Discussing on Gamification for Elderly Literature, Motivation and Adherence
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Drivers and Barriers to Adopting Gamification: Teachers' Perspectives
Drivers and Barriers to Adopting Gamification: Teachers’ Perspectives Antonio Sánchez-Mena1 and José Martí-Parreño*2 1HR Manager- Universidad Europea de Valencia, Valencia, Spain and Universidad Europea de Canarias, Tenerife, Spain 2Associate Professor - Universidad Europea de Valencia, Valencia, Spain [email protected] [email protected] Abstract: Gamification is the use of game design elements in non-game contexts and it is gaining momentum in a wide range of areas including education. Despite increasing academic research exploring the use of gamification in education little is known about teachers’ main drivers and barriers to using gamification in their courses. Using a phenomenology approach, 16 online structured interviews were conducted in order to explore the main drivers that encourage teachers serving in Higher Education institutions to using gamification in their courses. The main barriers that prevent teachers from using gamification were also analysed. Four main drivers (attention-motivation, entertainment, interactivity, and easiness to learn) and four main barriers (lack of resources, students’ apathy, subject fit, and classroom dynamics) were identified. Results suggest that teachers perceive the use of gamification both as beneficial but also as a potential risk for classroom atmosphere. Managerial recommendations for managers of Higher Education institutions, limitations of the study, and future research lines are also addressed. Keywords: gamification, games and learning, drivers, barriers, teachers, Higher Education. 1. Introduction Technological developments and teaching methodologies associated with them represent new opportunities in education but also a challenge for teachers of Higher Education institutions. Teachers must face questions regarding whether to implement new teaching methodologies in their courses based on their beliefs on expected outcomes, performance, costs, and benefits. -
A Systematic Review on the Effectiveness of Gamification Features in Exergames
Proceedings of the 50th Hawaii International Conference on System Sciences | 2017 How Effective Is “Exergamification”? A Systematic Review on the Effectiveness of Gamification Features in Exergames Amir Matallaoui Jonna Koivisto Juho Hamari Ruediger Zarnekow Technical University of School of Information School of Information Technical University of Berlin Sciences, Sciences, Berlin amirqphj@ University of Tampere University of Tampere ruediger.zarnekow@ mailbox.tu-berlin.de [email protected] [email protected] ikm.tu-berlin.de One of the most prominent fields where Abstract gamification and other gameful approaches have been Physical activity is very important to public health implemented is the health and exercise field [7], [3]. and exergames represent one potential way to enact it. Digital games and gameful systems for exercise, The promotion of physical activity through commonly shortened as exergames, have been gamification and enhanced anticipated affect also developed extensively during the past few decades [8]. holds promise to aid in exercise adherence beyond However, due to the technological advancements more traditional educational and social cognitive allowing for more widespread and affordable use of approaches. This paper reviews empirical studies on various sensor technologies, the exergaming field has gamified systems and serious games for exercising. In been proliferating in recent years. As the ultimate goal order to gain a better understanding of these systems, of implementing the game elements to any non- this review examines the types and aims (e.g. entertainment context is most often to induce controlling body weight, enjoying indoor jogging…) of motivation towards the given behavior, similarly the the corresponding studies as well as their goal of the exergaming approaches is supporting the psychological and physical outcomes. -
Video Games Review DRAFT5-16
Video Games: History, Technology, Industry, and Research Agendas Table of Contents I. Overview ....................................................................................................................... 1 II. Video Game History .................................................................................................. 7 III. Academic Approaches to Video Games ................................................................. 9 1) Game Studies ....................................................................................................................... 9 2) Video Game Taxonomy .................................................................................................... 11 IV. Current Status ........................................................................................................ 12 1) Arcade Games ................................................................................................................... 12 2) Console Games .................................................................................................................. 13 3) PC Standalone Games ...................................................................................................... 14 4) Online Games .................................................................................................................... 15 5) Mobile Games .................................................................................................................... 16 V. Recent Trends .......................................................................................................... -
The Effects of Visual Feedback in Therapeutic Exergaming on Motor Task Accuracy
International Conference on Virtual Rehabilitation 2011 Rehab Week Zurich, ETH Zurich Science City, Switzerland, June 27 - 29, 2011 The Effects of Visual Feedback in Therapeutic Exergaming on Motor Task Accuracy Julie Doyle, Daniel Kelly, Matt Patterson and Brian Caulfield, Member, IEEE AbstractPoor exercise technique and lack of adherence technology as input into therapeutic exergaming provides a during home exercise are implicated in preventing a full measure of objective feedback for both the therapist and the recovery to peak physical function during rehabilitation. It is patient. Making rehabilitation engaging or fun can increase a widely believed that therapeutic exergaming has the potential patient's motivation to adhere to their exercise programme at to solve these issues. However, the field is still young and there home and it is widely believed that a gaming environment is little empirical evidence supporting, in particular, its effectiveness in helping the patient to maintain correct can provide this fun, motivating context [6], [7], [8]. technique. In this paper we present preliminary results from a In fact, much research into rehabilitation through study to examine the effects that visual feedback during technology stresses the importance of feedback to motivate exergaming has on a person's accuracy in performing a motor the rehabilitation process [5], [9]. There is much less task. Our study showed that interacting with a game discussion on the equally important topic of whether such incorporating simple visual feedback results in improved technology can ensure maintenance of correct technique accuracy compared to performing exercise from memory or with limited feedback in the form of an instructional video when exercising. -
Gaming in the Classroom: the Next Big Thing Or Hogwash?
