Gamification Research Articles

KNOWLEDGE OF USING DIGITAL TECHNOLOGIES IN PHYSICAL EDUCATION OF STUDENTS

Relevance: today, digital technologies have penetrated into all spheres of human activity, including education. Scientists and experts point out that the potential of digital technologies in physical education of students is not fully realized. Objective: to search and analyze scientifi c knowledge about the knowledge of using digital technologies in physical education of students. Materials and methods: structured search for current information in scientifi c databases (WoS, Scopus, PubMed, eLIBRARY) and survey of a focus group composed of university teachers and students. Results and conclusion: it was founded that technologies associated with digital learning resources (online courses) and media content (social networks and mobile applications) are most often used in physical education classes. At the same time, students want to make more active use of technologies related to both digital video modeling and gamifi ca-tion (exergames).

Influence of Virtual Reality and Gamification Combined with Practice Teaching Style in Physical Education on Motor Skills and Students’ Perceived Effort: A Mixed-Method Intervention Study

This mixed-method study examined the impact of combining virtual reality (VR) and gamification (GAM) with the practice teaching style (PTS) on students’ motor skills and perceived effort in physical education. Participants (n = 75) were divided into three groups: PTS (control), PTS + GAM and PTS + GAM + VR. Each group had two one-hour sessions per week for six weeks. Participants’ motor skills and perceived effort were evaluated quantitatively and qualitatively using tests such as the SportComp Motor, flamingo and plate-tapping tests, as well as the handgrip strength test and the Pictorical Children’s Effort Rating Table. The results indicate that the PTS group reported a higher perceived effort compared to the other groups (p < 0.001). All study groups exhibited improvements in the handgrip strength (p < 0.001) and flamingo (p < 0.05) tests, while lateral jump test improvements were observed only in the two GAM groups (p < 0.001). The VR group showed an improvement in the plate-tapping tests (p < 0.001), while the PTS group exhibited a decline in the displacement with support test (p < 0.05). Participant perceptions suggest that the activity nature, motivation from competition and rewards influenced the perceived effort and motor skills. In conclusion, GAM techniques are effective in reducing perceived effort in physical education programs, and combining GAM with VR enhances improvements in motor skills.

ТЕХНОЛОГИЯ ГЕЙМИФИКАЦИИ КАК ИНСТРУМЕНТ ПОВЫШЕНИЯ КАЧЕСТВА ОБРАЗОВАТЕЛЬНОГО ПРОЦЕССА В ВУЗЕ

The purpose of this article is to present the methodological and methodological foundations for the use of the game in the didactic support of higher education. The article disuchebnoj motivacii u uchashhihsja [A model of psychological readiness of a future primary school teacher for the development of educational motivation among students]. Vestnik OGU, 2013, no. 2 (151), pp. 73–76. (In Russian). 18. Derkach A. A. Akmeologija. Uchebnik [Acmeology. Textbook]. Moscow, 2002. 650 p. (In Russian). 19. Adol’f V. A. Stanovlenie professional’noj kompetentnosti pedagoga [Formation of professional competence of a teacher]. Sibirskij peda gogicheskij zhurnal, 2013, no. 5, pp. 38–40. (In Russian). 20. Podymov L. S. i dr. Pedagogika. Uchebnik i praktikum dlja vuzov [Pedagogy. Textbook and workshop for universities]. Eds. L. S. Podymovoj, V. A. Slastenina. Moscow, 2023. 246 p. (In Russian). 21. Gubanova M. I. Formirovanie gotovnosti budushhego uchitelja k pedagogicheskomu soprovozhdeniju social’nogo samoopredelenija starsheklassnikov. Monografi ja [Formation of the future teacher’s readiness for pedagogical support of the social selfdetermination of high school students]. Kemerovo, 2003. 236 p. (In Russian). 22. Red’ko L. L., Shumakova A. V., Veselova V. G. Proektirovanie integrativnogo obrazovatel’nogo prostranstva pedagogicheskogo vuza [Designing an integrative educational space of a pedagogical university]. Stavropol’, 2010. 282 p. (In Russian). 23. Podgotovka budushhih pedagogov k resheniju professional’nyh zadach v uslovijah integracii sistem vysshego pedagogicheskogo, obshhego i dopolnitel’nogo obrazovanija. Uchebnometodicheskoe posobie dlja magistrantov, aspirantov, prepodavatelej vuza [Preparation of future teachers to solve professional problems in the context of integration of higher pedagogical, gene ral and additional education systems. Educational and meth odological guide for undergraduates, postgraduates, university teachers]. Cheboksary, 2021. 128 p. (In Russian). Инновационные практики образовательных организаций 176 Профессиональное образование в России и за рубежом 2 (54) 2024 cusses gamifi cation as a teaching method and educational technology. Gamifi cation and the game approach in learning are considered, and their comparative characteristics are given. Since gamifi cation helps to increase interest in various areas where it is applied, students become more interested in taking those courses where there are game elements. Options for implementing gamifi cation in education are usually carried out in the format of a PBL model: points, badges, and ratings. Examples of game scenarios include: quests, simulation contests. A number of gamifi cation mechanics that are used in education are analyzed and the result of the study is shown: a survey was conducted among teachers and students whether these mechanics and gamifi cation in general work well enough in education.

