Effects Of Games Research Articles

Konsep 4R Sebagai Moderasi Pengaruh Gamifikasi Terhadap Niat Membeli Kembali dan Pengalaman Merek Konsumen Shopee

This article aims to fill the research gap related to marketplaces digital marketing mix by using elements of gamification to consumers. The problem is focused on identifying the effect of gamification on brand experience without and with moderation of the 4R Concept as well as the effect of brand experience on consumer repurchase intention in the Shopee marketplace. Data collection was carried out by purposive sampling through online questionnaires with a Likert scale of 5. Data processing was carried out on 85 respondent data using SmartPLS software with the PLS-SEM approach. The results of this research data processing are first, the application of gamification elements into the marketplace can improve consumer brand experiences. Second, the effect of gamification on consumer brand experiences can be enhanced by the 4R Concept. Finally, brand experience influences consumer purchase intentions towards the marketplace. The conclusion obtained is that the brand experience of marketplace consumers can be improved either by simply incorporating elements of gamification or with the help of the 4R Concept. Then, brand experience can increase consumer interest in making repeat digital transactions on the marketplace.

Gamify with caution – a three-pronged model to alleviate the dark side of gamification in learning and development

Purpose The primary objective of this study is to highlight the three important aspects of effective gamification at work. The three-pronged model discussed in the study provides an opportunity to adopt a more balanced view of gamification and its use rather than just following the hype and trend concerning it. Design/methodology/approach While there is promising growth in the adoption of gamification in different L&D processes, the issue of the dark side of gamification cannot be ignored. This article approaches the issue with the help of a three-pronged model. This model has been developed after the review of recent studies focusing on the use of gamification in training and L&D process. Findings Gamification can be highly effective in engaging the upcoming generation of employees who are digital natives. However, managers should use gamification with caution. The three-pronged model discussed above can be used to evaluate the effectiveness of gamification for Learning and Development processes. The model provides a balanced view for the use of gamification. The essence of the model is to use gamification to enhance the L&D process and outcome along with enhancing employee motivation and engagement. It is vital to understand that it is a tool and its effectiveness depends upon its right use, by the right person, at the right place and time. Originality/value While there is promising growth in the adoption of gamification in different L&D processes, the issue of the dark side of gamification cannot be ignored. This article approaches the issue with the help of a three-pronged model.

Physics card games to support knowledge organization: design considerations and teachers’ attitudes

Despite the positive effects of gamification on student motivation and learning outcomes, there are still widespread concerns that ‘playing games is merely fun’ and have no added value, thus making teachers hesitate about incorporating games into their teaching. This paper describes Phys-Cards games, designed as a summative hands-on activity that highlights physics concepts through a ‘contrast and compare’ task in a game context. The Phys-Cards games were presented in a national network of professional learning communities (PLCs) for high school physics teachers. The teachers first played the games and then reflected on their experiences after they implemented them in their classrooms. Surveys and an analysis of the teachers’ reflections indicated that they valued the Phys-Cards games and reported that the games contributed to students’ conceptual understanding and knowledge organization. However, teachers faced challenges such as team size and composition, how to best monitor different groups, and timing in the instructional sequence. In their discussions during the PLC meetings, the teachers identified the features of the games that best promotedmeaningful collaborative learning and suggested productive ways to incorporate the games into their teaching.

Gamified Virtual Reality for Library Services: The Effect of Gamification on Enhancing Knowledge Retention and User Engagement

The objective of the present study was to examine the effects of using gamification implemented in immersive virtual reality for the promotion of library services in the university library including knowledge acquisition, knowledge retention and user engagement. In terms of research procedure, we divided the participants into Gamified and Non-Gamified virtual reality groups, and both groups were asked to perform the pretest questionnaire of cognitive assessments. Then, participants were informed to use virtual reality to finish all the levels within one month in the library lab setting of the university. We performed post-tests to evaluate the knowledge acquisition, including a delayed post-test of three months to verify the knowledge retention. We also collected the user data to analyze the participant behavior. Results showed no significant differences among the Gamified and Non-Gamified groups in terms of knowledge acquisition, but showed significant difference in knowledge retention and user engagement. These findings supported the presumption that the gamified virtual reality approach can improve the library user’s access and knowledge retention of library services.

