Reiners / Wood Gamification in Education and Business

1. Auflage 2014
ISBN: 978-3-319-10208-5
Verlag: Springer Nature Switzerland
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 749 Seiten

This book is dedicated to applied gamification in the areas of education and business, while also covering pitfalls to avoid and guidelines needed to successfully implement for a project. Using different theoretical backgrounds from various areas including behavioral economics, game theory, and complex adaptive systems, the contributors aim to help readers avoid common problems and difficulties that they could face with poor implementation. The book's contributors are scholars and academics from the many areas where the key theory of gamification typically comes from. Ultimately, the book's goal is to help bring together the theories from these different disciplines to the field of practice in education and business.The book is divided into four parts: Theory, Education, Business, and Use Cases. Part I provides a foundation on the theory of gamification and offers insight into some of the outstanding questions that have yet to be addressed. In Part II, the application and value that gamification can bring within the education sector is examined. The book then changes focus in Part III to spotlight the use of gamification within business environments. The topics also cover educational aspects like improved learning outcomes, motivation, and learning retention at the workplace. Finally Part IV concentrates on the applications and use of gamification through a series of case studies and key elements that are used in real situations to drive real results.

Dr Torsten Reiners is Senior Lecturer in Logistics at the Curtin University, Australia. His research and teaching experiences are in the areas of operations research, but include instructional design, development of adaptive learning environments, distant collaboration, and mobile learning. His PhD Thesis is about adaptive learning material in the field of operations research. He participated in multiple projects to use 3D spaces for learning support; i.e. to improve the authenticity of learning in classes about production and simulation. He is project leader on a competitive grant from the Australian Office of Learning and Teaching (www.ndive-project.com) about developing a theoretical framework for authentic and immersive education with gamified elements.Dr Lincoln C. Wood is a Senior Lecturer (operations and supply chain management) at Auckland University of Technology (New Zealand) and an Adjunct Research Fellow at Curtin Business School (Australia). He received the Council of Supply Chain Management Professional's (CSCMP) Young Researcher Award in 2009 in the USA and earned his PhD at the University of Auckland (New Zealand). After developing a strong interest in effective supply chain education, Dr Wood received the Outstanding Research Award at the International Higher Education Conference in 2010 and is now the Project co-Leader on a competitive grant from the Australian Office of Learning and Teaching (www.ndive-project.com). Dr Wood has published in leading international journals including Transportation Research Part B: Methodological, International Journal of Operations & Production Management, The Service Industries Journal, Journal of Performance of Constructed Facilities, and Habitat International.

Autoren/Hrsg.

Reiners, Torsten

Wood, Lincoln C.

Inhaltsverzeichnis

1;Preface;6
2;Acknowledgements;8
3;Book Overview;10
4;Contents;20
5;About the Editors;24
6;About the Authors;26
7;Chapter 1: A RECIPE for Meaningful Gamification;56
7.1;1.1 Introduction;56
7.2;1.2 Situations for Reward-Based Gamification;57
7.2.1;1.2.1 Long-Term Change;58
7.3;1.3 Building Intrinsic Motivation;59
7.4;1.4 Meaningful Gamification;59
7.4.1;1.4.1 The RECIPE for Meaningful Gamification;60
7.4.1.1;1.4.1.1 Play;60
7.4.1.2;1.4.1.2 Exposition;62
7.4.1.3;1.4.1.3 Choice;64
7.4.1.4;1.4.1.4 Information;65
