Usage Of Gamification Research Articles

A best practice for gamification in large companies: An extensive study focusing inter-generational acceptance

Gamification is increasingly successful in the field of education and health. However, beyond call-centers and applications in human resources, its utilization within companies remains limited. In this paper, we examine the acceptance of gamification in a large company (with over 17,000 employees) across three generations, namely X, Y, and Z. Furthermore, we investigate which gamification elements are suited for business contexts, such as the dissemination of company principles and facts, or the organization of work tasks. To this end, we conducted focus group discussions, developed the prototype of a gamified company app, and performed a large-scale evaluation with 367 company employees. The results reveal statistically significant intergenerational disparities in the acceptance of gamification: younger employees, especially those belonging to Generation Z, enjoy gamification more than older employees and are most likely to engage with a gamified app in the workplace. The results further show a nuanced range of preferences regarding gamification elements: avatars are popular among all generations, badges are predominantly appreciated by Generations Z and Y, while leaderboards are solely liked by Generation Z. Drawing upon these insights, we provide recommendations for future gamification projects within business contexts. We hope that the results of our study regarding the preferences of the gamification elements and understanding generational differences in acceptance and usage of gamification will help to create more engaging and effective apps, especially within the corporate landscape.

Usage of Gamification and Mobile Application to Reduce Food Loss and Waste: A Case Study of Indonesia

Food loss and waste (FLW) are major global issues, and Indonesia has been identified as the world's second-largest contributor to this problem. Bappenas research indicates that FLW in Indonesia, particularly food waste, is increasing annually, with the household sector being the primary source. In response, we developed a gamification mobile application for FLW, drawing on a case study from Cechetti et al. to encourage households to reduce food waste. We tested the application's acceptance using the modified TAM model and analyzed the data using content analysis. Our findings provide insights into the potential of gamification to address FLW in Indonesia and contribute to environmental sustainability.

The Use of Kahoot and its Role in Improving Irregular Verbs Learning among Primary ESL Learners

With the emphasis on 21st Century Learning in today's education, most ESL teachers have realised that traditional chalk and talk may no longer be sufficient in the classroom, particularly when teaching English grammar to primary school students. Numerous research on the usage of gamification among school children, university students, and even trainee instructors have been undertaken. These studies have found that gamification has a positive impact on their learning. With this in mind, this study was done to demonstrate that using Kahoot! aids Year 4 students in acquiring English irregular verbs. The pre-test and post-test findings were used to collect data from a sample of 35 Year 4 students in this quasi-experimental study. The sample t-test revealed that after employing Kahoot! in the classroom, students' post-test performance increased. In conclusion, this study shed light on the variety of ways that gamification enhances students' learning, particularly in terms of memory retention. It also serves as a springboard for further research on the usefulness of Kahoot! in addressing any aspect of learning among younger learners.

Gamification Applications in E-learning: A Literature Review

In recent years, there has been a lot of attention given to the trend of including game elements into non-gaming facilities. The usage of gamification in education is a massive benefit for motivation, user interaction, and social effects. The gamified elements such as points, badge, feedbacks, level, rewards, challenges, etc. have been used in e-learning. A systematic review of gamification in online education has not been found when the relevant literature examined. Therefore, this study aims to research the current literature using gamification and online education and highlight the reported benefits and challenges of gamification applications in online education. The present research followed the literature review method. The current study employed a qualitative approach for collected data. Thus, the term "gamification" was used as the primary research keyword. The results show that gamification has increasingly been accepted as a useful learning tool to generate more engaging educational environments. Additionally, elements support and motivate students to participate in a gamification system. The study showed that the most common gamification elements used in e-learning and have a powerful effect on the students are points, leaderboards, badge, and level. This study is thought to contribute significantly to studies on the use of gamification applications in online education. It reinforces previous studies and identifies many useful study topics that can be explored to advance the field. From these results, suggestions on gamification applications in e-learning for further research are given.

