Gamification Components Research Articles

Designing a Collaborative Learning Platform Based on Learnersourcing and Gamification

In traditional, old-fashioned educational settings, students are passive consumers of learning content and do not actively contribute to the overall improvement of the learning process. While the situation has been changing lately and novel teaching approaches have been proposed, there are many educational systems in which the problem still persists. In this context, we introduce an innovative educational platform called ShaLe, which aims to provide comprehensive support for learnersourcing and gamification. More specifically, the ShaLe system allows students to share additional educational resources alongside those provided by the teachers. It features an integrated question-answer system to facilitate discussions and clarifications related to the teacher’s materials. Additionally, the platform introduces a dedicated task that encourages students to create new assignments and evaluate solutions proposed by their peers. Furthermore, students can visualize their own performance metrics and can earn badges for exceptional achievements, adding a gamification component to the learning process. As such, the platform is designed to facilitate collaborative learning among students, stimulate learner engagement, while also decreasing the workload of the teacher.

Investigating the impact of gamification components on online learners’ engagement

As online learning and teaching are becoming an educational trend, online students’ engagement will directly impact the learning and teaching effects and outcomes. A scientific application of gamification in online learning, teaching, and online course design will improve online learners’ learning experience and help build a better virtual learning context for online learners worldwide. This study focuses on how gamification can engage online students from skills, emotional, participation, and performance perspectives. The gamification components investigated in this study are Points (also called Anar Seeds in the context of this study) and Badges, the most widely used components in gamification design in education, and online instructors have primarily used them to motivate students’ learning and acknowledge their achievements by timely rewarding specific learning behavior or performance. A mixed method has been applied to explore further the relationships between gamification components and online students’ engagement and how online students perceive the impacts of gamification on their online learning experience. The findings show a significant correlation between Points and online students’ skills, emotional, participation, and performance engagement, while it exists only between Badges and online students’ participation engagement. The findings also reveal mixed perceptions of online students towards gamification. Study limitations regarding lack of age criterion, limited measurement indicators, and oversimplification of survey responses have also been discussed. It is suggested that future research can be conducted from either the instructors’ or the gamification designers’ perspectives to determine any other factors that might contribute to the implementation of gamification in the online learning context.

THE IMPACT OF GAMIFIED EDUCATIONAL APPLICATIONS ON SECONDARY SCHOOL STUDENTS' ACHIEVEMENT IN LEARNING ENGLISH AS A FOREIGN LANGUAGE

This study investigates the effectiveness of gamified educational applications in improving students' involvement in the process of learning the English language among secondary school students. The study employs a comparative methodology to evaluate the influence of gamification on students' motivation, language acquisition, and overall learning experience. The study uses a sample of students with different language backgrounds and applies both quantitative and qualitative methodologies to assess the efficacy of gamified educational apps in comparison to conventional language learning approaches. The results demonstrate a notable and favorable association between the use of gamified language learning and heightened student involvement. The use of gamification components, such as interactive challenges, prizes, and competition, has been proven to create a dynamic and interesting learning environment. This, in turn, motivates students to actively engage in language acquisition activities. The comparative analysis emphasizes the benefits of gamified applications in enhancing language proficiency, memory, and interpersonal abilities. Furthermore, the study examines how technology facilitates language learning by including gamification. It assesses the accessibility, usefulness, and adaptability of these programs. The findings of this research add to the continuing discussion on creative teaching methods, providing valuable information on the effectiveness of gamified educational apps as instruments for teaching the English language. The results endorse the incorporation of gamified educational apps into language classes, providing a more engaging and participatory learning experience for learners.

Enhancing EFL/ESL instruction through gamification: a comprehensive review of empirical evidence