Gamification in the Teaching-Learning Process of Social Studies to Encourage Participation in Basic General Education

Currently, the development of new information technologies has generated great changes, including in its advancement to the educational sector, hence this research addresses gamification in the teaching-learning process of Social Studies to encourage participation in general education. basic; The population is limited to a sample of 31 students, corresponding to the 10th year of basic general education of the “Miguel Ángel Suárez” high school in the city of Loja, the methodological approach used is quantitative, and is combined with quantitative descriptive research to gain a complete and accurate understanding of the effects of gamification on student engagement. A questionnaire was used to evaluate the perception and participation of the students. The results obtained highlight the need to adapt active methodologies to satisfy the demands of today's society and promote digital skills in the classroom. This research highlights the importance of transforming traditional education towards more engaging and participatory approaches, where gamification can play a fundamental role in improving the educational process and student engagement.

Towards a Blockchain Hybrid Platform for Gamification of Healthy Habits: Implementation and Usability Validation

(1) Background: In developed countries, public health faces a number of problems, including sedentary lifestyles and poor diets, which collectively contribute to the occurrence of preventable diseases. Noncommunicable diseases represent the leading cause of global mortality. Despite the promotion of healthy living, compliance remains a significant challenge. The integration of gamification into health apps has been demonstrated to facilitate behavioral change. Blockchain technology enhances the effectiveness of gamification by providing data trustability and support for auditable incentives. This feature is possible and easy due to the inherent characteristics of blockchain automating processes through Smart Contracts, rewarding participants and creating leaderboards in a transparent and reliable manner. The use of smart contracts and events enhances the traceability and reliability of decentralized applications, including healthcare. Interoperability in blockchain tools facilitates the deployment of complex environments. The aim of this research is the deployment of a tool for the implementation and testing of a gamification platform based on blockchain technology. (2) Methods: Pre-experimental research was carried out to assess the usability of the decentralized application developed. (3) Results: A decentralized application was developed with the objective of gamifying healthy habits. The application was evaluated using the System Usability Scale, obtaining a score of 80.49, and the Cronbach’s Alpha score, which was found to be 0.75. (4) Conclusions: A prototype of a decentralized application connected with a blockchain network to reward challenge fulfilment was deployed. Despite being in early development, it demonstrated high usability. Employing blockchain technology guarantees transparency and traceability while remaining in compliance with legal requirements like the General Data Protection Regulation.

Enhancing Vocabulary Acquisition through Gamification

This study investigates the effects of gamification on vocabulary acquisition and student motivation among 54 students enrolled in the Orientation Program at a higher education institution in Bahrain. The study compared traditional vocabulary instruction with a gamified approach using the Kahoot platform. Results revealed that the gamified group achieved significantly higher vocabulary gains, with a mean post-test score of 86 compared to 78 for the control group. Furthermore, 85% of participants in the gamified group found this method more effective for retention, and 92% preferred it over traditional worksheets. The findings indicate that gamification can considerably enhance vocabulary learning by making the process more engaging and effective. Nevertheless, to fully leverage its benefits, it is essential to overcome challenges such as technical issues and varying levels of student familiarity with the platform.

