Gamification Framework Research Articles

Greening by enhancing self-efficacy: a viewpoint on employee-inclusive Octalysis framework

Purpose The purpose of this study is to investigate how gamification can be utilized to promote Employee Green Behavior (EGB) within organizations thereby enhancing corporate sustainability. The research aims to propose a structured gamification framework that can effectively motivate and engage employees in sustainability initiatives. Design/methodology/approach The viewpoint reviews existing literature on gamification, and its impact on EGB. The authors propose a conceptual model that highlights critical components for Octalysis framework and map this against various player types for various phases of a gamified system. Findings The Octalysis framework, with its eight core drives, is found to be an effective tool for fostering EGB by leveraging both intrinsic and extrinsic motivations. The viewpoint demonstrates that categorizing employees into distinct player types and tailoring gamification strategies accordingly can overcome motivational barriers and encourage sustained engagement in green practices. Originality/value This study introduces a novel approach to corporate sustainability by integrating gamification into EGB initiatives. This innovative approach enhances the understanding of EGB and provides practical insights for implementing effective gamification strategies in corporate sustainability efforts.

Designing Effective Hybrid Course Curriculum: A Design Science Approach to Gamification and Student Outcomes Validation.

In the modern educational landscape, the integration of gamification into hybrid learning environments has emerged as a promising approach to enhance student outcomes. However, there remains a lack of comprehensive frameworks for designing gamified hybrid courses and validating their impact on student outcomes. This paper proposes a design science-based approach to gamified course design in hybrid learning contexts. Drawing on the principles of design science research, we developed a framework for designing a gamified hybrid course curriculum that incorporates course content, activities, and assessments based on four elements of gamification (achievement elements, utilitarian value, hedonic benefits, and competition). To validate the effectiveness of our approach, we conducted a study with 294 students enrolled in a hybrid business course that implemented the proposed gamification framework. Our findings indicate that all gamification elements of our proposed gamified hybrid courses positively enhance student engagement, achievement, and satisfaction. Ultimately, this paper not only contributes to the 'gamification in education' literature by providing a comprehensive framework for designing engaging and effective hybrid courses but also proposes a roadmap for the application of design science to embed gamification in business course curriculum design within the context of modern hybrid learning environments.

Game on: a systematic exploration of gamification in logistics and supply chain management

Purpose This study systematically reviews the existing literature on the application of gamification in logistics and supply chain management (LSCM). This study aims to categorise the literature in various logistics and supply chain domains, to conceptualise the gamification framework pertinent in the context of LSCM and to provide a research agenda for scholars in the area. Design/methodology/approach The study’s methodology adopts the Preferred Reporting Items for Systematic Review and Meta-Analysis framework to conduct a systematic literature review. Forty relevant papers published from 2012 to 2023 are included in the analysis. Findings Augmented reality, blockchain, education, sustainability and warehousing have been identified as the key focus areas in which gamification is applied. Furthermore, the paper highlights different research approaches used to study these domains, maps the literature with gamification constructs (affordances, psychological outcomes and behavioural outcomes) and provides potential research avenues for future scholars. Research limitations/implications This review offers evidence of the impact of gamification on workforce dynamics, employee motivation, job satisfaction, trust, employee engagement and productivity. The study significantly contributes to the academic community by offering a conceptual framework and meaningful avenues for future researchers. Originality/value This research work contributes to the gamification, logistics and supply chain literature by providing a more comprehensive and methodical knowledge of the field. This study adds to the body of knowledge by offering a reference framework for future scholars based on a synthesis of the studies published so far in the area.

Enhancing User Experience in Learning Environments: a Narrative Gamification Framework for Education

This research explores the fertile intersection of narrative, gamification, and education, focusing on user experience (UX). Addressing a critical gap in the literature, we developed and validated a Narrative Gamification Framework for Education. The framework provides educators with tangible guidelines to gamify their lessons, emphasizing the content’s gameful transformation rather than the environment. The research contributes novel insights and practical tools to the fields of Human-Computer Interaction (HCI) and UX, with implications for the broader context of education. Our findings set the stage for future research, including an ongoing initiative to adapt the framework to engage teachers in a journey of recognition and learning.

