Gamification is a thriving technique that has attracted attention in higher education. Despite the increasing number of studies published in recent years, the problem is that the relationships ...between gamification and students' knowledge, engagement and satisfaction have not yet been theoretically and empirically explored in the same piece of research in the literature. As an added value to the literature, our study provides, for the first time, a complete conceptual framework for the implementation of a global gamification strategy in higher education, which leads to an improvement in the teaching-learning process -The 8-Pointed Higher Education Gamification Star-. This conceptual framework is concretized in a detailed gamified instructional activity -The ECOn+ Star Battles-ready to be replicated in any other higher education context that would be interested in adopting it. Furthermore, our research is supported by a quantitative analysis based on the PLS-SEM data analysis technique proposing The Higher Education Gamification Measurement Scale-HEGx+ and providing statistically significant results that shed light on the influence of gamification on students' knowledge, engagement and satisfaction. Our results conclude that gamification directly influences students' engagement and knowledge. At the same time, gamification does not directly affect students' satisfaction; it indirectly affects it through knowledge and engagement. These results are particularly relevant in a gamified instructional design in higher education where without student satisfaction, gamification and the advantages it can bring to the teaching-learning process are not sustainable in the long term.
•The 8-Pointed Higher Education Gamification Star framework is formulated to better understand gamification.•The Higher Education Gamification Measurement Scale-HEGx+ is proposed and tested in Higher Education.•The ECOn + Star Battles show a successful teaching and learning gamified experience.•Empirical evidence is provided on the relationships among students' knowledge, engagement and satisfaction.•Helpful insights and recommendations are made available for academia.
Encouraging online consumers to perform the voluntary extra-role behaviour, so called “consumer citizenship behaviour”, is crucial to organizational performance in the modern society. With the ...increasing adoption of gamification in the online environment, consumers are stimulated to perform such citizenship behaviours like recommendations, helping others and feedback. Drawing on the “Affordances-Psychological Outcomes-Behavioural Outcomes” framework and related literature, this study examines the relationships among perceived gamification affordances, psychological ownership and consumer citizenship behaviour. Based on the survey of 387 gamified MiniApps consumers in the e-commerce platforms, structural equation modelling is used to examine the model, and the results support most hypotheses. The research extends our understanding of the direct and indirect effects of perceived gamification affordances on consumer citizenship behaviour, and the mediating role of psychological ownership.
•Perceived gamification affordances can generate psychological ownership.•Perceived gamification affordances can affect consumer citizenship behaviour.•Psychological ownership plays a mediating role in the above relationship.•Psychological ownership results in consumer citizenship behaviour.
Phishing is an increasing threat that causes billions in losses and damage to productivity, trade secrets, and reputations each year. This work explores how security gamification techniques can ...improve phishing reporting. We contextualized the cognitive evaluation theory (CET) as a kernel theory and constructed a prototype phishing reporting system. With three experiments in a simulated work setting, we tested gamification elements of validation, attribution, incentives, and public presentation for improvements in experiential (e.g., motivation) and instrumental outcomes (e.g., hits and false positives) in phishing reporting. Our findings suggest public attribution with rewards and punishments best balance the competing necessities of accuracy with widespread reporting. Furthermore, our results demonstrate the unique benefits of security gamification to phishing reporting over and above other phishing mitigation techniques (e.g., training and warnings). However, we also noted that unintended consequences in false alarms might arise from shifts in motivation resulting from public display of incentives. These findings suggest that carefully calibrated external incentives (rather than intrinsic rewards) are most likely to improve the ancillary task of phishing reporting.
Currently, an essential challenge in education in Brazil is to promote quality education that reaches all schools in the country, even those with limited technological educational resources. With ...this work, we have made a contribution to the field of gamified education by creating a comprehensive didactic booklet that has been translated into Brazilian Portuguese, English, and Spanish, thereby facilitating educators to gamify their classrooms in an unplugged and personalized way. We have introduced an innovative approach to designing unplugged gamified classes, aiming to provide engaging and enjoyable learning for students. This instructional material is based on a framework of five distinct gamification designs, offering teachers a versatile toolkit to gamify their classes, even if they never had any experiences with gamification. Our resources not only serve as valuable aids but also function as guides for teachers, empowering them to gamify their classes in a manner that is both student-centric and adaptable to different contexts, an essential characteristic with the possible variations of the students and places. This booklet is the result of an intensive training course provided to 15 Brazilian teachers, even in a short period of time, training them with essential knowledge and skills. These educators gained proficiency in several key areas, including i) understanding the fundamental concept of gamification and your more common definition, profiling their students and recognizing the pivotal role this plays in designing effective gamified learning experiences for the evolution of them, ii) familiarization with the various gamification elements and their organization into the five distinct designs, and iii) crafting context-free lessons that align with each of these innovative gamification designs. In an evolving educational landscape, our work stands as a beacon, enabling educators to harness the power of gamification and create dynamic, interactive learning environments for their students. This initiative has the potential to improve the quality of education and awaken in students a curiosity that transcends traditional borders. Such a transformation in the educational landscape could have far-reaching effects, ultimately contributing to the cultivation of an innovative, engaged, and motivated future generation, which will drive progress and innovation in various contexts.