GAMIFIKASI DALAM PEMBELAJARAN AL-QUR'AN DAN HADITS DI MADRASAH ALIYAH: MENINGKATKAN MOTIVASI DAN PARTISIPASI SISWA

Learning Al-Qur'an and Hadith in Paser State Aliyah Madrasah (MAN) often faces challenges related to low student motivation and participation. The conventional methods used today are not able to optimally attract students' interest. This study aims to explore the effectiveness of gamification in learning Al-Qur'an and Hadith at MAN Paser, with a focus on increasing student motivation and participation. This research methodology uses a qualitative approach, with data collection techniques through interviews, and observation. Qualitative analysis was used to understand students' experiences and perceptions as well as factors that support and hinder the implementation of gamification. The results showed that the implementation of gamification in learning Al-Qur'an and Hadith significantly increased students' motivation and participation. Gamification elements such as points, badges, leaderboards and daily challenges proved effective in creating a more engaging and interactive learning environment. Factors supporting the implementation of gamification include technological support, teacher engagement, and game design that is relevant to the learning material. However, there are also some barriers such as limited access to technology for some students and training needs for teachers. This study concludes that gamification can be an effective strategy to increase students' motivation and participation in learning Al-Qur'an and Hadith at MAN Paser. Practical recommendations for further development include improving technology access, teacher training, and customizing gamification design according to the local context. The results of this study are expected to contribute to improving the quality of Qur'an and Hadith learning in madrasah as well as being a reference for policy makers in integrating technological innovations in education.

Effect of gamification with a support partner to increase physical activity in older adults at risk for Alzheimer's disease: The STEP 4Life randomized clinical trial.

Physical activity is associated with reduced risk of cognitive and functional decline but scalable, sustainable interventions for populations at risk for Alzheimer's disease (AD) and AD and related dementias (ADRD) are lacking. A 12-week randomized-controlled trial was conducted with a 3-week follow-up using a national AD prevention registry (GeneMatch). The control group (n=50) set step goals and received daily feedback. The intervention group (n=44) also received a behaviorally designed game based on achieving step goals and reinforced by a support partner. Intervention participants (94 participants, mean age 70, 78% female) had greater change in mean daily step count than control of 1699 steps/day (95% confidence interval [CI], 1149-2249), P<0.0001, which was sustained in the follow-up period at 1219 steps/day (95% CI, 455-1983), P=0.0018. Carriers of the apolipoprotein E ε4 gene (high risk) did not perform differently than non-carriers; however, high self-reported risk perception was associated with higher activity. A gamified intervention was effective in promoting and sustaining higher physical activity in older adults at genetic risk for AD/ADRD. A simple game played with a support partner increased walking in older adults at risk for Alzheimer's disease (AD). The game also increased minutes of moderate-to-vigorous physical activity per day. Perception of lifelong AD risk was associated with increased activity but genetic risk (apolipoprotein E ε4+) was not. ClinicalTrials.gov: NCT05069155.

Investigating the Effect of Online Gamification on Electrocardiogram Interpretation and Self-Directed Learning in Nursing Students.

Knowing and interpreting the Electrocardiogram correctly and taking care based on it is one of the most important ways to save the patient's life. Therefore, this study aimed to investigate the effect of online gamification on the ability to interpret Electrocardiograms and Self-Directed Learning in nursing students. The present study was carried out quasi-experimentally on 44 nursing students (22 participants for each group) in the fifth semester in Ilam city in 2023 using a convenience sampling method by four permutations balanced block randomization to control and intervention groups. During four sessions in four weeks, the participants in the intervention group received Electrocardiogram interpretation as training on the Storyline platform and playing games in the Socrative software. The control group received the same content in the form of education from the same lecturer. ECG Interpretation Learning Test, Self-Directed Learning, Mini-Mental Status Examination, and demographic questionnaires were filled out before the intervention (pre-test). Then, Electrocardiogram Interpretation Learning Test and Self-Directed Learning questionnaires were completed two weeks after the end of the intervention (post-test), and the data were analyzed in the standard error of 0.05 using Shapiro-Wilk, independent t-test, paired t-test, chi-square, and multiple linear regression tests in SPSS V.16. The mean and standard deviation of the participants' age was 21.35 ± 1.02, and 59% of the samples were male. Before the intervention, no significant difference was observed between the two groups, but after the intervention, the mean and standard deviation of the ECG interpretation scores in the intervention group increased significantly (14.1±2.94) compared to the control group (8.8±1.36) (P=0.007). Also, Self-Directed Learning in the intervention group (168±10.42) compared to the control group (125±4.3) showed a statistically significant difference (P=0.003). Using online gamification as a new educational method in nursing students improves the ability to interpret Electrocardiograms and Self-Directed Learning. It is suggested that this method should be used to teach lessons that are more useful and important at the hospital.