The Role of Gamification in Enhancing Foreign Language Education: Strategies, Benefits, and Case Studies

This article explores the impact of gamification on foreign language education, highlighting its potential to transform traditional learning methods into engaging and enjoyable experiences. By integrating game elements into language lessons, educators can motivate students, increase their engagement, and improve language proficiency. The article provides a theoretical framework for gamification, discusses the principles of game design, and offers strategies for implementing gamification in language curricula. It also presents case studies and examples of successful gamification applications in foreign language learning. The findings suggest that gamification not only enhances students' motivation and engagement but also fosters better learning outcomes and language retention. Keywords: Gamification, Foreign Language Education, Engagement, Motivation, Game Design, Educational Technology, Language Proficiency, Learning Outcomes, Pedagogical Strategies, Case Studies

Enhancing the Adaptative Gamification Process Through User Behavior and Context

This article presents an innovative approach to developing a strategy for situational awareness in an adaptive gamification framework within the context of Collaborative location-based collecting systems (CLCS). The proposed approach involves incorporating five key factors that represent user behavior and context in the adaptive gamification process for CLCS. These factors include player preferences, player status, gamified activities, groupware activities, and project goal status. Each factor is crucial in describing various aspects of the framework and groupware interaction that players should be aware of during their game experience. By acquiring knowledge about these five axes, users can analyze and react appropriately to various situations. This modeling approach enables the early development of awareness and facilitates decision-making. Ultimately, this article serves as a useful guide for improving existing frameworks and enhancing the overall user experience through situational awareness.

3F Gamification Framework for Problem-Based Learning.

3F Gamification Framework for Problem-Based Learning.

Hybrid Gamification and AI Tutoring Framework using Machine Learning and Adaptive Neuro-Fuzzy Inference System

Although technology has significantly improved the teaching and learning process, it has not been able to increase students' self-motivation and engagement at the same level. The lack of self-motivation and intermittent engagement is currently one of the primary challenges faced by educators. This new approach to learning called the hybrid gamification framework uses a combination of artificial intelligence (AI), machine learning (ML), and the Adaptive Neuro-Fuzzy Inference System (ANFIS) to create a more engaging and personalized learning experience. By tracking students' interactions and performance, the system can allocate rewards based on their progress, which helps to increase their motivation and engagement. This technology makes it possible for educators to collect and analyse data related to students' engagement patterns, quiz scores, time spent on learning activities, participation in discussion forums, and much more. This data analysis enables educators to identify struggling students and high achievers, allowing them to provide tailored support and instruction to maximize student success. A pilot implementation of this system involving 200 computer science students successfully demonstrated the effectiveness of this technology. This research provides a comprehensive understanding of gamification's impact by combining quantitative data with qualitative insights.

Diversifying Quranic revision methods using gamification-based teaching material for tahfiz education

This study discusses the development procedure of the global tahfiz game (GTG) as a teaching aid for the Quranic revision subject for tahfiz students based on the gamification concept. Comprehensive design and development research (DDR) was used as the research method. The analysis includes conceptual and material development, expert evaluation, testing, and the final product. The development of concepts and materials used in this gamification was based on the theoretical framework of mechanics, dynamics, and aesthetics (MDA), with the application of tahfiz education elements. To examine the ability of GTG prototype to tackle the users’ needs, we have conducted the usability analysis. The expert teacher's mean score for the trial run on this gamification was high at 4.85. The trial run score for student participants was also high (4.45). The result demonstrated that most of the constructs are perceived at a high level by respondents. Thus, this indicated the high usability of GTG to be used as a teaching aid for a Quranic revision subject. The gamification of Quranic tahfiz based on board games has been finalized through recommendations and improvements based on the evaluation. The study findings are expected to be useful for educational institutions or researchers in developing teaching materials using the MDA framework for gamification, particularly in the field of Islamic education.

Engagement by Design - 8 lenses for engaging students

This paper provides an overview of Yu-Kai Chou’s Octalysis framework for engaging design through the use of meaning, accomplishment, empowerment, ownership, social influence, scarcity, unpredictability, and loss. These eight lenses form the basis to consider both white hat/black motivators and sources of intrinsic/extrinsic motivation. As Octalysis is a gamification framework used in industry, a brief exploration of how the identified drivers align with psychological research is presented. Finally, to demonstrate the framework, the paper presents a reflective analysis of successes and failures in the delivery of a Project Management course using the Octalysis drivers. By considering the motivating factors contained in the Octalysis framework, instructors can gain insight into how to make their courses more engaging, and personally relevant to students.