IntroductionIn the landscape of English language education, the integration of gamification has marked a transformative trend. This systematic review, utilizing a rapid evidence assessment methodology, critically examines thirty empirical studies from the Web of Science, spanning the years 2010 to 2022. It aims to synthesize the current body of research on the incorporation of gamification into EFL/ESL pedagogy.MethodsThe Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) was followed when conducting this study to provide a comparative study on the methodology and results of systematic reviews on the use of various digital gaming platforms in China, Malaysia, the United Arab Emirates, Korea, the Netherlands, Saudi Arabia, Iran, Spain, Turkey, and Ecuador. The synthesis of studies under review identifies a spectrum of gamification components incorporated within the educational frameworks.ResultsOur analysis reveals an ascending trajectory in the prevalence of gamification within this academic sphere and corroborates its efficacy as a catalyst for language acquisition. The synthesis of studies under review identifies a spectrum of gamification components incorporated within the educational frameworks.DiscussionThe collected evidence underscores gamification’s role in enhancing English proficiency, influencing learners’ attitudes and emotional engagement positively, and fostering an immersive language learning milieu. Furthermore, this review delineates strategic insights and identifies key gamification components instrumental in orchestrating gamified educational experiences. The implications of the findings extend to pedagogical practices, providing a guide for educators in the design and implementation of gamified language learning environments.

Internship gamification system for generation Z in the hospitality industry

ABSTRACT Internships are crucial for enhancing the quality of talent in the hotel industry. However, it is essential to incorporate innovative internship activities with the current tech-savvy workforce. This research aims to develop gamification elements that can be integrated into hotel internship programs. The study utilizes Kolb’s theory and the M.D.A. (Mechanic, Dynamic, and Aesthetic) Framework to understand internship gamification. Through a comprehensive literature review, the study presents the Gamification Hospitality Internship System (G.H.I.S.) concept, wherein the M.D.A. framework elucidates the stages of experiential learning. The findings offer a comprehensive understanding of how gamification components can be effectively utilized to meet Generation Z preferences in hotel internship programs.

WeChat gamification: mobile payment impact on word of mouth and customer loyalty

PurposeThis study aims to investigate how gamification, namely, WeChat’s cultural gifting function, improves emotional involvement among three generations (Y, X and silver) in mobile payments. It draws attention to the beneficial effects of cultural components and digital intimacy on gamified mobile payment systems.Design/methodology/approachThe data were collected from Y, X and silver generation in Dalian, China. The users were well equipped with the WeChat pay features and had experience. The PLS-SEM software was used to assess the data.FindingsThe findings show that consumer word of mouth and loyalty are positively impacted by perceived utility, fun, and enjoyment. Besides, gamification components like fun and playfulness have a favourable effect on how useful mobile payments are judged to be. It demonstrates how delighted and ecstatic users are with WeChat Hongbao. In addition, the positive moderation effect of intimacy on the hypothesised connections shows that all three generations are likely to accept gamified money features. These results provide a substantial contribution to our comprehension of gamification in the context of mobile payment services for all three generations.Originality/valueThe study is distinctive because it focuses on how China’s three generations use WeChat Pay for routine transactions. The framework confirms that the gamification elements improve user performance and encourage continued usage of mobile payment systems.

Participatory Framework for Urban Pluvial Flood Modeling in the Digital Twin Era

The recent advancement in digital twin technology, which creates virtual replicas of real-world processes, offers an interactive testbed for understanding and predicting environmental changes. As pluvial flood damage escalates globally in urban areas, there remains a gap in understanding the most effective collaboration between governments and local residents for sustainable flood risk management. To address this gap, we develop a participatory framework for urban pluvial flood modeling, incorporating open source software, virtual reality, minimum viable product, and gamification components. This framework engages citizens in every phase of the participatory modeling process, from input data preparation, through hydrological model construction, to model verification, and experiments. We present a case study on the recurring pluvial flood damages in South Korea's Gangnam region, demonstrating the practical implications of an interactive, web-based crowdsourcing platform to leverage community engagement and local knowledge. The results underscore the evidence of a proactive role for citizens, not merely as recipients of disaster information but as key contributors collaborating with a range of stakeholders in stormwater management and modeling. Combining digital twin technology with citizen participation can empower informed decision-making and collective actions in the evolving digital era, leading to a disaster-resilient community.