Serious games in learning factories: perpetuating knowledge in learning loops by game-based learning

The usage of gamification in the contexts of commerce, consumption, innovation or eLearning in schools and universities has been extensively researched. However, the potentials of serious games to transfer and perpetuate knowledge and action patterns in learning factories have not been levered so far. The goal of this paper is to introduce a serious game as an instrument for knowledge transfer and perpetuation. Therefore, reqirements towards serious games in the context of learning factories are pointed out. As a result, that builds on these requirements, a serious learning game for the topic of Industry 4.0 is practically designed and evaluated.

‘Disrupting’ Legal Education and Producing ‘Bizarre’ Lawyers? Intensifying Law Students’ Motivation and Learning Concentration via Gamified Augmented Reality Experience

Despite the rapid evolution of technology that is dramatically changing higher learning education, many law instructors still seem hesitant to incorporate them into their pedagogical approaches. Perhaps the reason lies behind the fear of losing all the traditional benefits of conventional physical interactions in class. But what if students’ motivation and learning concentration can be enhanced using this technology? What if gamifying the class, and using augmented reality technology can stimulate motivation, concentration and collaboration in learning? This paper aims to explore the effects of using a gamified augmented reality experience in intensifying law students’ motivation to learn, and their comprehension of the law. The paper discusses the issue in four aspects, namely, the origin and background of gamification and augmented reality in higher learning education, the usage of gamification and augmented reality in law schools worldwide, the implementation of the same by the author in his own civil procedure class in UKM, and his observations of students’ motivation and concentration based on the approach taken. Using both quantitative and qualitative approach, the paper showcases and shares the author’s experience in implementing the method in his class, and investigates the benefits and drawbacks of adopting the approach

Gamification in Fostering Creativity

Purpose – to analyze gamification, as the method for fostering creativity.Design/methodology/approach – Author analyses the precognitions, which allowed gamification to attract mainstream attention, the diversity of understandings about the phenomenon, and the possible relations between usage of gamified platform and the development of creativity. The paper is based on the comparative analysis of scientific literature and related sources from sociology, business, and entertainment. The engagement is analyzed through the theories of self-determination and the “flow”. Creativity is understood as “any act, idea, or product that changes an existing domain, or that transforms an existing domain into a new one” (Csikszentmihalyi, 1996). Gamification is analyzed as “use of game design elements in non-game context” (Deterding, Dixon, Khaled, and Nacke (2011). Findings – Although the gamification is gaining more public attention, there is a lack of studies which would reveal its relations in fostering creativity. One of the main goals of any gamified platform is to raise the engagement of the participant while keeping subject interested in the process or activity. In some cases, there is a relation between “flow” and creativity. However, the strength of this relationship depends from the users of gamified content and the domain of interest.Research limitations / implications – There are very few empirical studies which would support correlation between experiencing the “flow” state and a raise of creativity. This issue requires more surveys, which would ground the idea.Practical implications – By developing further research in usage of gamification while fostering creativity it is possible to determine, whether or not the “creative domains” should apply more measures of gamification in their activities.Value – The article emphasizes on theoretical analysis of gamification and its applicability in fostering creativity. First of all, the context of the raise of gamification is examined. The Generation Y, or the Millennials, is the main target group for the gamification applications. The justification of the method is based on the social context which is formed by a generation of people, who like to be stimulated, entertained and engaged. The Millennials are used to advanced technologies; they made the game industry one of the most profitable in the field of entertainment. This creates possibilities for wider variety of usage of game mechanic elements and game thinking in the contexts which are not directly related to games. Furthermore, the definition of gamification is also a controversial issue, since scientists do not agree within the range of elements that gamification involves. Although gamification is created as a method to increase engagement by using elements of game mechanics, it is explained through theories of self-determination and “flow”. The possible correlation between reaching the state of “flow” and fostering creativity is a questionable issue, since very little studies focused on the idea.