Exploring the Impact of Octalysis Gamification in Japanese M-learning Using the Technology Acceptance Model

Indonesia is a country with the second highest number of Japanese language learners in the world. However, with the main language of Indonesia being derived from the roman alphabets, it makes Indonesian students hard to get used to learning Japanese alphabets, especially Kanji. This study aims to develop a gamified mobile learning application following the Octalysis gamification framework, and assess its impact in garnering student’s acceptance to enhance their Japanese Kanji learning experience. This study was conducted quantitatively using the Technology Acceptance Model, and analyzed through the Structural Equation Model. The data were collected via questionnaires from 194 members of the local Japanese learning community. The variables analyzed in this research are Perceived Usefulness, Perceived Ease of Use, Attitude Towards Using, and Behavioral Intention. All variables are tested for validity and reliability using SPSS Statistics, and structural equation model analysis using SPSS AMOS. The results showed positive significant correlations between Perceived Usefulness and Attitude Towards Using, Perceived Ease of Use and Attitude Towards Using, and Attitude Towards Using and Behavioral Intention. The result also noted a negative correlation between Perceived Usefulness and Behavioral Intention. Each variable contributes to the acceptance of the gamified mobile learning application with a strong emphasis on Perceived Ease of Use, and a mild emphasis on Perceived Usefulness.

Evaluation of the MMCT App Based on the Octalysis Gamification Framework

Gamification has tremendous popularity among the various domains such as e-learning, business, and healthcare. It is well documented that many applications are being developed to assist the patients to modify their behavior and most of them are designed to engage and motivate users to increase adherence, using gamified techniques. However, academic research and management pay little attention to the challenges of developing, implementing, managing, and maximizing gamification methods. In this research work we have presented a medication management application based on a gamification concept that provides reminder tools for patients who have difficulty in remembering their regimen. Currently, we have evaluated the efficiency of the platform in support of the motivating and engaging application of mHealth (MMCT) based on the Octalysis Gamification Framework. The latter contains several elements of the game design that can be used to enhance their experience as required in each stage of the player’s journey. We conclude by discussing the following section on gamification in addition to the guidelines for further development of the Octalysis method.

Protocol for a randomised controlled field experiment on the effect of different gamification designs of physical activity

Gamification is finding growing application in the field of physical activity, promising engaging and motivating experiences that foster behavioural change. However, existing empirical work has insufficiently scrutinised whether the reported positive outcomes emerge because of gamification and what type of gamification design leads to optimal results. This protocol for a parallel four-arm randomised controlled field experiment was purposely designed to investigate the effect of different gamification designs on motivation, perceived usefulness, and the intended behavioural change in physical activity (increase in step counts). Participants were randomly assigned to either: 1) a competitive gamified group; 2) a cooperative gamified group; 3) a hybrid (competitive-cooperative) gamified group; or 4) a control group. The design of the gamified interventions was guided by gamification design frameworks identified in literature. The data gathered includes: 1) a longitudinal panel dataset of step counts to investigate the causal effect of gamification on physical activity behaviour; and 2) self-reported data to examine the effect of gamification on the users’ intrinsic motivation and perceived usefulness of the experience. This protocol outlines the procedure and processes followed during this experiment to facilitate replicability for future studies.

Dynamic Adaptive Gamification Framework to Improve User Gamification Experience for Online Training

In recent years, there has been a notable increase in the utilization of gamification for online training. Following the “one-fits-all” approach to designing a gamification experience for all participating users can be a significant disadvantage as all users are given the same experience. Previous approaches commonly used the static player profile that was obtained at the very beginning or initial stage of the user experience and presented the user with the gamification experience according to the fixed player type. This motivates the need for an adaptive gamification environment in online training. A dynamic adaptive gamification framework is proposed to introduce a gamification framework consisting of a method to correlate player types and game elements. The correlation is aimed at identifying the evolvement of players through interaction with game elements and observing how these player profiles are motivated to change over time. The study also presents an evaluation method to measure motivation in adoption and engagement in online training to reduce boredom and improve the overall user experience of the player.

Exploring consumer purchase intention in cross-boundary retail alliances with gamified OMO virtual-physical fusion services

The emergence of digitalisation and COVID-19 have induced notable lifestyle changes. For example, contactless online-offline engagement remains popular even after the reopening of physical venues. This demand has led organisations to advance their technologies via gamification and improve customer experiences and involvement. Hence, this study examined how retail store cross-boundary alliances and gamified marketing methods impact the implementation of online-merge-offline (OMO) virtual-physical fusion services from customers' viewpoints. An evaluation model was developed by integrating Chou's eight-core Octalysis framework for gamification and decision-making approaches. Furthermore, an online survey performed in Taiwan generated 550 valid responses. The empirical data were subsequently analysed with DEMATEL to determine the interconnections among evaluation indicators and construct an influential network relation map (INRM). The indicators' influence weights were ascertained via DANP. Unpredictability (Unp) was ranked first, followed by avoidance (Avo), epic meaning (Epi), scarcity (Sca), empowerment (Emp), social influence (Soc), ownership (Own), and accomplishment (Acc). Both Acc and Unp were the most and least significant factors, respectively. Optimal gamified marketing approaches positively influenced customers' repurchase intentions, shopping experiences, and retail loyalty. Overall, retail stores seeking to apply cross-boundary alliances and gamified marketing methods can benefit from the empirical outcomes to incorporate efficient OMO virtual-physical fusion services.