Investigating the impact of mobile interaction gamification on 4C skills: Perspective from student at vocational higher education in Indonesia

The realm of education has a highly significant impact on advancing civilization in a country. Various factors have been studied and proven to enhance different skills in the educational sector, including gamification aspects. The popularity of gamification has become a trend as a tool to create an engaging learning environment for students. Students show high interest and engagement when a subject is associated with gamification. While many studies have examined 21st-century skills, precisely the 4C skills of critical thinking, creative thinking, communication, and collaboration, few have yet to explore their connection with gamification, especially in higher education in Indonesia. This study aims to investigate students' opinions about the effects of gamification on 4C skills. The method involved an investigation through questionnaires with 105 students, comprising 25 questions on a 5-point Likert scale, and structured interviews with students meeting specific criteria. The findings indicate that several aspects of the 4C skills strongly relate to students' gaming habits, particularly critical thinking and creative thinking skills. However, gaming habits have a meagre impact on communication and collaboration skills, suggesting that not all components of the 4C skills can be enhanced through gamification. In addition, most of the 4C skills, critical thinking, creative thinking, communication, and collaboration, could see enhanced effectiveness through targeted strategies and practices. Further studies are recommended to explore using practical materials in several courses to test gamification through evaluations or other learning media.

How and when does gamification level up mobile app effectiveness? Meta-analytics review

PurposeGamification in mobile apps has emerged as a compelling strategy to foster firm’s relationships with their customers through mobile applications. This study utilizes a meta-analytic review to demonstrate how gamification shapes consumer responses and how moderator variables play a role in this process.Design/methodology/approachThe study employed a meta-analytic review to combine and synthesize data from 62 studies, including 71 independent samples and a sample size of 20,510 to test the research model and examine the role of moderators in this model.FindingsFindings reveal that gamification, through the customer experience components (cognitive, hedonic, pragmatic and social elements), leads to customer engagement, resulting in word-of-mouth and loyalty. However, privacy concerns play a destructive role in this process, deteriorating customer–firm relationships. Moderator analysis indicates that gamification design elements, such as rewards, progression and customization systems, along with product and service benefit, involvement, familiarity and firm type moderate the relationship between gamification and customer response.Research limitations/implicationsThe meta-analysis main and moderator analysis results provide several insights for marketing managers that assist them in developing an effective gamification in mobile app strategy.Originality/valueThe findings reveal novel insights, encompassing both the bright and dark sides of the influence of gamification on customer response, while also examining the moderating roles of gamification, product and service and firm characteristics.

Trading Gamification and Investor Behavior

We study the effect of gamification on retail traders’ behavior using a randomized online experiment. Participants with lower financial literacy prefer platforms with hedonic gamification elements, such as confetti and achievement badges. On average, hedonic gamification increases trading volume by 5.17%. However, the difference in trading activity between gamified and nongamified platforms is driven primarily by self-selection (70%) rather than gamification (30%). Participants who prefer hedonic gamification exhibit noisy trading strategies, whereas those favoring nongamified platforms display stronger contrarian behavior. Further, price trend notifications enhance learning for investors with accurate beliefs, but they reinforce trading mistakes for those with incorrect beliefs. This paper has been This paper was accepted by Jean-Edouard Colliard for the special issue on the human-algorithm connection. Funding: P. Chapkovski acknowledges funding from the Deutsche Forschungsgemeinschaft [Germany’s Excellence Strategy—EXC 2126/1-390838866]. M. Khapko and M. Zoican acknowledge the Social Sciences and Humanities Research Council of Canada [Insight Development Grant 430-2018-00125] and the Canadian Securities Institute Research Foundation [research grant]. M. Zoican acknowledges financial support from the Quantitative Management Research Initiative (QMI) under the aegis of the Fondation du Risque, a joint initiative by Université Paris-Dauphine, l’École Nationale de la Statistique et de l’Administration ParisTech, and LFIS, France. Supplemental Material: The online appendix and data files are available at https://doi.org/10.1287/mnsc.2022.02650 .