Gaming in the Classroom: The Next Big Thing or Hogwash? Ryan Leach This paper was completed and submitted in partial fulfillment of the Master Teacher Program, a 2-year faculty professional development program conducted by the Center for Faculty Excellence, United States Military Academy, West Point, NY, 2019. Even as a child, gaming always fascinated me. Much like reading, gaming allows the gamer to be transported to an alternate reality or timeline in which the fantastic was not only possible, but probable. Even in the late 1980s and early 1990s the promise of video gaming was fantastic. Long gone were the days of simplistic games such as Pong and Donkey Kong representing the zenith of electronic entertainment. As time progressed, so did the complexity of gaming hardware.1 For example, the grandfather of all personal gaming electronic devices, the Atari 6500 series, launched on a then impressive 128 bytes of ram.2 By comparison, Microsoft’s current console, the Xbox One has 1.2e+10 bytes of ram.3 Once crude, simplistic, and shallow, gaming devices had transformed into modern marvels of computer engineering and design. In parallel to the rapid advanced in computer hardware, computer software experienced a golden age as well. What were once crude approximations of relatively simple things, such as Pong’s emulation of two dimensional ping pong, were supplanted by (seemingly) living, breathing, evolving worlds a-la Bethesda Softworks’ Skyrim or Rockstar’s Grand Theft Auto series. Over the course of several decades gaming had had evolved into something far more complex, deep, and rewarding. -
Exerlearn Bike: an Exergaming System for Children's Educational and Physical Well-Being by Rajwa Alharthi a Thesis Submitted T
EXERLEARN BIKE: AN EXERGAMING SYSTEM FOR CHILDREN’S EDUCATIONAL AND PHYSICAL WELL-BEING BY RAJWA ALHARTHI A THESIS SUBMITTED TO THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER IN COMPUTER SCIENCE OTTAWA-CARLETON INSTITUTE FOR COMPUTER SCIENCE SCHOOL OF ELECTRICAL ENGINEERING AND COMPUTER SCIENCE UNIVERSITY OF OTTAWA © RAJWA ALHARTHI, OTTAWA, CANADA 2012 Abstract Inactivity and sedentary behavioural patterns among children contribute greatly to a wide range of diseases including obesity, cancer, cardiovascular disease, and diabetes. It is also associated with other important health effects like mental health issues, anxiety, and depression. In order to reduce these trends, we need to focus on the highest contributing factor, which is lack of physical activity in children’s daily lives. 'Exergames' are believed to be a very good solution in promoting physical activity in children. Such games encourage children to engage in physical activity for long periods of time while enjoying their gaming experience. The purpose of this thesis is to provide means of directing child behaviour in a healthy direction by using gaming enhancements that encourage physical exertion. We believe that the combination of both exercising and learning modalities in an attractive gaming environment could be more beneficial for the child's well-being. In order to achieve this, we present an adaptive exergaming system, the "ExerLearn Bike", which combines physical, gaming, and educational features. The main idea of the system is to have children learn about new objects, new language, practice their math skills, and improve their cognitive ability through enticing games and effective exercise. -
The Gamification Spectrum Share This Whitepaper
The Gamification Spectrum share this whitepaper Contents 1 Introduction to Gamification 2 What is the Gamification Spectrum? 4 The Nine Patterns 10 Scale & Sustainability 13 Learning from the Gaming World 16 Conclusion Lithium builds trusted relationships between the world’s best brands and their customers, helping people get answers and share their experiences. We provide one platform to manage your Total Community: Understand your most valuable and lithium.com | © Lithium Technologies, Inc. All Rights Reserved. 2 share this whitepaper Introduction to Gamification Gamification is applying the science and psychology of In this paper, we take a deeper dive into what our Chief gaming in a non-game context to motivate and reward your Scientist, Dr. Michael Wu, has patented as the “Gamification customers to perform certain desired behaviors. For example, Spectrum”―a continuum of gamification techniques that can if you want them to contribute more content on your online help you choose the right gamification plan for your customers, community, you may offer badges for those who contribute a depending on the behaviors you want to drive. certain number of posts; or they may work to level up to the We have curated the following content from Dr. Wu’s blog, next reward that provides recognition among other players The Science of Social, to synthesize all the insights from the for their expertise, skill, etc. There are many types of entire Gamification Spectrum series into one paper. gamification techniques. Gamification is one of the most proven ways to engage community members and keep them coming back for more. However, there are important scientific principles behind the strategy of gamification that impact whether or not gamification proves to be successful for your community and brand. -