7.4.1.5;1.4.1.5 Engagement;67
7.4.1.6;1.4.1.6 Reflection;70
7.4.2;1.4.2 Following the RECIPE for Meaningful Gamification;72
7.4.2.1;1.4.2.1 Using Reward-Based Gamification with Meaningful Gamification;73
7.5;1.5 Conclusion;73
7.6;References;74
8;Chapter 2: Studying Gamification: The Effect of Rewards and Incentives on Motivation;76
8.1;2.1 Introduction;76
8.2;2.2 Gamification and Serious Games;77
8.3;2.3 The Proposed Model of Motivation in Games;79
8.4;2.4 Needs-Based Theories;80
8.4.1;2.4.1 Hierarchies of Needs;80
8.4.2;2.4.2 Need Achievement Theory;80
8.4.3;2.4.3 Goal Setting Theory;82
8.4.4;2.4.4 Self-Efficacy;82
8.5;2.5 Social-Based Theories;83
8.5.1;2.5.1 The Social Comparison Theory;84
8.5.2;2.5.2 Personal Investment Theory (PIT);84
8.6;2.6 Rewards-Based Theories;85
8.6.1;2.6.1 Expectancy Value Theory (EVT);85
8.6.2;2.6.2 Skinner’s Principle of Partial Reinforcement;86
8.6.2.1;2.7 Self-Determination Theory;87
8.7;2.8 The Theoretical Base of Game Incentives and Rewards;88
8.8;2.9 Mapping Game Elements;91
8.9;2.10 Conclusions and Future Work;91
8.10; Appendix;93
8.11;References;96
9;Chapter 3: A Conceptual Framework for Gamification Measurement;102
9.1;3.1 Introduction;102
9.2;3.2 What is Gamification;104
9.3;3.3 Traditional Measures of Learning;105
9.4;3.4 Kirkpatrick’s Four Levels;106
9.5;3.5 Kolbs’ Experiential Theory;107
9.6;3.6 Sweller’s Theory of Cognitive Load;108
9.7;3.7 Towards a Unified Framework for Gamification Measurement;110
9.8;3.8 Play Assessment Diagnostics;110
9.9;3.9 A Gamification Scorecard;112
9.10;3.10 Pre and Post Knowledge and Skills Assessment;114
9.11;3.11 Gamification Performance Assessment Review (GPAR);116
9.12;3.12 Framework Application Process Methodology;117
9.13;3.13 Conclusion and Final Thoughts;119
9.14;References;120
10;Chapter 4: Implementing Game Design in Gamification;122
10.1;4.1 Gamification Miss the Game;122
10.2;4.2 Gamification is not a Web-based Strategy;123
10.3;4.3 Gamification Differs from Serious and Training Game;123
10.4;4.4 Direct and Indirect Gamification;124
10.5;4.5 Caillois’ Theory and the Drivers of Engagement;124
10.6;4.6 Custom Engagement;125
10.7;4.7 Mixed-up Experiences;126
10.8;4.8 Paidia Against Ludus;126
10.9;4.9 Field Applications;127
10.10;4.10 Actual Gamification in Caillois’ Framework;127
10.11;4.11 Alternative Frameworks;127
10.12;4.12 8 Kinds of Fun;128
10.13;4.13 4 Keys for fun;128
10.14;4.14 Color Theory;129
10.15;4.15 Usefulness of a Game Design Theory;130
10.16;4.16 Self-Assessment Test;131
10.16.1;4.16.1 Table Result;131
10.16.2;4.16.2 Self Assessment Test;132
10.16.2.1;4.16.2.1 Gaming Approach and Objectives;132
10.17;Bibliography;133
10.17.1;Ludography;134
11;Chapter 5: Applied Behavioral Economics: A Game Designer’s Perspective;135
11.1;5.1 Introduction: A Game Designer’s Perspective;135
11.1.1;5.1.1 A Different Set of Goals;135
11.1.2;5.1.2 An Entertainment Focus;136
11.2;5.2 Gamification;137
11.2.1;5.2.1 The Gamification of Games;137
11.2.1.1;5.2.1.1 Aren’t They Games Already?;137
11.2.1.1.1;Formalization;137
11.2.1.1.2;Optimization;138
11.2.1.2;5.2.1.2 Games as a Lens;139
11.2.1.2.1;Transparency;139
11.2.1.2.2;Observing “Unfiltered” Behavior;139
11.2.2;5.2.2 Bringing These Lessons into Non-Game Environments;140
11.2.2.1;5.2.2.1 The Customer as a Player;140
11.2.2.2;5.2.2.2 The Risk of the Gamified Workplace;141
11.3;5.3 Relevant Concepts from Behavioral Economics;141
11.3.1;5.3.1 Relevance;142
11.3.2;5.3.2 Categorization;143
11.3.3;5.3.3 Concepts, Mechanics, Non-Game Uses, and Common Errors;143
11.3.3.1;5.3.3.1 Encouraging Engagement;143
11.3.3.1.1;Loss Aversion;143
11.3.3.1.1.1;In-Game Use;144
11.3.3.1.1.2;Non-Game Use;144
11.3.3.1.1.3;Common Errors;144
11.3.3.1.2;Maintaining Intrinsic Focus;144
11.3.3.1.2.1;In-Game Use;145
11.3.3.1.2.2;Non-Game Use;145
11.3.3.1.2.3;Common Errors;146
11.3.3.1.3;Pseudocertainty;146
11.3.3.1.3.1;In-Game Use;146
11.3.3.1.3.2;Non-Game Use;147
11.3.3.1.3.3;Common Errors;147
11.3.3.2;5.3.3.2 Guiding Action;147
