There is a huge number of different methods created to increase employee motivation, while they are constantly being improved and new ones appear. The manager must not only choose the right one, but ...also be able to implement it. One of the methods is gamification. The basics of HR management processes using this method are just beginning to form, so it is necessary to develop mechanisms for implementing gamification in the organization. Based on the research, the main provisions aimed at including elements of gamification in the company and recommendations for their implementation are formulated. The purpose of the article is to study gamification in the organization’s personnel management in detail and to formulate practical recommendations for its application. The research used methods of the theoretical level, such as: study and generalization, analysis and synthesis, deduction and induction, as well as the study of literature, the regulatory framework and other sources of information. On the basis of the study, the types of games and players, the main provisions aimed at including elements of gamification in the company, as well as recommendations for their implementation to improve the organization’s activities are formulated.
As a nascent area of study, gamification has attracted the interest of researchers in several fields, but such researchers have scarcely focused on creating a theoretical foundation for gamification ...research. Gamification involves using game-like features in non-game contexts to motivate users and improve performance outcomes. As a boundary-spanning subject by nature, gamification has drawn the interest of scholars from diverse communities, such as information systems, education, marketing, computer science, and business administration. To establish a theoretical foundation, we need to clearly define and explain gamification in comparison with similar concepts and areas of research. Likewise, we need to define the scope of the domain and develop a research agenda that explicitly considers theory’s important role. In this review paper, we set forth the pre-theoretical structures necessary for theory building in this area. Accordingly, we engaged an interdisciplinary group of discussants to evaluate and select the most relevant theories for gamification. Moreover, we developed exemplary research questions to help create a research agenda for gamification. We conclude that using a multi-theoretical perspective in creating a research agenda should help and encourage IS researchers to take a lead role in this promising and emerging area.
Förderung des Wohlbefindens durch „Gamification Horstmann, David; Tolks, Daniel; Dadaczynski, Kevin ...
Prävention und Gesundheitsförderung,
01/2018, Letnik:
13, Številka:
4
Journal Article
HintergrundWohlbefinden ist ein wichtiger Teil eines ganzheitlichen Gesundheitsansatzes, wird in der Gesundheitsförderung und Prävention jedoch kaum berücksichtigt. Dabei bieten „serious games“ und ...„gamification“ neue, wirksame Ansätze zur Förderung des Wohlbefindens und der psychischen Gesundheit.Ziel der ArbeitDer Artikel präsentiert die Anwendung „The Wellbeing Game“ (TWBG) als eine Möglichkeit der spielbasierten Förderung des Wohlbefindens. Weiterhin wird ein Projekt zur Anpassung und Evaluation des TWBG für den deutschen Kontext vorgestellt.Material und MethodeIm Rahmen einer Voruntersuchung wurde mittels Expertenbefragungen eine strukturierte Analyse der Anwendung durchgeführt. Aufbauend auf diesen Ergebnissen wird die Anwendung technisch und inhaltlich überarbeitet und anschließend in einer randomisierten, kontrollierten Studie in verschiedenen Settings formativ und summativ evaluiert.ErgebnisseDer Beitrag präsentiert die Ergebnisse der Voruntersuchung, die notwendige Anpassungsbedarfe bei den Gamification-Elementen, der technischen Umsetzung und „user-experience“ sowie kulturspezifische Anforderungen aufzeigte.SchlussfolgerungenSpielbasierte Anwendungen wie das TWBG bieten eine wirksame Möglichkeit das individuelle Wohlbefinden zu fördern. Die bisherigen Projektergebnisse liefern wichtige Erkenntnisse über die Funktionsweise des TWBG sowie Anpassungsbedarfe für eine deutsche Zielgruppe.
Although various typologies of gamification components (also called elements or mechanics) have been proposed, so far none of them used the point of implementation of the respective components as ...their categorization key, despite its obvious meaningfulness for the developers of gamification systems. In this paper, we propose such a typology, intended for both practical (gamification design) and research (gamification analysis) purposes. We show the usability of the proposed typology by categorizing 30 primary gamification components. Before that, we present a short critical review of seven existing typologies of gamification components.
In recent years, there has been a lot of attention given to the trend of including game elements into non-gaming facilities. The usage of gamification in education is a massive benefit for ...motivation, user interaction, and social effects. The gamified elements such as points, badge, feedbacks, level, rewards, challenges, etc. have been used in e-learning. A systematic review of gamification in online education has not been found when the relevant literature examined. Therefore, this study aims to research the current literature using gamification and online education and highlight the reported benefits and challenges of gamification applications in online education. The present research followed the literature review method. The current study employed a qualitative approach for collected data. Thus, the term "gamification" was used as the primary research keyword. The results show that gamification has increasingly been accepted as a useful learning tool to generate more engaging educational environments. Additionally, elements support and motivate students to participate in a gamification system. The study showed that the most common gamification elements used in e-learning and have a powerful effect on the students are points, leaderboards, badge, and level. This study is thought to contribute significantly to studies on the use of gamification applications in online education. It reinforces previous studies and identifies many useful study topics that can be explored to advance the field. From these results, suggestions on gamification applications in e-learning for further research are given.