Over the past decade, gamification – the use of game design elements in non-game contexts – has rapidly grown in popularity, piquing the interest of researchers in many fields, including cognitive ...psychology. Computerised cognitive tasks are a vital data capture tool for these researchers, but participants often view these tasks as effortful and frustrating. Gamification offers a possible solution: if game elements can be incorporated into cognitive tasks without undermining their scientific validity, then data quality, intervention effects and participant retention might be improved. The purpose of this thesis was to establish whether gamification is a suitable tool for increasing participant engagement with cognitive tasks. A systematic review revealed a literature of variable quality: findings were tentatively positive but hampered by heterogenous study designs, poor experimental controls and little attempt to methodically understand the effect of introducing game elements to a cognitive task. I therefore conducted a series of three online experiments. Each study investigated the effects of two common game design elements, points and theme, on cognitive data and participant engagement with the task. I found that adding points to a cognitive test did not negatively impact the data collected, and improved participants’ self-reported engagement with the task. In contrast, I found that graphically themed tests had a negative impact on cognitive data and did not clearly improve participant enjoyment compared to a non-game control. I found no evidence of an effect of gamification on behavioural measures of engagement (i.e., task usage); rather it seems that motivation to engage was often driven by financial incentive. In summary, the evidence presented in this thesis suggests that gamification is not an effective method of increasing engagement with cognitive tasks. However, carefully implemented game elements can enhance participants’ subjective experience while not impacting the data collected.
The main objective of this article is to investigate how the use of digital technologies, through gamification, favors teaching and learning in the Portuguese language subject in the first-year high ...school class of the Computer Networks course at the Institute of Education, Science and Technology of Acre -IFAC, also seeking to understand the importance of using these active methodologies in the classroom, contributing to the process of expanding literacies, through the diversity of languages that permeate multiliteracies. In this sense, the main focus for this research is related to training in Portuguese language and performance at Ifes, the locus of the research, in which it was possible to realize that the insertion of gamification in Portuguese language subject is an important mechanism in the development of new practices related to active methodologies. The methodology designed is of a bibliographical nature, having a qualitative and quantitative character, and a field research was also carried out with Ifac students, using questionnaires and interviews, if applicable. In this sense, to support the research in progress, the following authors were used: Alves (2015), Kleiman (2007),Leffa (2014), Rojo (2012), Souza (2021), among others. Finally, we emphasize here that this research is in progress, with no final results yet.
Nowadays, the importance of early active patient mobilization in the recovery and rehabilitation phase has increased significantly. One way to involve patients in the treatment is a gamification-like ...approach, which is one of the methods of motivation in various life processes. This article shows a system prototype for patients who require physical activity because of active early mobilization after medical interventions or during illness. Bedridden patients and people with a sedentary lifestyle (predominantly lying in bed) are also potential users. The main idea for the concept was non-contact system implementation for the patients making them feel effortless during its usage. The system consists of three related parts: hardware, software, and game application. To test the relevance and coherence of the system, it was used by 35 people. The participants were asked to play a video game requiring them to make body movements while lying down. Then they were asked to take part in a small survey to evaluate the system's usability. As a result, we offer a prototype consisting of hardware and software parts that can increase and diversify physical activity during active early mobilization of patients and prevent the occurrence of possible health problems due to predominantly low activity. The proposed design can be possibly implemented in hospitals, rehabilitation centers, and even at home.
Starting a new position often brings significant stress. Amidst the adjustment to a new job, the increasing prevalence of gamification has revealed mixed effects on work-related factors, notably ...presenting an unclear impact on employee stress levels. Therefore, this article aims to explore the connection between gamification and occupational stress among new employees. The study involved 575 employees from various fields living in the United Kingdom or the United States who have been working in their new jobs for no longer than one year. The study utilized the Perceived Occupational Stress (POS) scale by Marcatto and colleagues (2021) and a questionnaire based on the GAMEFULQUEST model (Högberg, Hamari, and Wästlund, 2019) to evaluate the overall gameful experience in the work environment. Participants were also given descriptions of eight gamification elements and were asked to assess how frequently they encountered and engaged with these elements in their new roles. The obtained results showed that new employees’ limited interaction with gamification, marked by a low number of gamification elements, rare encounters, and low engagement, contributes to a prediction of higher stress experience. This trend was also observed with perceived challenges and competition in the workplace environment. Finally, gameful experiences related to guidance, social connectedness, accomplishments, and playfulness predicted lower stress scores.
Naujo darbo pradžia neretai yra streso kupinas laikotarpis. Nepriklausomai nuo prisitaikymo naujoje pozicijoje iššūkių, naujokai darbinėje aplinkoje taip pat gali susidurti ir su populiarėjančiu žaidybinimu reiškiniu, kurio taikymas yra siejamas su nevienareikšmiais padariniais, įskaitant ir dviprasmišką poveikį darbiniam stresui. Atsižvelgiant į tai, šiuo tyrimu yra siekiama įvertinti sąsajas tarp žaidybinimo ir naujų darbuotojų streso lygio. Tyrime dalyvavo 575 darbuotojai iš Jungtinės Karalystės ir Jungtinių Amerikos Valstijų, savo naujame darbe dirbantys neilgiau nei vienerius metus. Tyrime buvo panaudota suvokto darbinio streso (POS) skalė (Marcatto et al., 2021) ir šiam tyrimui sukurtas klausimynas pagal GAMEFULQUEST modelį (Högberg et al., 2019) žaidiminių patirčių darbo aplinkoje vertinimui. Tiriamiesiems taip pat buvo pateikti 8 žaidybinimo elementų aprašymai, kurie turėjo būti įvertinti pagal susidūrimo su jais naujame darbe dažnumą ir įsitraukimo lygį. Gauti rezultatai parodė, kad darbuotojų minimali sąveika su žaidybinimo elementais, t. y. susidūrimas su mažesniu jų skaičiumi bei retesnis ir mažesnis įsitraukimas į juos, prognozuoja aukštesnį darbinio streso lygį. Ši tendencija buvo pastebėta ir suvokiant savo darbo aplinką kaip keliančią iššūkius ir tarpusavio varžymąsi. Galiausiai, tokios žaidiminės patirtys kaip kryptingumas, socialinis sutelktumas, pasiekimai ir žaismingumas nuspėjo žemesnius streso įverčius.