11.3.3.2.1;The Paradox of Choice;147
11.3.3.2.1.1;In-Game Use;147
11.3.3.2.1.2;Non-Game Use;148
11.3.3.2.1.3;Common Errors;148
11.3.3.2.2;Scarcity/Urgency;148
11.3.3.2.2.1;In-Game Use;148
11.3.3.2.2.2;Non-Game Use;149
11.3.3.2.2.3;Common Errors;149
11.3.3.2.3;Variable Reinforcement Schedules;150
11.3.3.2.3.1;In-Game Use;150
11.3.3.2.3.2;Non-Game Use;150
11.3.3.2.3.3;Common Errors;150
11.3.3.3;5.3.3.3 Identity Investment;151
11.3.3.3.1;Commitment;151
11.3.3.3.1.1;In-Game Use;151
11.3.3.3.1.2;Non-Game Use;152
11.3.3.3.1.3;Common Errors;152
11.3.3.3.2;IKEA Effect;152
11.3.3.3.2.1;In-Game Use;153
11.3.3.3.2.2;Non-Game Use;153
11.3.3.3.2.3;Common Errors;154
11.3.3.3.3;Sunk Costs;154
11.3.3.3.3.1;In-Game Use;154
11.3.3.3.3.2;Non-Game Use;155
11.3.3.3.3.3;Common Errors;155
11.4;5.4 Common Pitfalls;155
11.4.1;5.4.1 Implementation Errors;155
11.4.2;5.4.2 Design Errors;156
11.4.3;5.4.3 Assumption of Universal Applicability;156
11.5;5.5 Conclusion;157
11.5.1;5.5.1 Implications;157
11.5.2;5.5.2 Future Work;157
11.6;References;158
12;Chapter 6: Towards Leveraging Behavioral Economics in Mobile Application Design;159
12.1;6.1 Introduction;159
12.1.1;6.1.1 Observations of Irrationality in Everyday HCI;160
12.1.1.1;6.1.1.1 Notifications;160
12.1.1.2;6.1.1.2 Progress Bars;160
12.1.1.3;6.1.1.3 App Return Policy;161
12.1.1.4;6.1.1.4 Computer Help;161
12.1.2;6.1.2 Chapter Overview;161
12.1.3;6.1.3 Contribution;161
12.2;6.2 Literature Review;162
12.2.1;6.2.1 Persuasive Computing;162
12.2.2;6.2.2 Gamification in Mobile Applications;164
12.2.2.1;6.2.2.1 Training and Exploration;164
12.2.2.2;6.2.2.2 Self Shaping;165
12.2.2.3;6.2.2.3 Research;165
12.2.2.4;6.2.2.4 Education;166
12.2.2.5;6.2.2.5 Gamification in Business Practice;166
12.2.3;6.2.3 Behavioral Economics and Psychological Computing;166
12.2.3.1;6.2.3.1 Personal Finances;168
12.2.3.2;6.2.3.2 Behavioral Economics Apps;168
12.2.3.3;6.2.3.3 Context Changes in Mobile Scenarios;169
12.3;6.3 Behavioral Economics in Mobile Experience Design;169
12.3.1;6.3.1 Mental Accounting;169
12.3.1.1;6.3.1.1 House Money;170
12.3.1.2;6.3.1.2 Sunk Costs;170
12.3.1.3;6.3.1.3 Payment Decoupling;171
12.3.2;6.3.2 Loss Aversion as Gamification Factor;171
12.3.3;6.3.3 The “IKEA-Effect” in Gamification;172
12.3.4;6.3.4 Framing Effects;172
12.3.4.1;6.3.4.1 Anchoring;173
12.3.4.2;6.3.4.2 Asymmetric Choice in Settings-Menus;173
12.4;6.4 Implementation of Selected Concepts for a Case Study;174
12.4.1;6.4.1 General Functionality;174
12.4.2;6.4.2 Mental Accounting and Self Control;174
12.4.3;6.4.3 Loss Aversion;175
12.4.4;6.4.4 Anchoring;175
12.5;6.5 Evaluation of the MoneySaver Prototype;176
12.5.1;6.5.1 Methodology;177
12.5.1.1;6.5.1.1 Tasks;177
12.5.1.2;6.5.1.2 Participants;178
12.5.2;6.5.2 Results;179
12.5.3;6.5.3 Discussion;180
12.5.3.1;6.5.3.1 More Gamification Elements;181
12.5.3.2;6.5.3.2 Anchors;181
12.5.3.3;6.5.3.3 Loss aversion;182
12.6;6.6 Summary and Conclusion;182
12.7;References;183
13;Chapter 7: A Parallel Universe: Psychological Science in the Language of Game Design;186
13.1;7.1 Introduction;186
13.2;7.2 A Short History of Games in Psychology;187
13.3;7.3 Outside the Black Box: Behaviorism;188
13.3.1;7.3.1 Token Economies;188
13.3.2;7.3.2 Rules About Points;190
13.3.3;7.3.3 Creating Persistence;190
13.4;7.4 Inside the Black Box: Cognitive Science;192
13.4.1;7.4.1 Maintaining Motivation in the Flow Zone;192
13.4.2;7.4.2 Personality Types Among Gamers;193
13.4.3;7.4.3 Games and the Science of the Self;195
13.5;7.5 Warnings;196
13.5.1;7.5.1 Video Game Addiction;197
13.5.2;7.5.2 Undermining Intrinsic Motivation;197
13.5.3;7.5.3 Believing Psychological Myths;198
13.6;7.6 Summary and Future Directions;199
13.7;References;200
14;Chapter 8: Context to Culture for Gamification HCI Requirements: Familiarity and Enculturement;203
14.1;8.1 Introduction;203
14.2;8.2 A History of Affordance;205
14.2.1;8.2.1 Confusion Between Culture and Context;208
14.2.2;8.2.2 The Culture to Context Continuum;210
14.3;8.3 Crush the Castle and Angry Birds;211