Effects of gamification in advanced life support training for clinical nurses: A cluster randomized controlled trial

BackgroundCardiopulmonary resuscitation training is a mandatory competency, especially for healthcare professionals. However, the spread of COVID-19 caused a sharp decline in the number of participants on advanced life support training, thereby accelerating the diversification of educational methods. Gamification is an increasingly popular method of diversifying instruction, but its effectiveness remains controversial. AimTo evaluate the effectiveness of gamification learning in advanced life support training. DesignA cluster randomized controlled trial. SettingA single advanced life support training center. ParticipantsClinical nurses who are currently practicing in a hospital. MethodsA part of the existing advanced life support course was gamified using Kahoot! platform. Conventional learning and gamified learning were each conducted 11 times, and the level of knowledge after training was assessed. The assessment questions were categorized into advanced life support algorithms, teamwork, and cardiac arrest rhythms. ResultsA total of 267 were enrolled in the study, and 148 and 139 learners were assigned to CL and GL, respectively. There was no difference in post-training knowledge related to teamwork, and cardiac arrest rhythms between the conventional learning and gamified learning groups, but knowledge related to the advanced life support algorithm was low in the gamified learning group. ConclusionsEven if the learners are the same, advanced life support gamification training can lead to negative outcomes depending on the simplicity or goal of the training content. To improve the effectiveness of the training, various methods of gamification training should be applied depending on the goal and content of the training.

Uncovering the theoretical basis of user types: An empirical analysis and critical discussion of user typologies in research on tailored gameful design

Gamification has become one of the main areas in information systems and human–computer interaction research related to users’ motivations and behaviors. Within this context, a significant research gap is the lack of understanding of how users’ characteristics, especially in terms of their preferences for gameful interaction (i.e., user typologies), moderate the effects of gamification and, furthermore, how gamification could be tailored to individual needs. Despite their prominence in classifying users, current typologies and their use in research and practice have received severe criticism regarding validity and reliability, as well as the application and interpretation of their results. Therefore, it is essential to reconsider the relationships and foundations of common user typologies and establish a sound empirical basis to critically discuss their value and limits for personalized gamification. To address this research gap, this study investigated the psychometric properties of the most popular player types within tailored gamification literature (i.e., Bartle’s player types, Yee’s motivations to play, BrainHex, and HEXAD) through a survey study (n=877) using their respective measurement instruments, followed by a correlation analysis to understand their empirical relations and an exploratory factor analysis to identify the underlying factors. The results confirm that user typologies, despite their different origins, show considerable overlap, some being consistent whereas others contradicted theoretically assumed relationships. Furthermore, we show that these four user typologies overall factor into five underlying and fundamental dimensions of Socialization, Escapism, Achievement, Reward Pursuit, and Independence, which could be considered common concepts that may essentially reflect key determinants of user motivation in gamification. Our findings imply that future research and practice in tailored gamification design should shift the focus from developing and applying ever more nuanced typologies to understanding and measuring the key underlying determinants of user motivation in gameful systems. Moreover, given the considerable interrelationships between these determinants, we also argue that researchers should favor continuous representations of users’ motivations in specific situations instead of a dichotomous operationalization of user types as static manifestations of their preferences.

게임화 및 개인정보 염려가 피트니스 앱 사용의도에 미치는 영향

게임화 및 개인정보 염려가 피트니스 앱 사용의도에 미치는 영향

Gamification towards and alongside equity, diversity and inclusion: Looking back to move forward

Given the urgent need for environments that enable everyone in fulfilling their fullest potential, many new media innovations have focused on equity, diversity and inclusion (EDI) actions. Gamification is one of these innovations, becoming a promising avenue to engage people towards effective social change. Yet, the intersection between EDI and gamification is incipient and fragmented, preventing a comprehensive understanding of current findings and future advancements in this field. This literature review systematically investigates the meanings, methods and effects of gamification in EDI actions (i.e. gamification towards EDI), and the design of equitable, diverse and inclusive gamification (i.e. gamification alongside EDI). Results elucidate how gamification improves performance, enriches experiences and fosters change, while analysing its design through gender, age and disability lenses. Future work calls for broader and deeper gamified EDI interventions informed by social sciences, diverse people-oriented design and empirical demonstration of sustainable social change.