Development of MOOCs in Civil Engineering Education through Gamification Implementation

Background: Massive Open Online Courses (MOOCs) represent an accessible online learning platform open to everyone without specific conditions. The prominence of MOOCs has surged, particularly following the Covid-19 pandemic. Despite this global trend, the development of MOOCs in Indonesia faces challenges such as community unpreparedness and inadequate infrastructure. Traditional education perceptions persist, with many Indonesians believing in the necessity of formal education. Gamification, involving the incorporation of enjoyable and engaging game elements into non-game activities, presents an innovative approach. Given the relatively low demand for MOOCs in Indonesia, gamification is employed to enhance user motivation and retention, with the expectation of increasing student interest in utilizing MOOCs.Methods: The research methodology employed is Research and Development (RD), utilizing the Four D-Models model and gamification analysis through the Octa lysis Gamification Framework. This framework serves as the foundation for the selection of gamification elements.Results: Media validation results demonstrate an 86% feasibility rating for gamification-based MOOC products in Engineering Mechanics 1 courses, categorizing it as "Very Decent." Overall, the MOOC platform achieves a 92% feasibility rating, also falling into the "Very Decent" category.Conclusion: In conclusion, the research affirms that the development of gamification-based MOOCs in Engineering Mechanics 1 courses is viable for integration into the learning process. This is supported by the positive results from media validation and trials, both categorized as "Very Decent."

Up-skilling learners through story-telling: Introducing the Learning Wave

The nature of work is changing as technology, economic, education, health, environmental, and geopolitical trends impact the skills required of the workforce. Generative AI, for example, is significantly impacting the labour-market as new jobs are created and existing jobs are re-shaped or no longer available (Li, 2022). In response to these trends, businesses are re-imagining their workforce strategies and investing in learning and developing their talent (Future of Jobs Report, 2023). Responding to the needs of industry and the skills gap, Western Sydney University (WSU) is pioneering a digital pedagogical model called The Learning Wave. Inspired by Karl Maton’s Semantic Wave, The Learning Wave is a practical tool for designing digital educational experiences where learners are guided through real-world problems to construct knowledge, build industry relevant skills and reflect on their learning (Maton, 2019). Through the explicitly designed educational experience, learners use their knowledge and skills to solve real-world problems facing industry. The Learning Wave is used to create educational experiences through activities focused on mastery (competence), meaning (competence and relatedness), community (relatedness) and autonomy (Ryan & Deci, 2000). To develop these experiences, The Learning Wave contains four smaller waves of engagement and motivation, knowledge, activity, and narrative: The Engagement and Motivation wave uses reward and feedback loops aligned with key educational moments. Inspired by the Octalysis Framework for Gamification and Behavioural Design (Chou, 2021), real-world relevant learning activities are designed to be intrinsically motivating and create positive learning experiences. The Engagement and Motivation wave aligns rewards and game mechanics to the self-regulated-learning phases of forethought, performance and self-reflection (Zimmerman, 2002). The Knowledge Wave focusses on the design, construction, and delivery of the knowledge-based content using Gagne’s Nine Events of Instruction (Gagné et al., 1992)) and uses missions for learners to solve as they apply their knowledge and skills in the Activity The Activity wave extends from the Engagement and Motivation wave, and the Knowledge Wave and focuses on experiential learning experiences that people learn from (Floor, 2023). A goal of the Activity Wave is to create a positive impact on the learning experience and provide learners with memorable experiences they enjoy. The Narrative wave uses storytelling and narrative driven approaches to present an engaging story comprising elements of tension, interesting characters situated in real-world settings to provide relevance and relatability to the course, and topics that evoke emotional responses. Narrative approaches to learning tell more than just the story – stories use different parts of the brain (Renken, 2020) and can be effective in solidifying abstract concepts and assist learners in shaping their ideas and views about what they are learning. (Yang et al., 2022). These sub-waves are designed in alignment with the learning outcomes of the course to provide learners with agency to manage their motivation, cognition, emotion and behaviour – fundamental to self-regulated learning (Zimmerman, 2002) as they develop their skills in their industry-relevant field. As a novel pedagogical model, The Learning Wave is designed for learners to amplify impact and stay relevant in their field.