14.4;8.4 Discussion and Conclusion;213
14.5;References;214
15;Chapter 9: Psychological Theory and the Gamification of Learning;216
15.1;9.1 Introduction;216
15.2;9.2 Theoretical Review;217
15.2.1;9.2.1 Theory of Gamified Instructional Design;217
15.2.2;9.2.2 Theories of Learning via Conditioning;219
15.2.3;9.2.3 Expectancy Theories;223
15.2.4;9.2.4 Goal-Setting Theory;225
15.2.5;9.2.5 Self-Determination Theory;229
15.3;9.3 Summary and Recommendations for Researchers and Practitioners;233
15.4;References;234
16;Chapter 10: A History and Frameworks of Digital Badges in Education;238
16.1;10.1 Introduction;238
16.2;10.2 History and Context;240
16.3;10.3 Value for Education;242
16.4;10.4 Frameworks for Educational Use;244
16.5;10.5 Models of Educational Use;246
16.6;10.6 Current Use of Digital Badges in Education;247
16.7;10.7 Summary;249
16.8;References;250
17;Chapter 12: A Gamification-Based Framework for Developing Learning Activities of Computational Thinking;269
17.1;12.1 Introduction;269
17.2;12.2 Background;271
17.2.1;12.2.1 Gamification;271
17.2.2;12.2.2 Learning Theories;273
17.2.3;12.2.3 Computational Thinking;273
17.3;12.3 Developing Learning Activities;274
17.4;12.4 The Proposed Framework;277
17.4.1;12.4.1 The Pillars of the Constructivist Learning Theory;278
17.4.2;12.4.2 Gamification Elements;279
17.4.2.1;12.4.2.1 Elements of Behavior Category;279
17.4.2.2;12.4.2.2 Elements of Progression Category;282
17.4.2.3;12.4.2.3 Elements of Feedback Category;282
17.4.3;12.4.3 Teacher’s Guideline of Gamification Elements;283
17.4.4;12.4.4 Computational Thinking Skills;284
17.4.5;12.4.5 Dispositions and Behaviors of Computational Thinking;285
17.4.6;12.4.6 Computational Thinking Vocabulary;285
17.5;12.5 Use of Proposed Framework;286
17.6;12.6 Application Scenarios;287
17.6.1;12.6.1 First Scenario;287
17.6.2;12.6.2 Second Scenario;292
17.6.3;12.6.3 Third Scenario;295
17.6.3.1;12.6.3.1 Activity 1;296
17.6.3.2;12.6.3.2 Activity 2;297
17.7;12.7 Conclusions and Future Work;299
17.8;References;301
18;Chapter 13: Educational Gamified Science Simulations;303
18.1;13.1 Introduction and Motivation;303
18.2;13.2 Background;304
18.2.1;13.2.1 Educational Simulations in Science Education;304
18.2.2;13.2.2 Motivation and Learning;305
18.2.3;13.2.3 Games and Gamification in Education;306
18.2.3.1;13.2.3.1 Designing Instructional Environments with Game Elements;308
18.2.4;13.2.4 Game Design and Gamification Strategies;309
18.2.4.1;13.2.4.1 Game Design Elements;309
18.2.4.2;13.2.4.2 Gamification Strategies;309
18.2.4.3;13.2.4.3 Game Mechanics in more Detail;310
18.3;13.3 Gamification of Simulations and Simulation Games;311
18.3.1;13.3.1 Towards a Definition;311
18.3.2;13.3.2 Educational Simulation Games;313
18.3.2.1;13.3.2.1 Analyzing Successful Examples;313
18.3.2.2;13.3.2.2 Educational Simulation Game Design;314
18.3.3;13.3.3 Educational Gamified Simulations;314
18.3.3.1;13.3.3.1 Analyzing Successful Examples;314
18.3.3.2;13.3.3.2 Educational Gamified Simulation Design;315
18.3.4;13.3.4 Analyzing Design Characteristics of Gamified Simulations;315
18.4;13.4 Design Principles for Educational Gamified Simulations;316
18.4.1;13.4.1 Design Elements;316
18.4.2;13.4.2 Design Process;317
18.4.3;13.4.3 Gamification Strategies;318
18.4.3.1;13.4.3.1 Integrate Game Elements into the Existing Simulation;319
18.4.3.2;13.4.3.2 Build a Gamification Framework Around the Existing Simulation;319
18.5;13.5 Case Study: Gamified TEALsim;320
18.5.1;13.5.1 Integrate Game Elements into the Existing Simulation;320
18.5.2;13.5.2 Build a gamification framework around the existing simulation;322
18.6;13.6 Conclusions;323
18.7;References;323
19;Chapter 14: From Market Place to Collusion Detection: Case Studies of Gamification in Education;326
19.1;14.1 Introduction;326
19.2;14.2 Case Studies;328
19.2.1;14.2.1 Case Study One: Peer Tutoring (The Price of Helps);328
19.2.1.1;14.2.1.1 Discussion;330
19.2.2;14.2.2 Case Study Two: Pairwise Competition on Programming Tasks;331