The moderating role of gamification toward intentions to use mobile payments applications in Bahrain: an integrated approach

PurposeUsing an integrated theoretical model, this study aims to examine the moderating role of gamification in influencing intentions to use mobile payment applications in Bahrain.Design/methodology/approachThe current examination happens to be the first approximation in the context of Bahrain wherein an extended TPB-based model integrating variables from TAM and UTAUT2 is used along with gamification and situational influence to examine the intentions to use m-payment applications.FindingsThe findings revealed that among the variates of the TPB, AT and PB significantly affect the intentions (IN) to use m-payment applications in Bahrain, but SN fails to affect intentions, similarly SI also fails to affect intentions thereby proving that the pandemic fails to drive the intention of the population under study toward using m-payment applications. However, when the application offers gamification (GM) features, SI significantly affects intentions through GM, thus experience along with situation drives intentions and this becomes the major theoretical contribution of the study.Practical implicationsThis examination offers useful practical implications in the form of the findings revealing that GM affects intentions to use m-payment applications and that GM moderates the relationship between perceived risk (PR) and IN, as well as SI and IN, which can be used by the service providers to improve the user experience and achieve better acceptance of their application.Originality/valueThe novelty of the study lies in testing the integrated theoretical model in the context of a GCC nation, Bahrain.

“UNITED IN PROBLEM SOLVING”. GAMIFICATION EXPERIENCES IN THE RENÉ FRAGA SCHOOL

The education of our days faces an important challenge in the enrichment of the teaching educational process: how to transmit the contents in a fun way that generates interest and motivates the students. This method called “gamifi cation” is another way of educating. It works with the potential of students and makes learning an active process where the subject is the protagonist. The present study is aimed at exploring the effect of the gamifi cation method in the implementation of an educational program to develop the ability to pose and solve problems in th grade children of the René Fraga Primary School. It is a qualitative study, of an exploratory nature, since investigations that inquire into the subject from this perspective is unknown. We have as results that in spite of not having achieved a total assimilation of the skill, the gamifi cation method motivated the students to work as a team and contributed to obtain better results. Application of this method resulted in a progressive increase in the quality of responses and in the development of some of the skill indicators. It also generated a positive impact on the implementation of the educational program.

Eff ectiveness and attractiveness of gamifi cation carried out during the COVID-19 pandemic in the perception of high school students

The gamification method has gained in popularity in recent years. Theoretical works in this field emphasize its attractiveness, which also affects the effectiveness of the implementation of tasks considered stereotypically as tedious and requiring concentration. By introducing game-specific elements into the learning process, participants usually engage in activities more, feel more motivated and remember the content discussed better. In the article, the authors attempt to answer the question of how the method of gamification is understood and assessed by high school students. To this end, they conducted surveys in two research groups: in the first, which participated in lessons based on gamification, and the second, in which such activities were not carried out. The text presents the theoretical assumptions related to the topic and the research part, presenting the aforementioned research process.

Analyzing employees’ perceptions of using artificial intelligence and gamification in HRM practices on employee’s job insecurity

