Drivers and Barriers to Adopting Gamification: Teachers' Perspectives
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Digital Games As a Context for Children's Cognitive Development
Volume 32, Number 1 | 2019 Social Policy Report Digital Games as a Context for Children’s Cognitive Development: Research Recommendations and Policy Considerations Fran C. Blumberg, Fordham University Kirby Deater-Deckard, University of Massachusetts-Amherst Sandra L. Calvert, Georgetown University Rachel M. Flynn, Northwestern University C. Shawn Green, University of Wisconsin-Madison David Arnold, University of Massachusetts-Amherst Patricia J. Brooks, College of Staten Island & The Graduate Center, CUNY ABSTRACT We document the need to examine digital game play and app use as a context for cognitive development, particularly during middle childhood. We highlight this developmental period as 6- through 12- year olds comprise a large swath of the preadult population that plays and uses these media forms. Surprisingly, this age range remains understudied with regard to the impact of their interactive media use as compared to young children and adolescents. This gap in knowledge about middle childhood may refect strong and widely held concerns about the effects of digital games and apps before and after this period. These concerns include concurrent and subsequent infuences of game use on very young children’s and adolescents’ cognitive and socioemotional functioning. We highlight here what is currently known about the impact of media on young children and adolescents and what is not known about this impact in middle childhood. We then offer recommendations for the types of research that developmental scientists can undertake to examine the effcacy of digital games within the rapidly changing media ecology in which children live. We conclude with a discussion of media policies that we believe can help children beneft from their media use. -
Discussing on Gamification for Elderly Literature, Motivation and Adherence
Discussing on Gamification for Elderly Literature, Motivation and Adherence Jose Barambones1, Ali Abavisani1, Elena Villalba-Mora1;2, Miguel Gomez-Hernandez1;3 and Xavier Ferre1 1Center for Biomedical Technology, Universidad Politecnica´ de Madrid, Spain 2Biomedical Research Networking Centre in Bioengineering Biomaterials and Nanomedicine (CIBER-BBN), Spain 3Aalborg University, Denmark Keywords: Gamification, Serious Games, Exergames, Elderly, Frailty, Discussion. Abstract: Gamification and Serious games techniques have been accepted as an effective method to strengthen the per- formance and motivation of people in education, health, entertainment, workplace and business. Concretely, exergames have been increasingly applied to raise physical activities and health or physical performance im- provement among elders. To the extend of our understanding, there is an extensive research on gamification and serious games for elderly in health. However, conducted studies assume certain issues regarding context biases, lack of applied guidelines or standardization, or weak results. We assert that a greater effort must be applied to explore and understand the needs and motivations of elderly players. Further, for improving the impact in proof-of-concept solutions and experiments some well-known guidelines or foundations must be adopted. In our current work, we are applying exergames on elderly with frailty condition in order to improve patient engagement in healthcare prevention and intervention. We suggest that to detect and reinforce such traits on elderly is adequate to extend the literature properly. 1 INTRODUCTION preserve the intrinsic capacity of the individual, its en- vironmental characteristics and their interaction. In In recent years, a rapid increase of consumer soft- parallel, by 2050 life expectancy will surpass 90 years ware inspired by the video-gaming has been per- and one in six people in the world will be over age 65 ceived. -
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. -
Engaging Children with Educational Content Via Gamification Kalpana Nand1,4, Nilufar Baghaei1,2* , John Casey1, Bashar Barmada1, Farhad Mehdipour2 and Hai-Ning Liang3
Nand et al. Smart Learning Environments (2019) 6:6 Smart Learning Environments https://doi.org/10.1186/s40561-019-0085-2 RESEARCH Open Access Engaging children with educational content via Gamification Kalpana Nand1,4, Nilufar Baghaei1,2* , John Casey1, Bashar Barmada1, Farhad Mehdipour2 and Hai-Ning Liang3 * Correspondence: nilufar.baghaei@ op.ac.nz Abstract 1Department of Computer Science, Unitec Institute of Technology, Gamification is the application of game mechanisms in non-gaming environments Auckland, New Zealand with the objective of enhancing user experience. In this paper, we investigate the 2Department of Information effectiveness of gamification in educational context, i.e. teaching numeracy at a Technology, Otago Polytechnic Auckland International Campus primary school level. We study the appealing characteristics of engaging computer (OPAIC), Auckland, New Zealand games from children’s point of view, and investigate whether embedding the Full list of author information is proposed characteristics into an educational tool enhances children’s learning. The available at the end of the article main characteristics we identify are levels of difficulties, feedback from the current level, and graphical presentation. They were then embedded into a Java-based open source programme based on “Who wants to be a millionaire” TV show, with the aim of teaching children numeracy (level 5 New Zealand curriculum). Two versions were created: feature enriched game (FEG) with all the features enabled and feature devoid game (FDG) with no extra features. We present the results of an evaluation study done with primary school children (n = 120) over a period of two weeks. The effectiveness of the educational tool was measured using a pre-test and a post-test, as well as other indicators such as the frequency and duration of interaction. -
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. -