19.2.3;14.2.3 Case Study Three: Fair Grouping Issue;333
19.2.4;14.2.4 Case Study Four: Simulated Market (An Outsourcing Game);334
19.2.5;14.2.5 Case Study Five: Preventing Cheating (Sharing Answers) During Exams;335
19.3;14.3 Discussions;336
19.4;14.4 Concluding Remarks and Future Studies;337
19.5;References;338
20;Chapter 15: Physical Skills and Digital Gaming: The Relationship between Basketball and an Augmented Reality Adaption;340
20.1;15.1 Introduction;340
20.2;15.2 Transferability between real and digital worlds;341
20.3;15.3 Transfer effects, transfer layers and forms of transfer;343
20.4;15.4 Theories of schemes as explanatory models for (sport motoric) transfers;345
20.5;15.5 Transfer and transformation;347
20.6;15.6 Intermondial transfer by the example of basketball;349
20.6.1;15.6.1 Experimental Setup;353
20.6.2;15.6.2 Results;354
20.7;15.7 Summary and Outlook;358
20.8;References;359
20.8.1;Additional Reading Section;362
21;Chapter 16: Storytelling to Immersive Learners in an Authentic Virtual Training Environment;363
21.1;16.1 Introduction;363
21.2;16.2 Realism and Authenticity;365
21.2.1;16.2.1 Realism Through Technology;366
21.2.2;16.2.2 Authentic Assessment in nDiVE;366
21.3;16.3 Integration of Gamification Mechanics;367
21.3.1;16.3.1 Ghost Images and Rewind;368
21.3.2;16.3.2 Time and Space Controls;368
21.3.3;16.3.3 Save Points and Multiple Lives;369
21.4;16.4 An Interactive Story;369
21.4.1;16.4.1 Nonlinear Narratives in Unrestricted Learning Spaces;369
21.4.2;16.4.2 The Gamified Nudge;370
21.5;16.5 Future Developments in nDiVE;373
21.6;16.6 Conclusions;375
21.7;References;375
22;Chapter 17: Shaping Behaviours Through Space and Place in Gamified Virtual Learning Environments;378
22.1;17.1 Introduction;378
22.2;17.2 Literature Review;379
22.2.1;17.2.1 Gamification;379
22.2.2;17.2.2 Structure of Collaborative Virtual Space;380
22.2.3;17.2.3 Policy;380
22.3;17.3 Case Study;381
22.3.1;17.3.1 The Critical Incident;382
22.3.2;17.3.2 Data Sources;383
22.3.3;17.3.3 The Drunken Avatar Encounter;383
22.3.3.1;17.3.3.1 Timeline;383
22.3.4;17.3.4 Perceptions and Reality;384
22.4;17.4 Gamification Elements in the 2D and 3D Collaborative Virtual Environments;385
22.4.1;17.4.1 Reflections on the Incident;385
22.5;17.5 Reconceptualising Virtual Environments;389
22.5.1;17.5.1 Creating a Team Place;389
22.5.2;17.5.2 Behaviour-Mapping Model for Space and Place Incorporating Aspects of Policies and Gamification;391
22.5.2.1;17.5.2.1 The Individual Place;391
22.5.2.2;17.5.2.2 The Sphere of Space;392
22.5.2.3;17.5.2.3 The Sphere of Place;392
22.5.2.4;17.5.2.4 The Policy Dimension;393
22.5.2.4.1;Orientation Policy;393
22.5.2.4.2;Location Specific Policy;393
22.5.2.4.3;More Considerations Supporting Adherence to Policy;395
22.5.2.4.3.1;Further Mediating Roles;395
22.5.2.4.3.2;Technical Support for Compensating Policy Dimension;395
22.5.2.5;17.5.2.5 The Gamification Dimension;396
22.5.2.5.1;A Meaningful Gamification Design;396
22.5.2.5.2;The Dark Side of Gamification;398
22.6;17.6 Conclusion;398
22.7;References;399
23;Chapter 18: The Development and Assessment of a Team-Based Management Game;402
23.1;18.1 Introduction;402
23.2;18.2 Learning Theory and Experiential Learning Models;404
23.3;18.3 Preliminary Surveys of Games of the TBMR Genre;407
23.3.1;18.3.1 Hypermarket Game;407
23.3.2;18.3.2 Software Stores Control;407
23.3.3;18.3.3 Xing Game;408
23.4;18.4 The SGIBS Game Design and Development Process;408
23.4.1;18.4.1 Feedback;411
23.5;18.5 The SGIBS Game: Characteristics and Features;412
23.6;18.6 The Game Development Process;413
23.6.1;18.6.1 The Decision Input Mechanism;413
23.6.2;18.6.2 Progression Through the Game Session: A Snapshot;416
23.6.3;18.6.3 Decision Tracking Features;419
23.7;18.7 The SGIBS Game Assessment Trials;422
23.7.1;18.7.1 Results of Test Measurements and Perception Surveys;422
23.7.2;18.7.2 Survey of Students’ Perception of Game Value;423
23.7.3;18.7.3 Synthesis of Game Design with Reference to Suggested Models and Frameworks;425