Research on Artificial Intelligence (AI) and Gamification (GF) continues to expand, and the use of artificial intelligence has sparked discussions on the future direction of human resource management practices. The importance of artificial intelligence (AI) in the field of human resource management has increased as it enables departments to fulfil their duties more effectively. A specific focus on employees' perceptions of using Artificial Intelligence and Gamification in Human Resource Management Practices (HRMP) is still limited. This research aims to reveal the perceptions of HR employees towards artificial intelligence (AI) and Gamification (GF) in managing Human Resource Management Practices (HRMP). In addition, examining the relationship between using Artificial Intelligence and Gamification on Employees' Job Insecurity (JOBINS). This research has used a quantitative approach and data analysis. total of 450 respondents were involved in this research, but only 400 were qualified. the respondents are Human Resource employees in many sectors. Correlation and Regression analysis are used to test the research hypotheses. The results of this research revealed that Using both Artificial Intelligence and Gamification has a significant positive effect on employees' job insecurity. In addition, the use of Artificial Intelligence (AI) in the training and development process could help employees reduce the stress and time they spend on searching for and finding the right candidate. It could also help them improve the efficiency of their work by allowing them to focus on the training and not on the monotonous tasks. Moreover, using Gamification (GF) in managing Human Resource Management Practices (HRMP) could increase the employees’ motivation and Engagement. The contribution of this research to the literature is examining the gap between employees’ perceptions towards Artificial Intelligence (AI) and Gamification (GF) in managing Human Resource Management Practices (HRMP) and the impact on employees’ Job insecurity (JOBINS). This research provides a comprehensive analysis of the perceptions of employees about the use of artificial intelligence and gamification in HR departments. It also provides valuable insight into the potential of this technology in improving the efficiency of organizations. Further research is also needed to determine if the findings from this research could be applied to all employees inside the organization not only the employees who are working in HR department. In addition, it would be beneficial to conduct further studies on how to develop effective training and briefing materials for use of Artificial Intelligence in recruitment systems.

GAMIFICATION AS A WAY TO INCREASE STUDENTS’ MOTIVATION IN MASTERING SURGICAL DISCIPLINES

The key function of the modern teacher is to reveal the cognitive abilities of students to learn and find internal motivators, which is manifested in the maximum interest of the student to acquire knowledge. It is clear that the introduction of modern trends (gamifi cation) in the educational process requires signifi cant fi nancial costs. However, in our opinion, the process of gamifi cation may include not only the development of costly computer games, but also the application of the principles of board games, in particular, such as «Memo».In order to study the impact of the application of the principles of the board game «Memo» for interesting and better learning of material of surgical disciplines, a pedagogical experiment was conducted.The use of this method for mastering the material by students in 5 academic groups of the 5-th year is analyzed – totally 64 students took part in the pedagogical experiment. Analyzing the number of correct answers, it was found that students in the main group were more likely to answer correctly than students in the control group 84% (21 cards) against 72% (18 cards). The application of the method in the group with a lower average level of knowledge in surgical disciplines showed that the number of correct answers was 76% (19 cards), which is higher than the number of correct answers in the control group. Re-survey of the studied material a month later in the main and control group showed better results in the main group (17 cards (68%) in the control groupagainst 76% (19 cards) in the main group). This indicates a better assimilation of the material, both in the short and long term.

The Effectiveness of Gamifi cation in the Online and Offl ine Qualitative Marketing Research

Gamified market research tools help to increase respondents’ engagement and obtain more in- depth results. Up till now the eff ects of gamifi cation have been tested in the offl ine environment. The COVID-19 pandemic changed the world of the qualitative research and also triggered a need to replicate some previously presented eff ects. The article shows the results of two experiments proving the eff ectiveness of gamifi ed approach to the qualitative advertisement and product concept testing in an online environment. The experimental groups with a narrative context added to a question regarding the fi rst impression after viewing an advertisement or reading a product concept provided more elaborated answers to the open-ended questions than the control groups with a standard task. What’s important, for the advertisement test the effect was significant for both online and offl ine conditions, whereas in the case of the product concept test only the online variant proved the superiority of the gamified task.

A Study on the Direction of Graphic Style Based on Gamification Branded App

A Study on the Direction of Graphic Style Based on Gamification Branded App

기업가정신 교육을 위한 온라인 게이미피케이션 콘텐츠 개발 및 검증

게이미피케이션은 COVID-19시대에 효과적인 온라인 교육방법 중 하나로 연구되기 시작했다. 본 연구의 목적은 온라인 교육 게이미피케이션 콘텐츠 개발과 교육효과성 검증이다. 연구 진행을 위해 기업가정신 교육을 위한 온라인 게이미피케이션 콘텐츠를 개발했다. 개발된 콘텐츠를 검증하기 위해 85명의 고등학생을 모집했다. 분석 결과, 개발된 콘텐츠는 학습흥미, 자아효능, 학습동기, 협력, 의사소통에 긍정적인 영향을 미치는 것으로 나타났다. 연구결과를 바탕으로 오프라인 교육 콘텐츠의 온라인화에 대한 가능성과 온라인 게이미피케이션 콘텐츠 개발에 필요한 개발 방법론 연구의 필요성에 대해 제언한다.

