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.
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.
Resumen La sociedad del conocimiento y la tecnología han traído consigo un nuevo mapa en el que los jóvenes sienten inquietudes que la educación no siempre ha sabido satisfacer. Estos nuevos ...escenarios hacen que los intereses de los alumnos cambien, por lo que los profesores necesitan explorar nuevas estrategias y recursos en sus clases para aumentar la motivación y el compromiso con sus alumnos. El objetivo de este trabajo es hacer una revisión teórica de los beneficios del uso de la gamificación y conocer su aplicación en el contexto educativo. Para ello, se han examinado diversas publicaciones académicas provenientes de bases de datos internacionales presentadas entre 2011 y 2016, relacionadas con la aplicación de la gamificación en educación, la motivación e inmersión, analizando en ellas los tres elementos intervinientes. La elección de este periodo de años para la realización de la revisión teórica ha sido escogida para ofrecer una panorámica y un recorrido sobre la evolución que ha ido teniendo el tema tratado a lo largo de esos cinco años. Para ello se estudian, según Werbach y Hunter (2012), las dinámicas, las mecánicas y los componentes siguiendo una metodología cualitativa basada en el análisis de contenido. Los resultados indican que los procesos de gamificación en educación generan en los alumnos importantes beneficios, no exentos de dificultades en algunos de los trabajos del estudio. Tras esta argumentación, el artículo concluye a favor de beneficios de la gamificación en educación como la motivación, la inmersión para posibilitar la anticipación y planificación de situaciones; el compromiso y la socialización a través de la interactividad y la interacción; así como de la variedad de elementos que intervienen, lo que hace la actividad educativa más motivante y estimulante para los alumnos.
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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