A Machine Learning Based Method to Evaluate Learning in Gamification Practices

With the integration of advanced methods and technologies in higher vocational education, educational gamification has emerged as a new approach to encourage students’ active participation in learning. However, it is difficult to accurately evaluate student participation in this environment and delve into the process of interactive evolution. Most existing research methods primarily focus on qualitative analysis, while attempts to conduct quantitative analysis are often constrained by traditional statistical methods. Moreover, these methods frequently fail to consider the interactive dynamics that occur between teachers and students. This study proposes a method to evaluate learning participation in educational gamification. K-means clustering was used, and a framework for educational gamification was constructed using a process interaction evolutionary game. By conducting a thorough analysis of the interactive dynamics between teachers and students, this study offers practical guidance and strategies for educators.

Microsoft Excel Learning Application Design with Android Based using Gamification Method

Microsoft excel is software can support performance in data processing, microsoft excel provides formulas and function that can be used to facilitate perfomance in data processing. Utilization of microsoft excel can be used in every day life in business and educational activities. Microsoft excel can perform arithmetic calculation, so can simplifying the assessment results and as an alternative that can provide maximum results. The purpose of this research is design and build a microsoft excel learning application with the gamification method to increase behavioral intention to use and immersion in the learning process to provide an alternative learning process in learning formulas and functions in microsoft excel. The method used in this study was designed and built with the gamification method using the six steps to gamification framework developed by Kevin Werbach in 2016. The results of this learning application have been evaluated by 32 respondents by filling out a survey based on the Hedonic Motivation System Adoption Model. From the survey, 77.5% were obtained for the behavioral intention to use aspect and 64.53% were obtained for the immersion aspect. The conclusion of this study in implementing gamification using the six steps to gamification framework states that they agree with evidence of 77.5% for the behavioral intention to use aspect and 64.53% for the immersion aspect.

A game-based augmented reality navigation system to support makerspace user education in a university library

PurposeA makerspace has recently been identified as an essential learning field for cultivating students’ creative and thinking abilities. Creating a makerspace service within a university library is vital, as it fosters innovation, interdisciplinary learning, practical skills, entrepreneurship and career readiness while transforming the library into a dynamic centre for hands-on education and collaboration. Nevertheless, the wide-ranging functions and uses of makerspace equipment can potentially lead to a situation where librarians are overwhelmed by their duties due to manpower constraints. Therefore, this study aims to develop a novel game-based augmented reality navigation system (GARNS) based on the Octalysis gamification framework and scaffolding theory to support makerspace user education, hoping to promote learners’ learning motivation and their immersive experience and to enhance the learning performance of makerspace user education.Design/methodology/approachWith a true experimental research method, 24 grade 11 students from a high school in Keelung City, Taiwan, were recruited to participate in the experiment on makerspace user education. Among them, ten students were randomly assigned to the experimental group using the GARNS and the other seven students were randomly assigned to a control group using the Web navigation system. The remaining seven students were assigned to a second control group using the narrative guided tour with a librarian to conduct makerspace user education.FindingsAnalytical results show that learners can achieve significant learning effectiveness using the GARNS, Web navigation system or traditional narrative guided tour with a librarian for makerspace user education. There were no significant differences in learning effectiveness and motivation neither between the GARNS group and the narrative guided tour with a librarian group nor between the Web navigation system group and the narrative guided tour with a librarian group. However, there were significant differences in learning effectiveness and motivation in terms of the value and expectation dimensions of learning motivation between the GARNS group and the Web navigation system group, and the GARNS group was significantly better than the Web navigation system group.Practical implicationsThe study’s practical implication on makerspace user education is to reduce the manpower of a university library with makerspace services by the proposed GARNS that can offer a practical solution to enhance the learning effectiveness and motivation of makerspace through immersive game-based autonomous learning. Additionally, the study’s theoretical contribution lies in its innovative combination of game-based learning and scaffolding theory, while its practical significance stems from its potential to revolutionize makerspace user education, enhance motivation and performance and influence the broader landscape of educational technology.Originality/valueThis study combines game-based learning with augmented reality tools to develop a novel GARNS, which provides an innovative and effective learning tool suitable for the characteristics of makerspace and contributes to promoting makerspace user education and diversified learning modes. Additionally, most interviewees believed that using GARNS for educating makerspace users could assist them in consistently evaluating, choosing and discovering educational tasks in a library makerspace. This study contributes to promoting the popularization of makerspace user education.