Mechanics Dynamics Aesthetics Research Articles

The effects of game mechanics on user retention in using social live streaming services

PurposeSocial live streaming services (SLSS) have infused gamification into interface design and feature applications. Firms adopt gamification mechanisms to win customer loyalty in the live streaming and SLSS markets. Based on the mechanics-dynamics-aesthetics (MDA) framework and uses and gratifications 2.0 theory (UGT 2.0), this study aims to investigate the effects of game mechanics (mechanics) on enjoyment and user retention (aesthetics) through rewards and social interaction (dynamics) in the context of SLSS.Design/methodology/approachThis study used an online survey via Google Forms, SurveyCake and social media platforms like Facebook, Instagram and Line to collect data from 232 SLSS users in Taiwan. Partial least squares structural equation modeling (PLS-SEM) was adopted to analyze the data.FindingsThe results validated the relationships between game mechanics and dynamic elements (rewards and social interaction) that triggered aesthetic elements (enjoyment feelings) among users. In addition, users experienced a sense of enjoyment that led to usage retention when using the gamified SLSS. Further, this study found enjoyment crucial for users to stay interactive with gamified services.Originality/valueDriven by UGT 2.0, this study closed the gaps by integrating the MDA framework into the SLSS context and better understanding how game mechanics are connected to rewards and social interaction, leading to enjoyment and user retention when using SLSS. This study provides fresh insights into gamification-oriented SLSS practices. It offers significant theoretical and managerial implications and provides guidelines for SLSS platform operators on fostering user retention.

EDUCATIONAL GAME RECOGNIZING NATIONAL DAY IN INDONESIA USING MECHANICS DYNAMICS AESTHETICS METHOD

The history of national day can remind us of the struggle of the heroes who defended independence with great difficulty. Currently, the history of national days in Indonesia is slowly starting to be forgotten, therefore an educational game about the history of national days has been created which can remind us of the struggles of the heroes who have worked hard to defend Indonesia's independence. There have been many discussions regarding educational games on the history of national days, but they are still limited to platforms without any action in these educational games. This research creates an educational game, where this educational game has a type of learning media in the educational game content of the history of national days. Not a few people know about the national days in Indonesia. The material that will be presented in this educational game is material contained in the history of national days. With the aim of inviting and reminding you about important moments in Indonesia's national days. The benefits that will be received are in the form of learning about the history of national days related to caring behavior about what the heroes have fought for. This educational game was built using the Mechanics Dynamics Aesthetics framework method.

Desain Game Edukasi Sejarah Bandung Lautan Api untuk Pelajar SMP Menggunakan Mechanics Dynamics Aesthetics (MDA)

Technological developments have resulted in many changes in life, one of which is history subjects which use online methods in their teaching which cause many problems due to changes in teaching methods. We need a flexible teaching method that can be played by students in their spare time and is fun and educative, such as educational games. However, in game development, a design of the game is needed, and there are Mechanics, Dynamics, Aesthetics (MDA) as a framework that can bridge the intent of making games and also the design of the game, because of that, it is necessary to make historical educational games that are in line with this research. . The results of this study evaluated 31 respondents with a distribution of junior high school students with an age range of 11 to 16 years old. By testing the 16 questions that were tested about the MDA component after the game was played using the Pearson product moment and Cronchbach Alpha to get a valid and reliable value, the value on the narrative aspect for historical storytelling with appropriate criteria, as well as the sensational aspect for emotion which results in very suitable criteria.

Improving IT Team Motivation in Using IT Helpdesk

Information Technology and Information Systems are important in supporting operations in a company. The organization's ability to manage IT affects the quality of its information technology services, especially in the use of the IT Helpdesk. The IT Helpdesk acts as a good service provider for request fulfillment and problem management in the company and aims for the IT support team to monitor the status of work on problems faced by users and can analyze lead times from the emergence of these problems to their completion. The IT Helpdesk in a company engaged in the garment and textile industry has not been used optimally, for example, e-ticketing has not reached the target time specified in the Standard Operating Procedures (SOP) at the company due to a lack of enthusiasm and lack of motivation by the IT team towards the use of IT Helpdesk. Therefore, the researchers designed a prototype of the application of gamification with the Mechanics-Dynamics-Aesthetics (MDA) framework at the IT Helpdesk as a strategy used to increase the motivation and enthusiasm of the IT team that is useful for improving the performance of each IT team.