STUDY OF READINESS OF COMPUTER SCIENCE TEACHERS FORUSING GAMIFICATION IN THE EDUCATIONAL PROCESS

The article presents the results of a theoretical analysis of various approaches to understanding the essence of the concept of "gamification of the educational process". Based on the analysis conducted, the concept of "gamification" was identified as the process of using game mechanics in non-game situations to improve pupils’ / students' perception of educational material by using the game context. The main components of the gamification system are characterized (game dynamics, game mechanics, game aesthetics, social interaction), which were used as a basis for creating a model of gamification components, additionally including such features as in-game experience, game segments, actions, achievements, etc. The results of the research conducted were analyzed, the aim of which was to study the awareness of the educators regarding the peculiarities of using gamification, their attitude to the integration of this approach into the educational process. It was concluded that the level of readiness of a significant number of teachers for using gamification remains insufficient. The advantages and disadvantages of gamification as an educational concept are analyzed. A conclusion was made about the perspective of its implementation in the educational process as a way of motivating students to learn.

A Platform for Model-based Learning and Gamification in Design Education

This study proposes a design learning platform that combines concepts from gamification, model-based learning, and educational psychology to produce a dynamic learning environment created for design students. The platform’s main feature is a gamified approach to design education. It presents students with design quests and challenges that cross a variety of design disciplines. By using a subjective and open-ended approach, this platform encourages problem-solving, and critical thinking. To improve the learning experience, the platform incorporates educational psychology. Real-time feedback mechanisms are integrated with formative assessment methodologies to give students feedback on their progress. Model-based learning tools, such as concept models, 3D design, and flowcharts are incorporated. This helps students in understanding the connections between ideas, visualising complicated design concepts, and applying their learning to real-world situations. Gamification components such as point systems and prizes help to increase motivation and engagement. The platform aims to combine Augmented reality (AR) and Virtual reality (VR) technology into the concept. Students will be able to explore design environments and develop interesting concepts. This advancement will increase the depth and interaction of the learning experience. Primary research was conducted with preliminary prototypes of the platform with students of design to recognise the initial impact of the features of the platform. This showed to improve design thinking and problem-solving abilities. Prototype concepts have been discussed to further develop the platform’s capabilities. These concepts include the development of a mobile application to facilitate skill tracking and daily design challenges to encourage innovation. In essence, this design learning platform provides a systemic approach to design education, combining various design methods and principles, educational psychology techniques, and AR and VR technology. It hopes to empower design students by providing them with the skills, information, and drive they need to flourish in the dynamic and ever-changing world of design.

Tailoring gamification to individual learners: A study on personalization variables for skill enhancement

This study conducts a quantitative inquiry into how components of gamification and customization are being used in Saudi Arabia's educational system. In our investigation, we zero in on how these factors could contribute to skill development. This investigation uses a thorough and rigorous quantitative research approach to probe students' preferences for gamification components and their thoughts on customization. The findings highlight the amazing congruence between people's preference for gamification components like points and badges and the need for adaptation and feedback in optimizing the effectiveness of the educational process. Through careful component analysis, the current investigation successfully separates two distinct constructs: one highlights the importance of flexibility and responsiveness, while the other emphasizes the significance of pace and cultural appropriateness. The results of this research have important policy and practice implications for Saudi Arabia, where educational reforms are now underway. The goal of these changes is to boost academic performance by introducing student-specific, interactive gaming into the classroom.

Framework de gamificação aplicado a processos organizacionais

Abstract Purpose: This work has two objectives: 1. to present, based on theory, a Canvas framework, which helps in the analysis of elements used in the gamification of different processes, and 2. to use this framework to analyze multiple cases of sport, health, and wellness apps (fitness apps). We selected four apps for this study: My Fitness Pal, Nike Run, Nike Training, and Zombies, Run!. Originality/value: This study contributes to the theory with the systematization and organization of gamification components in a Canvas framework. For practitioners, this framework facilitates the creation and deepening of gamification initiatives. Design/methodology/approach: In order to support the comparison between cases, we used six gamification steps from the bibliography, divided into 1. define business objectives; 2. outline target behavior of players; 3. describe players; 4. determine activity loops; 5. entertain players; and 6. deploy appropriate tools. These steps were organized in a Canvas format. Through six propositions, we concluded that convergent and divergent factors exist between the cases studied, with no complete use of the gamification elements among the cases analyzed. Findings: Among the similarities, the following stand out: 1. search for users’ well-being, 2. use of the steps suggested for gamification, 3. factors of the player’s journey, and 4. fun. Among the differences are: 1. the specificity of each app, 2. ways of rewarding, and 3. motivating users, depending on the proposed activity and type of player.