The development of a serious game for laser applications in dentistry and the evaluation of dental students' satisfaction

BackgroundThis study aimed to design and implement a gamified application about the theoretical aspects of laser applications in dentistry and investigate students' satisfaction with their learning experience.MethodsAn engaging educational program named Essential Skills and Knowledge in Learning Laser (ESKILLD) was developed to teach laser applications in dentistry. The program comprises two primary components: a “Tutorial and Quiz” section and a “Games” section. Final-year dental students were tasked with installing and using this application. A 29-item validated questionnaire (Cronbach's alpha = 0.97, ICC = 0.94) was used to evaluate students' perceptions of the applications' design and functionality. The influence of participants' gender and Grade Point Average (GPA) on their satisfaction levels was examined via the student t-test and Pearson's correlation, with a significance level of 0.05.ResultsThe study had 56 participants, of which 37 were female (66.07%), and 19 were male (33.92%). The students' average GPA was 15.16 out of 20. The mean rating for ESKILLD's design and functionality was 1.39 ± 0.47 and 1.37 ± 0.46, respectively, signifying a high satisfaction level. Female students rated the application's coherence and learning perception significantly higher than their male counterparts (p < 0.05). However, gender did not significantly influence scores on other perception aspects or overall scores. Students' GPAs and their perception scores did not have a significant correlation.ConclusionsThe results indicate that the participants were generally satisfied with the game's features and attitudes towards it, which underscores the potential effectiveness of gamification in dental courses focused on laser applications.

Investigating the influence of gamification on motivation and learning outcomes in online language learning.

This study investigates the influence of gamification integration on language learning achievement among Chinese students while probing the mediating role of learners' motivation. Furthermore, it extends the boundaries of this investigation by exploring the moderating effect of digital literacy as a psychological predisposition. Data is collected through surveys from Chinese students enrolled in linguistic programs, employing a stratified random sampling technique and analyzed via SmartPLS SEM. The findings affirm the significant and positive impact of gamification integration on language learning achievement. The study introduces a moderated mediation model where learners' motivation serves as the mediator, and digital literacy acts as a moderator, further accentuating the significant impact of this integrated approach. This research advances our theoretical understanding of language learning, validating gamification's effectiveness as a motivational tool, and introduces digital literacy as a critical factor, providing deeper insights into personalized language learning experiences.

Personalized gamification versus one-size-fits-all gamification in fully online learning: Effects on student motivational, behavioral and cognitive outcomes

The “one-size-fits-all” approach commonly used in gamified learning is unlikely to optimize the effects of gamification due to individual differences. Personalized gamification based on player types has been considered a promising alternative. However, the jury is still out on whether personalized gamification improves student learning. Previous experiments examining its effectiveness have reported mixed results. This study employed a mixed-method research design to examine the effects of personalized gamification on student learning in terms of motivational (intrinsic motivation), behavioral (task completion rate), and cognitive (cognitive engagement and learning performance) outcomes, comparing it to a one-size-fits-all gamification approach over eight weeks. The results showed that students in the personalized gamification group (n = 36) significantly outperformed those in the one-size-fits-all group (n = 29) in motivational, behavioral, and cognitive outcomes. The follow-up individual interviews provide insights into the reasons underlying the reported effects. Educational relevance and implications statementThe present study found that personalized gamification, tailored to individual differences in player types, has a significantly larger positive influence on student motivational, behavioral, and cognitive outcomes compared to the one-size-fits-all gamification approach widely used in education. Students' responses in the follow-up interview revealed that personalized gamification enhances their positive emotions and reduces negative emotions, which are antecedents of an improved motivational state. The improved motivational state exerts a positive influence on behaviors, which, in turn, promote cognitive learning outcomes. This study provides empirical evidence for the effectiveness of personalized gamification, sheds light on the underlying mechanisms of its effectiveness and offers guidance for its implementation in online learning.