Window Expeditions: A playful approach to crowdsourcing natural language descriptions of everyday lived landscapes

Measuring what citizens perceive and value about landscapes is important for landscape monitoring. Capturing temporal, spatial and cultural variation requires collection of data at scale. One potential proxy data source are textual descriptions of landscapes written by volunteers. We implemented a gamified application and crowdsourced a multilingual corpus of in-situ descriptions of everyday lived landscapes. Our implementation focused on the aesthetics of exploration, expression and fellowship in the mechanics, dynamics, aesthetics (MDA) framework. We collected 503 natural language landscape descriptions from 384 participants in English (69.7%), German (25.1%) and French (5.3%) and most contributions were made in urban areas (54.7%). The most frequent noun lemma in English was “tree” and in German “Fenster” (window). By comparing our English collection to corpora of everyday English and landscape descriptions, we identified frequent lemmas such as “tree”, “window”, “light”, “street”, “garden” and “sky” which occurred significantly more than expected. These terms hint as to important components of the everyday landscapes of our users. We suggest a number of ways in which our corpus could be used in ongoing research on landscapes, complementing existing PPGIS approaches, providing data for domain specific lexicons for landscape analysis and as an input to landscape character assessment.

Gamifying App-Based Low-Intensity Psychological Interventions to Prevent Sports Injuries in Young Athletes: A Review and Some Guidelines.

Sports injuries have become a real health concern. Particularly noticeable is the increasing number of severe sports injuries among young people. Sports injury (SI) is a multifactorial event where many internal and external, proximal and remote factors play a role in a recursive way, including physical and psychological variables. Accordingly, many voices expressing the need of tackling that and several prevention programs have arisen. Nevertheless, different barriers and limitations prevent a wide extension of well-controlled programs, closely monitored by highly specialized professionals in ordinary sports grass-root organizations. These have helped flourishing different low intensity (LI)-interventions and e-Health apps focusing on both physical warmup, training and fitness, and mental skills aimed at reducing athlete’s vulnerability to SIs. This kind of intervention usually uses self-administered techniques and/or non-specialized staff that can effectively monitoring the program. In fact, LI-interventions have shown to be effective coping with different health and psychological issues. However, these interventions face an important challenge: the lack of engagement people usually show. The current paper proposes how gamification can contribute to the engagement to such interventions. Based on the mechanics–dynamics–aesthetics framework to analyze game design, the paper suggests a set of guidelines app- and web-LI interventions aimed at preventing SIs should include to foster motivation and reduce attrition.

Effects of gamified didactic with exergames on the psychological variables associated with promoting physical exercise: results of a natural experiment run in primary schools

ABSTRACT Background Exergames are a new socio-technological phenomenon consisting of digital motor games that aim to stimulate players’ motor skills. The physical-motor component of exergames has been well studied, but knowing more about their possible psychological effects in the school context is interesting to promote physical exercise practice. Gamification refers to the use of game-based elements in non-game contexts, whose aim is to motivate action by making activities more game-like. Gamification seems an innovative strategy to promote physical exercise habits at schools whose real effects are still poorly unknown. Physical education has significant direct and indirect influences on students’ physical exercise. Exergames and gamification are associated with psychological benefits related to physically active behaviour. Purpose The aim of this study was to analyse the effects of a gamified exergaming school intervention on the psychological variables associated with physical exercise (PEx) promotion. We hypothesised that the gamified exergaming school intervention will produce more achievement motivation, more enjoyment, a more positive attitude towards exergames, and more exergame and PEx intention in students. Participants and setting A natural experiment with a non-randomised controlled design. The participants were 417 Primary Education students (53.2% girls, n = 222; 46.8% boys, n = 195) recruited from two public and two non-public schools (control group, n = 191; experimental group, n = 226). Their mean age was 11.1 (SD = 1.7), and 50.4% of the sample studied Primary Education Year 6 (aged 10–11 years; n = 210) and 49.6% studied Primary Education Year 7 (11–12 years; n = 207). The control treatment (traditional didactic intervention) was designed based on usual didactic dance teaching in Spain. Another similar experimental treatment was designed as the control treatment, but with a gamified climate and an exergame (gamified exergaming intervention). The Just Dance Now exergame was used. The Mechanics-Dynamics-Aesthetics framework was applied to achieve mastery-oriented motivational climates and an inclusive gamified atmosphere for all student-player types. Moreover, to gamify each class the ClassDojo application was used. Data collection The students completed: the Achievement Motivation in Physical Education Test (AMPET); the Sport Satisfaction Instrument (SSI); the ‘Attitudes Toward Exergames’ scale; the ‘Exergame intention’ scale; the ‘Exercise Intention’ scale. Statistical analyses In order to test the research hypotheses, both study groups were compared using factorial ANOVAs 2 (time; pre-treatment condition vs. post-treatment condition) × 2 (treatment; traditional didactic intervention vs. gamified exergaming intervention). Findings As the analysis threshold was set at ≤0.0125 with Bonferroni adjustment, the results showed better positive gamified exergaming effects on enjoyment and attitude towards exergames. No interaction effects on achievement motivation, exergame intention or PEx intention were found. Conclusions This is the first study to examine an intervention combining Mechanics-Dynamics-Aesthetics (MDA) gamification framework as a didactic method and exergame as an educational resource, adopted as a strategy to promote the variables associated with encouraging PEx in primary schools. A gamified exergaming educational intervention might have some positive effects on variables associated with physical exercise promotion but its ability as an exercise promotion strategy is still unclear and future research should be conducted.

