Idea Of Gamification Research Articles

A Real-Time Bidding Gamification Service of Retailer Digital Transformation

Real-time bidding (RTB), which holds bids for advertisers to choose when and where to display their advertisements with desired budgets, is one way to improve effectiveness. We proposed supply side platform (SSP) and demand side platform (DSP) to integrate supplier side and demand side as solution. The proposed method combines two digital technology service, gamified RTB and mobile location-based analysis (LBA). In order to make target customers make interactions actively with the advertisement contents, the idea of gamification is employed to increase customer participation. By the coupons in the gamifying RTB App, it have increased the coupon usage rate of 16.7% and 11.6% in the restaurant and apparel industries. It is a successfully digital transformation marketing service for retail industries. The gamified RTB plays an important role in making old business circles accept new technologies for the renewal of promotion strategies and help find the business directions in the future.

‘Level up your money game’: an analysis of gamification discourse in financial services

ABSTRACT The idea of gamification, or implementation of game-like elements and mechanisms in non-game contexts, has, throughout the past decade, swept the fields of healthcare and fitness as well as education. More recently, various tech writers, bloggers, and consultants have begun proposing gamification as a solution also in financial services, where gamification has already made headway, for instance, with day trading apps that simplify trading and turn it into a real-time game. In this paper, we examine the emerging discourse of finance gamification and situate it in the expectational dynamics and performative struggles that shape technological developments in finance and the FinTech industry. We argue that the discourse creates positional uncertainty among finance incumbents by linking the notion of a generational wealth transfer to narratives about generational change. Tech writers, consultants and journalists neutralize this uncertainty by propagating a model of human nature, which may be ‘tapped into’ and harnessed with games to rationalize subjects’ financial behavior. However, despite finance gamification’s promises to democratize finance and empower small-time investors by extending access to financial markets, we argue that, in the end, the discourse on finance gamification reinforces the ‘observational boundaries’ between finance and society.

Gamification of academic courses. Game of commitment

The aim of the article is to present the idea of gamification of academic courses as well as strategies and tools for the game between the lecturer and students, thanks to which a cascading building-up of motivation to study actively will be possible. To achieve this goal, the article uses the concepts contained in the scientific literature devoted to the idea of gamification, the contents of student essays addressing the issue of effective ways to motivate an involved participation in classes and personal experience of the author of the article in applying the elements of games in the teaching process. The results of the deliberations presented in the article and the conclusions formulated on their basis draw attention primarily to the need to introduce innovations into the teaching of academic courses. Methodically properly designed courses, based on the idea of gamification, can fulfil the essential purpose of teaching, which is to stimulate involvement in the process of studying in the modern generation of students - a generation whose way of life is determined by the virtual space, saturation with stimuli, and the need to be noticed in a crowd. Usability of gamification, beyond the desire to develop in students the need for knowledge and understanding, also results from the possibility of building lasting social relations between the lecturer and students which can pay off, through tutor relations, with further cooperation in the realization of joint projects.

Enhanced Knowledge and Engagement of Students Through the Gamification Concept of Game Elements

The idea of Gamification is very popular for applying the gaming concept theory in various fields. Nowhere else is this more important than in education. Consid-ering the careful build-up and implementation of game-elements could improve academic performance outcome and student motivation. However, Gamification could require much more time to be designed and applied to education related ac-tivities and it also comes with significant operating and design cost to provide highly engaging activities for students. One of the main problems in designing Gamification is the question: “which game elements should be applied to student activities?”. Moreover one must make sure that it has great impact on students’ performance in terms of their education related performance. Hence, in this re-search, we focused on studying the impact of each element in order to investigate the behavioral outcome of game elements in educational environments through the concept of knowledge and game-based learning from the Gamification con-cept. In our experiment, we examined the impact of each game element on senior high school students based on the basic elements of Gamification such as Lead-erboard, Cooperative and Awarding badges. In addition, we studied the effect of the game-based learning application called Aqua republica from UNEP and DHI centers with partner of Thailand. The experiment design compared two groups: the“Non-Gamified” and the “Gamified” groups participating in the game-based learning activity Aqua Republica. Academic indicators and numerical indicators were used to directly measure the effect and behavioral outcome of the use of game elements. Finally, the study suggested that leaderboards could improve the overall performance of students so it can be worth implementing it in classroom activities.

Развитие профессионально-творческого мышления у будущих учителей иностранного языка

Introduction. Well-developed professional and creative thinking increases future specialists’ competitiveness and ensures their professional success. Thus, developing professional and creative thinking in future foreign language teachers is important for their professional development. The novelty of the research lies in studying characteristics of professional and creative thinking related to the specifity of a foreign language specialist’s professional activity as follows: associativity, anticipation, divergence, flexibility, criticism, and constructiveness.
 Methods. The pedagogical experiment involved 22 master students of the Institute of History, Philology and Media of Kabardino-Balkarian State University. The analysis of foreign and domestic works made it possible to choose theoretical appraches to developing professional and creative thinking in future English teachers and develop the author’s program. The idea of gamification of the educational process was underlying for this program. This required the following innovative training methods and techniques: (a) the REAL techniques (N. V. Maslov); (b) case method (situation–sample, situation–problem, and situation–exercise); (c) game technology; (d) reverse brainstorming (RB); (e) association method; and (f) dialogue with a destructive related assessment.
 Results. The study results indicated a positive dynamics for all the characteristics of professional and creative thinking. The students had significantly higher levels of associativity, anticipation, divergence, flexibility, criticism, constructiveness. However, this process was incomplete and required the constant development of these characteristics of thinking.
 Discussion. The development of professional and creative thinking is the main condition for a foreign language specialist’s professional development, which provides him/her with competitive advantages and great demand in the modern labor market. In conclusion: there is a need for purposeful work on the development of professional and creative thinking in future foreign language teachers.
 Highlights
 
 Professional and creative thinking is the main condition for future foreign language teachers’ professional training, which provides him/her with competitive advantages and great demand in the modern labor market.
 The levels of associativity, anticipation, divergence, flexibility, criticism, constructiveness determine the effectiveness of professional and creative thinking.
 Fulfilling the principles of gamification in the educational process can help increase students’ interest and motivation towards professional activities.
 Implementing innovative teaching methods in the educational process provides the development of professional and creative thinking in future foreign language teachers.

Online Interactive Activities to Learn Ramayana Epic by Primary Tamil Students

<p>The Ramayana epic has many moral values that can be used as guidance in our daily life especially for the development of a person towards a better direction. Besides this, there are many other lessons that can be learned from within each Ramayana epic stories, for example, the values and norms, customs, mannerism lessons and the various characteristics of people and so on. But today’s digital or Net Generation teenagers do not find reading Ramayana as fun or interesting because of its text form. The technology is more advanced and Ramayana epics look very ancient in the eyes of this Digital Natives. This study used the idea of gamification, a game play mechanics to create meaningful learning experiences and make the learning more interesting and fun. Gamification also looks at games and learning from a different angle on how to make learning more meaningful, engaging, interactive, fun and interesting. In view of this, this research aims to seek if the use of online interactive activities could encourage and motivate teenagers to read Ramayana epics. Forty Primary Tamil students participated in this study voluntarily. The data were collected through a questionnaire. Based on the pre-questionnaire data regarding respondents’ prior knowledge on Ramayana, it was found that respondents had minimal knowledge about it. 37% said they would like to read the epic through comic books and 63% claimed that they would prefer computer. This study has some implications for computer assisted language learning. </p>