Gamification in Business and Education – Project of Gamified Course for University Students
GAMIFICATION IN BUSINESS AND EDUCATION – PROJECT OF GAMIFIED COURSE FOR UNIVERSITY STUDENTS Michał Jakubowski Kozminski University [email protected] ABSTRACT gamification based on that observation assumes that proper game design can change human behaviour and boost According to social changes in students’ behaviour caused productivity when it is well made. by fast-growing technological environment we should think When one is thinking about gamification of education about new solutions in the construction of courses they are it should be considered that using serious games during a participating in. Gamification can be one of the answers, course can be recognized as a gamifing process. On the but as we can already experience – it is hard to design other hand simulations are designed in a way that engages a working gamified system that will deliver the desired user, gives instant feedback and enhances productivity outcome. Author would like to present his concept of (Miller 2013). The most interesting thing would be using a immersive gamification course that he will start during combination of simulation and gamified course when teaching students as it is already happening (Wardaszko 2013/2014 academic year. The topic of the course will be focused on the phenomena of gamification in business and 2013) . Although simulations could not be used in every education. Idea behind that was to show students the kind of course. What can be done to motivate students and experience of gamification use while teaching them about encourage them for better work during a course? Using the that field. Following paper introduces to gamification in best working game mechanics. -
Identifying the Success Factors of Advergames
The current issue and full text archive of this journal is available on Emerald Insight at: https://www.emerald.com/insight/2056-4945.htm Identifying the Identifying the success factors of success factors advergames: a mixed- of advergames method approach Mona Jami Pour Business Department, Hazrat-e Masoumeh University (HMU), Qom, Iran, and Received 13 March 2020 Sahar Sadeghi and Elahe Yahyaei Revised 16 July 2020 University of Tehran, Tehran, Iran 29 August 2020 Accepted 6 September 2020 Abstract Purpose – Advergame as a new approach in advertising has recently attracted the attention of many researchers and practitioners. Despite the growing investment, managers still do not have a comprehensive understanding of the success factors of advergames. To the authors’ knowledge, there are no studies that address success factors in advergames. The purpose of this paper is to comprehensively explore the success factors of advergames to enhance the markets’ insight regarding the implementation of advergames. Design/methodology/approach – This study investigates the success factors of advergames implementation using the mixed-method approach. For this purpose, along with a literature review, some semistructured interviews with experts were conducted and the obtained data were analyzed using the thematic analysis. Then a survey was conducted to validate the extracted factors and criteria. The quantitative data were analyzed by Student t-test and factor analysis. Findings – The results indicated that the main success factors of advergames are game design factors, brand/ product-related factors, players’ personality-related factors and technical factors. The rank orders of the mentioned factors and their subcriteria were identified using their respective variance. -
The Gamification User Types Hexad Scale Gustavo F
The Gamification User Types Hexad Scale Gustavo F. Tondello1, Rina R. Wehbe1, Lisa Diamond2, Marc Busch2, Andrzej Marczewski3, Lennart E. Nacke1 1 HCI Games Group, Games Institute, University of Waterloo, Waterloo, ON, Canada 2 AIT – Austrian Institute of Technology GmbH, Vienna, Austria 3 Gamified UK, New Haw, Surrey, England [email protected], [email protected], [email protected], [email protected], [email protected], [email protected] ABSTRACT Personalizing gameful systems to each user is important Several studies have indicated the need for personalizing because personalized interactive systems are more effective gamified systems to users’ personalities. However, mapping than one-size-fits-all approaches. Gameful systems are ef- user personality onto design elements is difficult. Hexad