23.7.3.1;18.7.3.1 de Freitas et al. (2009) 4-D Framework;425
23.7.3.2;18.7.3.2 The Keller (1984) Four Step ARCS Model;426
23.7.3.3;18.7.3.3 The Four Types of Participants Suggested by Schwan (2006);427
23.8;18.8 Conclusions;427
23.9;18.9 Future Developments;428
23.10;References;429
24;Chapter 19: Gamification in Virtual Worlds for Learning: A Case Study of PIERSiM for Business Education;431
24.1;19.1 Introduction;431
24.2;19.2 Gamification;432
24.3;19.3 Gamification of Education;433
24.4;19.4 Virtual Worlds and Gaming;435
24.5;19.5 A Case Study: PierSim;435
24.5.1;19.5.1 Why PierSim? What’s Wrong With Business Education?;435
24.5.2;19.5.2 What is PierSim;437
24.5.3;19.5.3 Sample;440
24.6;19.6 Results;440
24.6.1;19.6.1 Descriptive Statistics;441
24.7;19.7 Teach About Business;441
24.8;19.8 Interpretation;443
24.9;19.9 Conclusion;444
24.10;19.10 Appendix: Questionnaire;445
24.11;References;446
25;Chapter 20: Theoretical Considerations for Game-Based e-Learning Analytics;448
25.1;20.1 Introduction;448
25.2;20.2 Big Data and Complexity Science;449
25.3;20.3 Data from Game-Based and Gamified e-Learning;452
25.4;20.4 Atomistic Data Challenges;453
25.5;20.5 Holistic Data Challenges;456
25.6;20.6 Summary;459
25.7;References;460
26;Chapter 21: Critical Perspective on Gamification in Education;462
26.1;21.1 Introduction;462
26.2;21.2 Basics of Learning;463
26.3;21.3 Technology;463
26.4;21.4 Educational Change and Technology;464
26.5;21.5 Gaming;465
26.6;21.6 Scholarship of Teaching and Learning;467
26.7;21.7 Conclusion and Future Directions;470
26.8;References;472
27;Chapter 22: Implementing Gamification: Requirements and Gamification Platforms;476
27.1;22.1 Introduction;476
27.2;22.2 The Gamification Process;477
27.2.1;22.2.1 Business Modeling;478
27.2.2;22.2.2 Requirements;479
27.2.3;22.2.3 Design;479
27.2.4;22.2.4 Provisioning;480
27.2.5;22.2.5 Implementation;481
27.2.6;22.2.6 Test;481
27.2.7;22.2.7 Deployment;481
27.2.8;22.2.8 Monitoring;481
27.3;22.3 Requirements;482
27.3.1;22.3.1 General Gamification Requirements;482
27.3.1.1;22.3.1.1 Basic Concepts (L1);482
27.3.1.2;22.3.1.2 Gamification Rules (L2);483
27.3.2;22.3.2 Functional Requirements;485
27.3.3;22.3.3 Non-Functional Requirements;486
27.4;22.4 Gamification Solutions;486
27.4.1;22.4.1 Achievement Systems;487
27.4.2;22.4.2 Integrated Solutions;488
27.4.3;22.4.3 Generic Gamification Platforms;489
27.4.4;22.4.4 Others;491
27.5;22.5 Requirements Mapping;491
27.6;22.6 Application;493
27.7;22.7 Summary;494
27.8;References;494
28;Chapter 23: Workplace Psychology and Gamification: Theory and Application;496
28.1;23.1 Theory and Definitions;496
28.1.1;23.1.1 Engagement in the Workplace;497
28.1.1.1;23.1.1.1 The Job Demand-Resource Model;498
28.1.1.2;23.1.1.2 Psychological Capital and Positive Emotions;501
28.1.2;23.1.2 Engagement in Games;501
28.1.2.1;23.1.2.1 Mastery;502
28.1.2.2;23.1.2.2 Positive Emotions and Personal Resources;502
28.1.2.3;23.1.2.3 Social Components;502
28.1.2.4;23.1.2.4 Purpose;503
28.2;23.2 Research Model;503
28.3;23.3 Application;506
28.3.1;23.3.1 Use Case;506
28.3.2;23.3.2 Evaluation Results;508
28.4;23.4 Summary and Outlook;510
28.5;23.5 Appendix 1: Model Estimations;511
28.6;23.6 Appendix 2: Questionnaire Items;512
28.7;References;513
29;Chapter 24: The Gamification as a Resourceful Tool to Improve Work Performance;517
29.1;24.1 Introduction;517
29.2;24.2 How Gamification Works;519
29.3;24.3 Gamification’s Technical Limitations;520
29.4;24.4 Gamification’s Solution to Business and Technical Problems;521
29.4.1;24.4.1 Marketing;521
29.4.2;24.4.2 Community;522
29.4.3;24.4.3 Sales;523
29.4.4;24.4.4 Support;523
29.4.5;24.4.5 Product;524
29.4.6;24.4.6 HR/Learning;524
29.5;24.5 The Limitations of Gamification: Problems, Implications, and Managerial Caveats;525
29.6;24.6 Assessment of Gamification’s Success;526
29.7;24.7 Conclusion;527
29.8;References;529
30;Chapter 25: Gamification in the Enterprise: Differences from Consumer Market, Implications, and a Method to Manage Them;533