Wellness Tribe: Gamification of the IS-WEL Adlerian-Based Model of Wellness

Wellness Tribe: Gamification of the IS-WEL Adlerian-Based Model of Wellness

THE EFFECT OF “EAT UP” GAME ON ENGLISH TEACHING / “EAT UP” OYUNUNUN 6. SINIF İNGİLİZCE DERSİ “SAYILABİLENLER/ SAYILAMAYANLAR” KAZANIMININ ÖĞRENİMİNE ETKİSİ

The use of the game in lessons increases the student's interest and participation in the course of the child's life as it is a natural process and for this reason, the game has been used for many years in education. In this study, it is aimed to get the opinions of middle school 6th grade students in order to process the Countable / Uncountable subject with gamification approach. The study was conducted according to the case study which is a dimension of the qualitative research approach. Pre-test/post-test was applied to the students as a data collection tool. In addition, a student opinion questionnaire consisting of 4 open-ended questions was applied to get the students' opinions about the game. As a result of the research, it was seen that a course with “Eat Up” game had a very positive effect on the students and the students' readiness and motivation were high during all activities. In addition, it was found out from the pre-test and post-test results of the students that “Eat Up” game showed a positive increase both in student achievement and students' perspective on English lesson. Oyun cocugun yasaminin dogal bir parcasidir. Oyun deyince cocuk, cocuk deyince oyun akla gelir. Oyunun derslerde kullanilmasi, cocugun yasantisinin dogal bir sureci olmasindan dolayi ogrencinin derse ilgisi ve katilimini arttirmaktadir ve bu sebeple oyun egitimde de uzun yillardir kullanilmaktadir. Bu calismada Sayilabilenler / Sayilamayanlar konusunun oyunlastirma yaklasimi ile islenmesine yonelik ortaokul 6. sinif ogrenci dusuncelerinin alinmasi amaclanmistir. Arastirmanin sonucunda “Eat Up” oyunu ile islenen bir dersin ogrenciler uzerinde son derece olumlu etkileri oldugu, ogrencilerin yapilan tum etkinlikler boyunca hazirbulunusluklarinin ve motivasyonlarinin yuksek oldugu gorulmustur.Ayrica ogrencilerin ontest ve sontest sonuclarindan da “Eat Up” oyununun hem ogrenci basarisinda hem de ogrencilerin Ingilizce dersine olan bakis acilarinda olumlu yonde buyuk artis gosterdigi ortaya cikmistir. Article visualizations:

A systematized review on diabetes gamification.

Background: Gamification is an effective tool used to enhance the quality of education and training, to create motivation and enthusiasm, and to maintain competitiveness in the targeted population. Given that, the present study is an attempt to review gamification used in the field of diabetes systematically and its effects on the target group. Methods: Articles were retrieved from eight databases via an electronic advanced search. The data were imported to Endnote; and to assess the quality of the articles, PRISMA and CASP were used. Finally, according to the inclusion criteria, the appropriate articles were selected. Results: This study indicates that physical activity and nutrition were the most frequent diabetic subgroups in diabetes gamification. In addition, all diabetes gamification programs were designed to educate, teach skills and make behavior improvement in diabetics. Conclusion: Diabetes gamification have the capacity to change health behaviors among all age groups and can create an innovative, attractive and interactive learning environment accompanied by fun and engagement. Professor, Health Management and Economics Research Center, Iran University of Medical Sciences, Tehran, Iran; Librarianship and Medical Information Science, Iran University of Medical Sciences, Tehran, Iran.

Games and Gamification

Games and Gamification

Mobile banking usage and gamification: the moderating effect of generational cohorts