Exploring the Impact of Gamification on Users’ Engagement for Sustainable Development: A Case Study in Brand Applications

Game elements and mechanics have been widely applied as marketing strategies for sustainable development. Seldom have studies explored the relationships between the components of the game and consumer continuous usage with gamification. This study analyzed how game mechanics impact users’ gaming behavior and awaken positive feelings so as to increase the stickiness of the brand. This research model empirically surveyed 411 Nike Run Club (NRC) app users, based on the Mechanics–Dynamics–Aesthetics (MDA) framework. The results show that the self-challenge is a pre-factor that affects self-benefit, fun, and social interaction, while self-benefit and social interaction affect fun. The results also show that fun is of primary importance among all others, as it is a factor that affects brand attitude and sustained use. The results provide valuable insights into sustainable strategies for industries related to the operation of an app-based brand.

Design Features Associated with User Engagement in Digital Games for Healthy Lifestyle Promotion in Youth: A Systematic Review of Qualitative and Quantitative Studies.

User engagement in digital (serious) games may be important to increase their effectiveness. Insights into how to create engaging games for healthy lifestyle promotion are needed, as despite their potential, not all digital (serious) games are highly engaging. This study systematically reviewed game features that were associated with higher user engagement among youth. A systematic search was conducted in PubMed, Web of Science, CINAHL, and PsycARTICLES databases. Qualitative and quantitative studies were included, if they documented game features associated with youth engagement. Coding of game features was performed using the mechanics-dynamics-aesthetics (MDA) framework. A total of 60 studies met the inclusion criteria and were included in the registered systematic review (No. CRD42018099487). Results showed that various game features were associated with user engagement in digital (serious) games: an attractive storyline, adaptable to gender and age, including diverse (antagonist) characters the user may identify with, high-end realistic graphics, well-defined instructions, which can be skipped, in combination with clear feedback and a balance of educational and fun content. This review underpinned the relevance of investigating engaging game features specifically for youth, as deviations were found with characteristics that are engaging for other populations.

Creating G-Class: A gamified learning environment for freshman students

In this era of digital media, teachers are competing against technological advancements in gaining students’ engagement and attention. Incorporating game elements in the learning environment known as gamification is a new field of study that re-engages students in learning. This study was done primarily to create a gamified learning environment that will serve as another teaching strategy to engage students in learning. The learning environment was aligned with the principles of gamification and was called Gamified-Class or simply G-Class. Using data gathered from 27 freshman college students, G-Class was developed following the Analysis–Design–Development–Implementation–Evaluation model of instructional design and using the Mechanics–Dynamics–Aesthetics framework of game design. The material was implemented in a General Physics class through a quasi-experimental research design. A G-Class mobile and desktop application together with a user guide was created. G-Class was evaluated both as instructional design material and as instructional task. As an instructional design, it was assessed in terms of content and learning objectives; design, interactivity, and usability; and assessment aligned with learning outcomes. As an instructional task, G-Class was assessed using the Intrinsic Motivation Inventory which consisted of four subscales in a 7-point Likert scale, namely, interest/enjoyment, perceived competence, choice, and pressure/tension. Overall, G-Class was given positive rating both as instructional material and as instructional task. With an overall rating of 5.60, students were found to be more engaged with their subject. Applying gamification in the learning environment pointed to its beneficial effects in enhancing students’ engagement in learning.