30.1;25.1 Introduction;533
30.1.1;25.1.1 The Notion of Games;534
30.1.2;25.1.2 Game Mechanics;536
30.1.3;25.1.3 Levels of Gamification;536
30.1.4;25.1.4 Areas of Application in Consumer and Enterprise Markets;537
30.1.5;25.1.5 Why Gamification in the Enterprise is Different to Consumer-Focused Gamification?;537
30.1.6;25.1.6 Next Sections;538
30.2;25.2 Differentiating Gamification in the Consumer and Enterprise Market;538
30.2.1;25.2.1 Discussion of the Differences;541
30.2.1.1;25.2.1.1 Purpose of Gamification;541
30.2.1.2;25.2.1.2 Reasons for Engagement;541
30.2.1.3;25.2.1.3 Design of Gamified Environment;541
30.2.1.4;25.2.1.4 Creative Freedom;542
30.2.1.5;25.2.1.5 Factors of Motivation;542
30.2.1.6;25.2.1.6 Impact of Failure;542
30.2.1.7;25.2.1.7 Design of the Work;542
30.2.1.8;25.2.1.8 Conflict of Interest;543
30.3;25.3 Leveraging Theories and Research in Existing Areas for Gamification;543
30.3.1;25.3.1 Motivation;543
30.3.2;25.3.2 Persuasion;545
30.3.3;25.3.3 Engagement;546
30.4;25.4 A Framework for Gamification in the Enterprise;547
30.4.1;25.4.1 Need for the Framework;547
30.4.1.1;25.4.1.1 Set the Goals and Objectives;547
30.4.1.2;25.4.1.2 Understand the Challenges in Attaining the Set Objectives;549
30.4.1.3;25.4.1.3 Analyze the Factors for Motivation and Management of Challenges;549
30.4.1.4;25.4.1.4 Designing Gamified System;550
30.4.1.5;25.4.1.5 Measure and Improve;551
30.4.1.6;25.4.1.6 Engagement Boosters;551
30.5;25.5 Case Studies;551
30.5.1;25.5.1 Sustainable Innovation Program;551
30.5.2;25.5.2 Experiential Learning Program;553
30.5.2.1;25.5.2.1 Learning;553
30.6;25.6 Conclusion;554
30.7;References;554
31;Chapter 26: Designing Gamification to Guide Competitive and Cooperative Behavior in Teamwork;556
31.1;26.1 Introduction;556
31.2;26.2 Goals, Conflicts, and Behavior in Non-game Teamwork;558
31.2.1;26.2.1 Goals and Task Design;559
31.2.2;26.2.2 Conflict Management;560
31.2.3;26.2.3 Compete or Cooperate;560
31.3;26.3 Gamification and the Persuasive Game Design Model;562
31.3.1;26.3.1 Gamification;562
31.3.2;26.3.2 The Persuasive Game Design Model;563
31.4;26.4 Game Design Elements: Rules and Goals;564
31.5;26.5 A Framework for the Gamification of Teamwork Situations;566
31.5.1;26.5.1 Game Goals;568
31.5.2;26.5.2 Interaction Design;568
31.5.3;26.5.3 User Characteristics and User Experience;569
31.5.4;26.5.4 Applying the Framework;570
31.6;26.6 Illustrative Design Cases;571
31.6.1;26.6.1 Leadership game RANJ;571
31.6.2;26.6.2 Red Team Game;571
31.7;26.7 Future Research on Transfer Effects;572
31.7.1;26.7.1 Direct Effects;572
31.7.2;26.7.2 Transfer Effects;573
31.8;26.8 Conclusion;573
31.9;References;574
32;Chapter 27: Gamification and Law;577
32.1;27.1 General Information About This Chapter and Introduction;577
32.2;27.2 Laws and Regulations, Selected Cases and Best Practices;580
32.3;27.3 Civil Law: Contract Law (Terms of Service);580
32.3.1;27.3.1 Bragg vs. Linden Lab;581
32.3.2;27.3.2 Peter Ludlow vs. Electronic Arts;583
32.4;27.4 Civil Law: Liability and Measurability;584
32.5;27.5 Copyright Law;585
32.5.1;27.5.1 Betamax Case;586
32.6;27.6 Unfair Competition and Consumer Protection Law;589
32.6.1;27.6.1 Example: Picknplay;590
32.7;27.7 Conclusion and Final Remarks;591
32.8;References;594
33;Chapter 28: How to Avoid the Dark Side of Gamification: Ten Business Scenarios and Their Unintended Consequences;595
33.1;28.1 Introduction;595
33.2;28.2 Recruitment;596
33.2.1;28.2.1 Scenario One;596
33.2.1.1;28.2.1.1 Potential Problems;596
33.2.2;28.2.2 Scenario Two;597
33.2.2.1;28.2.2.1 Potential Problems;598
33.2.3;28.2.3 Scenario Three;599
33.2.3.1;28.2.3.1 Potential Problems;599
33.3;28.3 Onboarding;600
33.3.1;28.3.1 Scenario Four;600
33.3.1.1;28.3.1.1 Potential Problems;600
33.3.2;28.3.2 Scenario Five;601
33.3.2.1;28.3.2.1 Potential Problems;602
33.4;28.4 Training;602
33.4.1;28.4.1 Scenario Six;602
33.4.1.1;28.4.1.1 Potential Problems;603
33.4.2;28.4.2 Scenario Seven;603
33.4.2.1;28.4.2.1 Potential Problems;604