PurposeThe extended unified theory of acceptance and use of technology (UTAUT2) model has been adapted and applied by scholars to gain insight into mobile banking (m-banking) usage. By combining three perspectives, UTAUT2, gamification (GM) and generational cohort theory, this study aims to investigate the factors which impact m-banking usage and examine the moderating effect of generations Y and Z on the relationship between GM and intention to use m-banking.Design/methodology/approachThe adopted model was tested in a quantitative study by using partial least square structural equation modelling. A total of 380 valid questionnaires from a transition country, Albania, have been examined.FindingsIn the study, scientific evidence concerning the UTAUT2 model and GM elements are provided. Thus, facilitation conditions, habit and hedonic motivation were found to be significant determinants of GM. Moreover, the results revealed that age moderates the relationship between GM and behavioural intention (BI). Compared to generation Z, individuals born prior to 1996 (generation Y), exhibited a much stronger relationship.Research limitations/implicationsAlthough Albania bears similarities with other transition countries in terms of regional, economic and political environments, the generalisation of these results to another context is rather limited.Practical implicationsThis paper offers a model integrating UTAUT2, GM and generational cohorts in the context of a transition country. The findings can be applied in the form of guidelines for a number of financial institutions.Originality/valueBesides identifying the determinants of m-banking adoption and GM, this study notably reveals the importance of generational cohorts because it governs the effect of GM on m-banking BI.

Gamifying Questions by Adding Contextin the Creative Development Marketing Research

Gamifi cation is defi ned as using game design elements in non-gaming contexts: education, management, marketing and also market research. Gamifi ed research tools help to increase respondents’ engagement and obtain more in-depth results. Up till now the eff ects of gamifi cations were tested in the domains of brand strategy and consumer experience. The article shows the results of the experiment proving the eff ectiveness of a gamifi ed approach to the qualitative advertisement testing. The experimental group with a narrative context added to a question regarding the fi rst impression performed better than the control group with a standard task. Also gender diff erences were observed: the eff ect was valid only for men – there were no signifi cant diff erences in the performance of women in both groups. Due to an uneven split of men and women and a small sample in general, this eff ect needs further examination.

Gamificação e pensamento computacional: análise de uma experiência no ensino médio/técnico-integrado

O objetivo deste trabalho é analisar como o uso da gamificação pode favorecer o ensino/aprendizado da computação para alunos de cursos médio/técnico-integrado que não foram previamente alfabetizados na área. A estratégia adotada foi utilizar jogos digitais na sala de aula e investigar como esses auxiliam os alunos na construção de modelos mentais sobre os conceitos importantes ao pensamento computacional. No experimento foi utilizado o jogo TIS-100 da Zachtronics. A investigação sobre os modelos mentais foi realizada através de avaliações e observações de diálogos verbalizados pelos alunos durante as aulas. Concluímos que a gamificação é uma estratégia poderosa para auxiliar no desenvolvimento do pensamento computacional.

Uso del patrimonio y aprendizaje de la historia de la ciudad. Una experiencia de gamificación en la alcazaba de Badajoz

El uso del patrimonio para aprender de la historia está en auge. En esta experiencia didáctica se combinan elementos patrimoniales con la gamificación y las tic para conocer la historia de la ciudad de Badajoz a través de su alcazaba árabe.

Impacto do videogame ativo sobre o consumo de alimentos não saudáveis entre adolescentes: estudo de intervenção controlado

Objetivo: Avaliou-se o impacto do videogame ativo, com auxílio da gamificação, sobre a frequência de consumo de alimentos não saudáveis entre adolescentes com sobrepeso ou obesidade. Métodos: Estudo de intervenção controlado com dois grupos de comparação (experimental e controle), desenvolvido em duas escolas públicas do município de Campina Grande – PB. A intervenção realizou-se com auxílio de um exergame (XBOX 360), no período de oito semanas, associado à gamificação. Os dados foram coletados em ambos os grupos, antes e após a intervenção, sendo eles: estado nutricional, alimentares (frequência de consumo de alimentos não saudáveis), de estilo de vida e sociodemográficos. Os dados foram avaliados através do teste do qui-quadrado e McNemar por meio do SPSS 22.0 adotando-se nível de significância de 5%. O estudo foi aprovado pelo Comitê de Ética, REBEC e Clinical Trials. Resultados: Do total, 76 adolescentes completaram o estudo. Quanto ao sexo, 51,3% eram do sexo feminino. O tempo de tela sedentário foi relatado por 86,8% dos adolescentes e um estilo de vida inativo por 34,2%. Já 52,6% apresentaram sobrepeso e 68,5% adiposidade abdominal. Na comparação entre os grupos, não se verificou diferença estatisticamente significante relativa à frequência do consumo de alimentos não saudáveis após a intervenção. Entretanto, na comparação intragrupos, antes e depois da intervenção, verificou-se uma redução na frequência semanal para o consumo de alguns alimentos. Conclusão: Foi possível verificar que o uso do videogame ativo, como ferramenta de prática de AF, causou impacto sobre o consumo de alguns alimentos não saudáveis no grupo experimental, como chocolate, refrigerante e picolé.