The Role and Potential of Artificial Intelligence and Gamification in Education: The Example of Vakıf Participation Bank

The radical changes brought about by technological advances in education transform and enrich learning experiences by going beyond traditional education methods. Artificial intelligence technologies have the potential to offer personalized educational experiences according to students' individual learning speeds, priorities, and needs. The gamification method makes learning more fun and interesting and increases students' motivation, and gamification components such as competition, cooperation, and reward allow students to learn more deeply. The combined use of artificial intelligence and gamification has the potential to provide students with a more effective, engaging, and personalized educational experience and will continue to shape changes in education in the future. This study aims to examine the role, potential, and effects of artificial intelligence (AI) and gamification, two innovative approaches in education. Through the example of Vakıf Participation Bank, the impact of the gamification method used in performance monitoring and internal communication on the internal communication, behavioral psychology, job performance, and training of the organization's employees is highlighted. With this study, it is thought that the use of gamification methods in internal communication, employee performance management, and training methods will benefit organizations by shedding light on their work in these areas.

게이미피케이션 구성요소 및 브랜드 자산 기반 패션 브랜드 사례 연구

게이미피케이션 구성요소 및 브랜드 자산 기반 패션 브랜드 사례 연구

Student, teacher and parent opinions on gamification components used in educational information network (EBA)

Student, teacher and parent opinions on gamification components used in educational information network (EBA)

Presenting points or rank: The impacts of leaderboard elements on English vocabulary learning through video lectures

AbstractBackgroundLeaderboards are a highly popular gamification component used in student learning to enhance motivation, attentional engagement, and learning performance. However, few studies have examined the effects of individual leaderboard elements on English vocabulary learning through video lectures.ObjectivesThe present study aimed to examine how different leaderboard elements (i.e., points and rank) may affect students' English vocabulary learning through video lectures.MethodsA total of 34 students were assigned to groups using different leaderboard elements in a counterbalanced order. Participants' motivation, eye movements, and learning performance were measured and analysed.Results and ConclusionsStudents' leaderboard rank was shown to increase their motivation regardless of whether other elements were present. Eye movement tracking revealed that the presence of the leaderboard increased students' saccades between the questions and the options, and lengthened their dwell time on the learning materials while reducing their dwell time on the non‐learning‐related screen areas. Presenting students' rank alone also improved their learning performance.ImplicationsOur findings strongly support the use of video lectures for English vocabulary learning, with the following recommendations: (1) Instructors should present students' rank on the leaderboard to enhance students' motivation and engagement; (2) Instructors should present only the students' rank on the leaderboard to also enhance students' learning performance.

A Conceptual Review on Gamification as a Platform for Brand Engagement in the Marketing Context

With the impact of new technological advancement marketing strategies and tools have evolved significantly. Gamification is one of the trendiest tools which can be used to generate more brand engagement in the marketing context. Gamification has been used in different industries so far in order to generate brand engagement by targeting different sets of the target audience. Sometimes it has been linked with different types of platforms and mostly used to provide a better-gamified experience along with the brands in the marketing context. In many countries, this concept is tested in different platforms in order to use this more effectively in the marketing context. With the impact of severe problems and different circumstances, gamification has been used in the industry to generate better brand engagement and this notion has evolved and subsequently gained the attention of researchers. However, it is questionable what significant characteristics a firm needs to focus on gamification to have better brand engagement in the marketing context. As a result, the purpose of this paper is to attempt to review both empirical and theoretical arguments and aspects to consider in gamification as a platform and its impact on brand engagement in the marketing context. To objectively analyze the gamification components described by many writers, a thorough literature review is conducted by selecting both conceptual and empirical works mostly published recently in renowned publications. Based on the content, gamification components have been identified as mechanics & aesthetics, self-benefits, self-interaction, and self-achievement. A proposed model extends the findings into a conceptual realm by summarizing all these aspects.