A Design Process for Balanced Educational Video Games with Collaborative Activities
A design process for balanced educational video games with collaborative activities Natalia Padilla-Zea a,b, Nuria Medina-Medina a, Francisco L. Gutiérrez-Vela a, José R. López-Arcos a, Patricia Paderewski a & Carina S. González-González c a Dpto. Lenguajes y Sistemas Informáticos y CITYC, Universidad de Granada, Granada, España. {npadilla, nmedina, fgutierr, patricia, jrlarco}@ugr.es b Universidad Internacional de la Rioja, Logroño, España. [email protected] c Dpto. Ingeniería de Sistemas y Automática y Arquitectura y Tecnología de Computadores, Universidad de La Laguna, Tenerife, Españ[email protected] Received: February 13th, 2015. Received in revised form: March 10th, 2015. Accepted: September 29th, 2015 Abstract The efficiency of educational video games could be improved through the use of a specific development method that allows them to keep both their educational and recreational goals and maintains their playability. Accordingly, we present a process for the incremental design of educational video games with collaborative activities based on Software Engineering principles. This process intends to make the specification and design of educational and recreational contents easier, and also ensures a balance between educational and playful components. To support this methodology, we present a pilot authoring tool that implements our design process. Keywords: Digital Game-Based Learning; Methodologies; Educational Video Games Design; Computer-Supported Collaborative Learning. Proceso de diseño para videojuegos educativos con actividades colaborativas Resumen El uso de un método de desarrollo específico para videojuegos educativos que facilite la definición de objetivos pedagógicos y lúdicos podría mejorar la eficiencia instructiva de este tipo de aplicaciones, sin perder su jugabilidad. Con esta intención, en este trabajo se presenta un proceso de diseño incremental que aplica principios de Ingeniería del Software para generar videojuegos educativos con actividades colaborativas. -
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. -
Integrating Science Tasks and Puzzles in Computer Role Playing Games
Multimodal Technologies and Interaction Article Integrating Science Tasks and Puzzles in Computer Role Playing Games Varvara Garneli * , Konstantinos Patiniotis and Konstantinos Chorianopoulos Department of Informatics, Ionian University, 49132 Corfu, Greece * Correspondence: [email protected] Received: 15 May 2019; Accepted: 12 July 2019; Published: 15 July 2019 Abstract: The design of educational serious games to be used as motivational learning environments is very rewarding but also very challenging. The integration of learning with playing activities seems to be one of the major challenges. Previous work has not examined the integration of science content based on the school curriculum in the gameplay mechanics of a computer role playing game (CRPG) and in a storyline which ends with a dramatic conflict. In this study, an educational CRPG was designed for learning concepts in the physical sciences according to the curriculum of the correspondent book. We integrated the content into the gameplay which included several tasks to be performed and puzzles to be solved, advancing players to successfully complete the game, according to the game’s storyline. Finally, we performed a usability test for ease-of-use and enjoyment issues. Most testers considered the educational CRPG entertaining. Computer role playing game’s gameplay mechanics provide affordances for the integration of science and technology courses in a playful learning environment. Keywords: educational serious games; game design; role playing games; science education 1. Introduction Video games are a popular medium which have appeared in several forms and configurations following the development of digital technology. While entertaining video games feature only the “game” dimension, serious games can be defined as “a mental contest, played with a computer in accordance with specific rules, that uses entertainment to further government or corporate training, education, health, public policy, and strategic communication objectives” [1]. -
The History of Educational Computer Games
Beyond Edutainment Exploring the Educational Potential of Computer Games By Simon Egenfeldt-nielsen Submitted to the IT-University of Copenhagen as partial fulfilment of the requirements for the PhD degree February, 2005 Candidate: Simon Egenfeldt-Nielsen Købmagergade 11A, 4. floor 1150 Copenhagen +45 40107969 [email protected] Supervisors: Anker Helms Jørgensen and Carsten Jessen Abstract Computer games have attracted much attention over the years, mostly attention of the less flattering kind. This has been true for computer games focused on entertainment, but also for what for years seemed a sure winner, edutainment. This dissertation aims to be a modest contribution to understanding educational use of computer games by building a framework that goes beyond edutainment. A framework that goes beyond the limitations of edutainment, not relying on a narrow perception of computer games in education. The first part of the dissertation outlines the background for building an inclusive and solid framework for educational use of computer games. Such a foundation includes a variety of quite different perspectives for example educational media and non-electronic games. It is concluded that educational use of computer games remains strongly influenced by educational media leading to the domination of edutainment. The second part takes up the challenges posed in part 1 looking to especially educational theory and computer games research to present alternatives. By drawing on previous research three generations of educational computer games are identified. The first generation is edutainment that perceives the use of computer games as a direct way to change behaviours through repeated action. The second generation puts the spotlight on the relation between computer game and player. -
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].