is fective when they help users achieve their goals, which a gamification user types model that attempts this mapping often involve educating them about certain topics, support- but lacks a standard procedure to assess user preferences. ing them in attitude or behaviour change, or engaging them Therefore, we created a 24-items survey response scale to in specific topics [9]. The efficacy of personalization ac- score users’ preferences towards the six different motiva- cording to the user’s personality traits has been shown in tions in the Hexad framework. We used internal and test- user interface design [33], persuasive technology [24,25], retest reliability analysis, as well as factor analysis, to vali- and games [1,34,35]. As a consequence, we believe that date this new scale. Further analysis revealed significant personalized gameful systems will be more engaging if they associations of the Hexad user types with the Big Five per- adapt to personality traits or player types [14,15]. -
Effect of Gamification on Students' Motivation and Learning
The EUROCALL Review, Volume 28, No. 1, March 2020 Effect of Gamification on students’ motivation and learning achievement in Second Language Acquisition within higher education: a literature review 2011-2019 Nadia Azzouz Boudadi* and Mar Gutiérrez-Colón** *Universitat d’Andorra, Andorra | **Universitat Rovira i Virgili ____________________________________________________________________________ *[email protected] | **[email protected] Abstract This paper focuses on a fairly new motivational technique, the so-called Gamification, which consists of introducing game mechanics in non-game environments to promote motivation and engagement. By the turn of the 21rst century, Gamification took off in the business field and soon after became an attractive concept for researchers and professionals in education as it appears to be an increasingly popular method to motivate learners. Nevertheless, it is still a nascent field in terms of empirical evidence available to firmly support its educational benefits. This paper intends to shed some more light on this topic through a comprehensive review of literature published in the most prominent journals. The present study is framed within the field of Second Language Acquisition (SLA) in higher education and Computer-Assisted Language Learning, and focuses on the effects of gamified learning environments on student’s motivation and learning. A Meta-analysis method was used to explore relevant empirical research published between 2011 and 2019. After reviewing a corpus of 68 papers drawn from the leading databases Scopus and Web Of Science, and from which only 15 could be included in the study, we can point out two main findings: (i) there is still very limited literature in the field of SLA and, (ii) results seem to be predominantly positive in terms of motivation and engagement but only a few studies confirm clear interconnections with learning outcomes. -
Virtual Reality Exercise Games for High School Students with Intellectual and Developmental Disabilities
Article Journal of Special Education Technology 1-10 ª The Author(s) 2019 Virtual Reality Exercise Games Article reuse guidelines: sagepub.com/journals-permissions for High School Students With Intellectual DOI: 10.1177/0162643419836416 and Developmental Disabilities journals.sagepub.com/home/jst Don D. McMahon1, Brenda Barrio1, Amanda K. McMahon2, Kristen Tutt3, and Jonah Firestone1 Abstract Individuals with intellectual and developmental disabilities (IDD) are at greater risk of health-related issues due to obesity and lack of physical activity. This study examined using virtual reality (VR) exergaming to increase the physical activity of high school students with IDD. Four students participated in this multiple probe across participants design. Data were collected on each student’s total amount of time engaged in exercise and heart rate. Results indicate that all students increased the duration and intensity of their physical activity when using the VR exercise gaming (exergaming) intervention. The VR exergaming intervention increased the duration and intensity of the students’ exercise sessions. Results are discussed in terms of applying VR and other emerging technologies to support the exercise health needs of the individual in the study. Keywords virtual reality, intellectual disability, autism, exercise, exergaming The prevalence of individuals with intellectual and develop- (Eckel & Krauss, 1998). The Centers for Disease Control and mental disabilities (IDD) among the general population Prevention (2014) report 19.8% of youth with an intellectual is approximately 6.5 million people in the United States and disability and 31.8% of youth with autism are obese, compared 1–3% globally according to the American Association of IDD to 13.1% of youth without IDD.