Using Formal Game Design Methods to Embed Learning Outcomes into Game Mechanics and Avoid Emergent Behaviour

This paper offers an approach to designing game-based learning experiences inspired by the Mechanics-Dynamics-Aesthetics (MDA) model (Hunicke et al., 2004) and the elemental tetrad model (Schell, 2008) for game design. A case for game based learning as an active and social learning experience is presented including arguments from both teachers and game designers concerning the value of games as learning tools. The MDA model is introduced with a classic game- based example and a non-game based observation of human behaviour demonstrating a negative effect of extrinsic motivators (Pink, 2011) and the need to closely align or embed learning outcomes into game mechanics in order to deliver an effective learning experience. The MDA model will then be applied to create a game based learning experience with the goal of teaching some of the aspects of using source code control to groups of Computer Science students. First, clear aims in terms of learning outcomes for the game are set out. Following the learning outcomes, the iterative design process is explained with careful consideration and reflection on the impact of specific design decisions on the potential learning experience. The reasons those decisions have been made and where there may be conflict between mechanics contributing to learning and mechanics for reasons of gameplay are also discussed. The paper will conclude with an evaluation of results from a trial of computer science students and staff, and the perceived effectiveness of the game at delivering specific learning outcomes, and the approach for game design will be assessed.

Distinctive features and game design

Research on how to design better games is ongoing, and it can benefit from theoretical frameworks, such as the Mechanics, Dynamics, Aesthetics (MDA) model, and the Distinctive Feature (DF) framework, that we proposed in a previous paper. This paper presents further research about the DF framework, which was conducted in two distinct phases. In the first phase, we created a tentative inventory of DFs, with focus on strategical analysis characteristics. In the second phase, our focus was on an inventory of DFs able to model cooperative mechanics in games. In both phases, we based our findings on empirical data, collected from participants in extension courses on modern board games. The MDA framework offered a key insight in the analysis of collected data. Accordingly, the results indicate that the MDA framework can be used as a guideline for the development of new DF systems, enabling game designers to create better products.

Towards a trans‐disciplinary methodology for a game‐based intervention development process

AbstractThe application of game‐based learning adds play into educational and instructional contexts. Even though there is a lack of standard methodologies or formulaic frameworks to better inform game‐based intervention development, there exist scientific and empirical studies that can serve as benchmarks for establishing scientific validity in terms of the efficacy of using games to achieve serious outcomes. The development of these games does not normally follow a specific set of guidelines, which limits replication. There is a need to reflect on such a multidisciplinary process and infuse knowledge from relevant disciplines towards developing a unity of considerations and approaches beyond the disciplinary perspectives. An infused and trans‐disciplinary methodological framework could serve as a guideline to inform the development process of a game‐based approach. With these perspectives, this paper aims to provide an example of how relevant theories and frameworks can be adopted collectively in order to inform a development process. Based on a digital game intervention aiming to support the delivery of Relationships and Sex Education (RSE) in the UK, this paper reflects on trans‐disciplinary considerations, informed by frameworks such as the Four‐Dimensional Framework (4DF), the Intervention Mapping (IM) approach, Mechanics Dynamics Aesthetics model (MDA) and Learning Mechanics‐Game Mechanics (LM‐GM) mapping. IM, when infused with the game design considerations of 4DF, provides a more procedural perspective to game‐based intervention development, collectively reflecting a participatory development approach. This subsequently provides the basis upon which other theoretical and methodological frameworks such as the MDA and the LM‐GM models can be embedded in order to marry the pedagogical aspects with the entertainment attributes of gameplay. These components, when integrated, may formulate a trans‐disciplinary model that can be adopted and adapted by other researchers, designers and developers.

Toward a Unified Theory of Digital Games

Since digital games and their scientific study are quite new, many questions concerning the fundamental nature of these phenomena remain. Two often-cited attempts to clarify the fundamental components of games include the Mechanics–Dynamics–Aesthetics Framework and the Elemental Tetrad. This theory development paper attempts to reconcile these two frameworks into a single, clear and cohesive account of the kinds of elements that constitute games. The proposed theory not only includes all of the elements from its source frameworks but also introduces two refinements: (1) it differentiates game mechanics from narrative mechanics; (2) it distinguishes three types of narratives—stories told by the developers through the game, stories that emerge from gameplay and players’ interpretations of game stories. The proposed theory should be useful for teaching game design fundamentals, as a coding scheme for qualitative data analysis and to analyse game design challenges. Subject to further clarification and extension, the proposed model may provide a basis for a general theory of digital games.