the existing workforce. Existing research on gamification has investigated how to improve the outcomes of different learning contexts. However, the field of gamified employee training has been sparsely investigated. By participating in different gamification design workshops with a gamification studio and its clients, this study takes into perspective the challenges of designing a gamified solution for adult retraining situations. The findings of the study propose that designing gamified employee training involves complexities relating to the client’s preconceived notion of gamification.CC BY 4.0</p

“Gamification Does Not Belong at a University”

This paper reports a case study in which some students in a large-scale gamification implementation project wrote a script that automated their progression. The incident was followed with multi-sited ethnography and analysed through the lens ofGoffman’s frame analysis. Based on chat logs, mail correspondence, data on user behaviour in the learning management system, informal conversations and student interviews, the study shows that different actors have somewhat different perceptions of gamification, as they framed the incident with the script in different ways. The students saw their actions as a form of resistance and activism towards problematic game design and had a desire to uphold specific tech-student identities. The gamification designers treated the incident as an act of playfulness and display of technological skills. The university, on the other hand, framed the incident as cheating. The study highlights the need for educational institutions to be knowledgeable about games and gaming behaviour if they want to implement gamification. © 2020 Authors &amp; Digital Games Research Association DiGRA. Personal and educational classroomuse of this paper is allowed, commercial use requires specific permission from the author. </p

Understanding the mechanisms of household and stakeholder engagement in a recycling ecosystem : The SDL perspective

For a recycling system to work, both stakeholders and households need to feel engaged in the process. When studying engagement in the context of recycling, it is clear that a broader view is necessary to understand the opportunities and limitations that exist among stakeholders and users. Service dominant logic is undertaken to shed new light on how stakeholders, with the household as a focal point, engage with each other in the service ecosystem. Thematic network analysis was employed using interviews with households, stakeholders, as well as workshops in a project about recycling. The analysis reveals four mechanisms (channeling information, managing different resources, understanding impact, and dynamic and time-related engagement). There are several goals and values present when stakeholders and households engage with each other. When values of different actors align, it provides a solid basis for collaboration. Engagement was also found to be time-related and linked to calculated or perceived future effects, but also required to be maintained with the integration of different resources (e.g. money, space, time, cognitive, emotional, bodily energy). In the short-term perspective, utilitarian (functional) values such as the function of the recycling house emerged essential, while the long-term perspectives included feelings about the environment or one’s own contribution. Implications for waste management include the importance of recognizing the relation between, and the involvement of stakeholders and households, as well as understanding how these interact to optimize recycling systems.Samverkan för ett spelifierat miljöhu

Gamification of DHM Software

This study concerns the implementation of a gamified API in a digital human modelling simulation software, Industrial Path Solutions – Intelligently Moving Manikin (IPS-IMMA). The software has been identified as complex to learn and use, requiring a high level of expertise and involvement in order to interpret the interface and finding the correct tool for each task, causing disengagement from the users. To solve this issue, the study has looked into the concept of gamification to increase user activity by using elements and techniques from game design and applying them in a non-game context. Research on gamification in learning and training indicate increased engagement from the user, quicker on-boarding to a system as well as potential increases in learning outcome. The gamified API implementation in this project has the purpose of increasing user engagement when utilizing the tool, increase the retention rate of users, as well as smoothing the learning curve for the user, producing an optimal learning trajectory that will make the novice user become a skilled user within a shorter period of time. To achieve this, an API widget package has been connected to IPS-IMMA to create one of the first gamified interfaces for a digital human modelling software.CC BY-NC 4.0 Funder: Knowledge Foundation and the INFINIT research environment (KKS Dnr. 20180167). This work has been made possible with support the Knowledge Foundation and the associated INFINIT research environment at the University of Skövde, in the Synergy Virtual Ergonomics (SVE) project, and by the participating organizations. This support is gratefully acknowledged. Synergy Virtual Ergonomics (SVE