This study shows the impact of using gamification as a learning strategy in Physical Education to develop healthy habits. The study, designed as a gamified teaching unit called Play The Game, has ...been used in the second year of secondary education in three schools in Barcelona. The aim of the study has been to control healthy heart rate in physical activity through gamified challenges based on levels, points, classifications and badges. Moreover, Play The Game has introduced innovative elements such as individual attention, cooperation, emotions, technology and combining formal and informal contexts to meet current educational demands and the new ecologies of learning (Coll, 2013). The study has been based on a qualitative and sociocritical methodology and it has been implemented using an action research design. Data were collected by questionnaires and discussion groups. The findings showed the potential of gamification as an emerging learning strategy in Physical Education to increase learning motivation and develop healthy habits in students.
Gamification is defined as the use of game design in non-game contents. Gamification of educational processes can be described as the successful integration of the gamification framework into the ...curriculum in order to improve students' motivation, academic achievement, and attitudes toward lessons. In this regard, the present study aims to determine the effects of gamification-based teaching practices on student achievement and their attitudes toward lesson. Investigating the effects of gamification on instructional processes and educational outcomes is expected to contribute to the relevant literature as it is a relatively new mechanism. The study is designed with quantitative research methodology and a true experimental design using pretest–posttest experimental and control groups. The study's participants included 97 sophomores from the Department of Elementary Mathematics Education of a state university in southern Turkey in 2014–2015. The experimental group comprised 49 students compared to 48 students in the control group. According to the research results, gamification-based teaching practices have a positive impact upon student achievement and students' attitudes toward lessons.
•We conducted an empirical research on gamify of teacher training process.•Gamification of educational processes was identified.•The participants of study consist of 97 sophomores at Faculty of Education of a State University in Turkey.•The study concludes that gamification-based teaching practices have a positive impact on student achievement.•The study concludes that gamification-based teaching practices enhance student attitudes towards lesson.
Gamification is typically implemented digitally. However, digital gamification is not always possible because of limited resources and logistical problems. It is thus necessary to explore ...low‐threshold gamification methods that can be easily adopted in classrooms. One such method is non‐digital gamification using physical game design elements. Currently, the literature provides a limited understanding of the design and effects of non‐digital gamification. It is also unclear whether mixed gamification (ie, a combination of digital and non‐digital gamification) is better than purely non‐digital gamification. We explored these topics using an explanatory sequential mixed‐methods design to compare the effectiveness of non‐digital gamification in a face‐to‐face course and mixed gamification in a blended course in terms of student learning achievement, cognitive engagement and course satisfaction. Two secondary grade classes were randomly assigned to the mixed (N = 52) or non‐digital (N = 52) gamification conditions. Contrary to our expectations, the quantitative results showed that the two approaches improved the students' learning achievement to the same extent. Although the students in the non‐digital gamification condition reported significantly higher‐course satisfaction than those in the mixed condition, the improvement in student cognitive engagement was significantly greater in the mixed gamification condition than in the non‐digital condition. Through focus group interviews, we analysed the students' learning experiences and synthesised the factors that influenced student cognitive engagement and course satisfaction.
Practitioner notes
What is already known about this topic
Gamification is increasingly being used to increase student engagement and enhance learning.
Gamification studies have mostly focused on digital modes, which often require gamified digital platforms or applications.
Non‐digital gamification can be an effective method to foster learning, but the design and evaluation of non‐digital gamification is at an early stage.
What this paper adds
We designed non‐digital and mixed (ie, a combination of digital and non‐digital) gamification programmes and compared their effects using an explanatory sequential mixed‐methods design.
Both gamification approaches led to a similar improvement in learning achievement.
While non‐digital gamification fostered students' course satisfaction, mixed gamification was more effective in improving students' cognitive engagement.
Implications for practice and/or policy
Non‐digital gamification can be an effective low‐threshold solution for instructors. It is worth further improving the non‐digital gamification approach in school settings as it is cost‐effective and can be transferred between classrooms.
The benefits of mixed gamification should not be ignored because of its affordances that improve students' cognitive engagement.
Drawing on the affordance theory, this paper theorizes about how workplace creativity could be influenced by employees' interaction with game design elements incorporated into work systems. To ...comprehensively capture possible relationships, two vital theoretical frameworks -ability-motivation-opportunity (AMO) and affordance theory, were employed to provide theoretical guidance and a basis upon which propositions were established. A review of literature in the field reveals that gamified work system, through the improvement of ability-, motivation- and opportunity-enhancing practices supports dimensions including employee's motivation and competence which are prerequisites for a creative outcome. Furthermore, contrary to the common opinion, work gamification could constrain employees' creativity at work. Theoretically grounded in existing theories and past literature, this conceptual paper touches on unpopular discussions in the literature, opens a research avenue for further studies by providing testable propositions and recommendations for practice.
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