MOTIVATING ENVIRONMENTAL CITIZEN SCIENTISTS AND OPEN DATA ACQUISITION ON OPENSENSEMAP WITH OPEN BADGES

Abstract. Citizen science projects making the public part of scientific research are a growing trend and often have a strong geospatial focus with mapping and observation activities on biodiversity or environmental topics. To keep participants engaged, gamification is often used, adding elements of competition and rewards. Digital badges are a common gamification component that can increase participant motivation. Open Badges, an open standard for digital micro-credentials, can be used in citizen science projects to incentivize participants and showcase their achievements. They can also be adapted to open education, where learners can build a portfolio of evidence to demonstrate their achievements and credentials. Open Badges can enhance the learning experience and increase motivation, leading to improved educational outcomes. The use of Open Badges in citizen science and open education aligns with the spirit of collaboration and transparency in science and technology. In this paper we propose a solution linking the openSenseMap, as an open environmental citizen science platform, to myBadges, an Open Badges infrastructure, to allow an automatic issuing of badges for achievements made. A short study reveals first impressions of the proposed solution, its motivational aspects to contribute and improve open data on the platform, and the potential for future work.

The Rationale Behind the Design Decisions in an Augmented Reality Mobile eHealth Exergame to Increase Physical Activity for Inactive Older People With Heart Failure.

Physical activity is important for everyone to maintain and improve health, especially for people with chronic diseases. Mobile exergaming has the potential to increase physical activity and to specifically reach people with poor activity levels. However, commercial mobile exergames are not specially designed for older people with chronic illnesses such as heart failure. The primary aim of this viewpoint is to describe the underlying reasoning guiding the design choices made in developing a mobile exergame, Heart Farming, tailored specifically for sedentary older people diagnosed with heart failure. The goal of the exergame is to increase physical activity levels by increasing the daily walking duration of patients with heart failure by at least 10 minutes. The rationale guiding the design decisions of the mobile exergame is grounded in the thoughtful integration of gamification strategies tailored for application in cardiovascular care. This integration is achieved through applying gamification components, gamification elements, and gamification principles. The Heart Farming mobile exergame is about helping a farmer take care of and expand a virtual farm, with these activities taking place while the patient walks in the real world. The exergame can be adapted to individual preferences and physical condition regarding where, how, when, and how much to play and walk. The exergame is developed using augmented reality so it can be played both indoors and outdoors. Augmented reality technology is used to track the patients' movement in the real world and to interpret that movement into events in the exergame rather than to augment the mobile user interface.

A study on role of gamification elements in training outcomes: comparing the mediating effect of intrinsic and extrinsic motivation

PurposeThis paper aims to examine how gamification components affect training outcomes through intrinsic or extrinsic motivation (IM and EM), drawing on the self-determination motivation theory.Design/methodology/approachIn this study, survey method has been used to analyse the hypotheses and objective of the research. A total of 260 surveys were received through the web-based stage and 260 surveys were legitimate. The data in this study was investigated using SPSS version 20.0 and Smart-PLS version 3.0 software.FindingsThe findings represent how IM intervenes in gamification parts of training outcomes. Apart from the indirect effect, this study also shows the immediate effect of experience point and progress bar affecting IM and EM. This study shows that the immediate effect of IM has a positive impact on training outcomes, however there is an adverse consequence in the event of EM on training outcomes as well as there is no intervening or mediating impact.Originality/valueIn this study, the authors offer novel research that might aid businesses in identifying the most important aspects of gamification for the relevant personnel. There is a substantial correlation between gamification and employee engagement that was previously focused on. With particular emphasis on the progress bar and experience point, the authors have demonstrated a connection between IM and EM through the use of gamification elements, paving the way for businesses to place a greater emphasis on intrinsic drive-in gamification systems intended to enhance employee training.

Gamification to enhance engagement and higher order learning in entrepreneurial education

PurposeIn an effort to enhance the student experience and achieve complex learning outcomes the use of gamification in higher education is increasing. Using two case studies, this paper explores the efficacy of two discrete inclusions of gamification in entrepreneurial education.Design/methodology/approachIn the first case study, students leveraged their taught knowledge about gamification to develop a gamified business concept. In the second case study, students played a humanitarian game and provided feedback about its design and efficacy.FindingsThe students' overall engagement with entrepreneurial education was significantly influenced by two factors: their perceived learning about gamification; and their perceived engagement with the gamification. It was observed that highly engaged students considered the gamification component of the course challenging.Originality/valueThis study demonstrates the potential of gamification to enhance engagement and to foster higher-order learning in the context of entrepreneurial education.