33.5;28.5 Performance;604
33.5.1;28.5.1 Scenario Eight;604
33.5.1.1;28.5.1.1 Potential Problems;604
33.5.2;28.5.2 Scenario Nine;605
33.5.2.1;28.5.2.1 Potential Problems;605
33.5.3;28.5.3 Scenario Ten;606
33.5.3.1;28.5.3.1 Potential Problems;606
33.6;28.6 Conclusions;607
33.7;References;608
34;Chapter 29: Gamification of Survey Research: Empirical Results from Gamifying a Conjoint Experiment;611
34.1;29.1 Introduction;611
34.1.1;29.1.1 Background and Motivation;611
34.1.2;29.1.2 Application of Gamification;612
34.1.3;29.1.3 Gamification of Work;613
34.1.4;29.1.4 Gamification of Surveys;613
34.1.5;29.1.5 Respondent Engagement in Survey Research;614
34.1.6;29.1.6 Conjoint Experiments;615
34.2;29.2 Methodology;616
34.2.1;29.2.1 Conjoint Experiment Design;616
34.2.2;29.2.2 Measurement of Engagement;616
34.2.3;29.2.3 Applicability of Gamification to Conjoint Analysis;617
34.2.4;29.2.4 Experimental Design;618
34.2.5;29.2.5 Effect of the Game Setting on Engagement;619
34.2.6;29.2.6 Additional Motivating Factors;620
34.3;29.3 Description of Game Versions;620
34.3.1;29.3.1 Version 1.0: Simple Choice Sets;620
34.3.2;29.3.2 Version 2.1: Salesperson: No Correct Answers;621
34.3.3;29.3.3 Version 2.2: Salesperson: With Correct Answers;621
34.3.4;29.3.4 Version 3: Monsters: With Correct Answers;621
34.4;29.4 Experimental Results;623
34.4.1;29.4.1 The Research Setting;623
34.4.2;29.4.2 Drop-Off Rate;624
34.4.3;29.4.3 Time Taken;624
34.4.4;29.4.4 Self-Reported Engagement;625
34.4.5;29.4.5 Number of Choice Tasks Completed;627
34.4.6;29.4.6 Minimum Efforts;628
34.4.7;29.4.7 Reliability of Results;628
34.5;29.5 Summary and Conclusions;629
34.6;References;631
35;Chapter 30: Project Knowledge Management While Simply Playing! Gaming Mechanics in Project Knowledge Management Systems;634
35.1;30.1 Motivation or Why Gamification is Needed in Project Knowledge Management;634
35.2;30.2 Research on Gamification;636
35.2.1;30.2.1 Definition;637
35.2.2;30.2.2 Realization of Gamification;637
35.2.3;30.2.3 Design and Implementation;639
35.2.4;30.2.4 Effects and Influencing Factors of Gamification;640
35.3;30.3 Gamification in Project Knowledge Management;642
35.3.1;30.3.1 Issues of Knowledge Management in Companies;643
35.3.2;30.3.2 Design of a Project Knowledge Management System;644
35.3.2.1;30.3.2.1 Requirements and Design of our Project KMS;645
35.3.2.2;30.3.2.2 Design Choices from a Gamification Perspective;647
35.4;30.4 Conclusion;652
35.5;References;652
36;Chapter 31: How Gamification Can Help Companies to Become More Sustainable: A Case Study on Ride Sharing;656
36.1;31.1 Introduction;656
36.2;31.2 Gamification Framework;657
36.3;31.3 Applied Gamification: Gamifying Ride Sharing for Better Sustainability;658
36.3.1;31.3.1 Define Business Objectives;659
36.3.2;31.3.2 Delineate Target Behaviors;661
36.3.3;31.3.3 Describe Your Players;662
36.3.4;31.3.4 Devise Activity Cycles;665
36.3.5;31.3.5 Don’t Forget About the Fun;666
36.3.6;31.3.6 Deploy Appropriate Tools;668
36.4;31.4 Creating the Narrative: The Personification of Anti-Objectives;669
36.5;31.5 Building the Relationships: Getting Cooperation into Motion;671
36.6;31.6 Making Progress: Green Feedback, Skill Unlocking, Gifting;673
36.7;31.7 Selecting the Ride: Joyfully and Autonomously Picking the Driver;674
36.8;31.8 Discussion;674
36.9;31.9 Summary;675
36.10;References;676
37;Chapter 32: Gamification-supported Exploration and Practicing for Automotive User Interfaces and Vehicle Functions;678
37.1;32.1 Introduction;678
37.1.1;32.1.1 Motivation;678
37.1.2;32.1.2 Contribution;679
37.1.3;32.1.3 Chapter Overview;680
37.2;32.2 Elements and Mechanics of Gamification;680
37.3;32.3 Gamification in the Automotive Domain;681
37.3.1;32.3.1 Gamified Automotive Applications outside Vehicles;681
37.3.1.1;32.3.1.1 Automotive Marketing with Gamified Applications;681
37.3.1.2;32.3.1.2 Gamified Speed Monitoring Applications;682
37.3.2;32.3.2 Gamified Automotive Applications in Vehicles;683
37.3.2.1;32.3.2.1 Navigation and Efficient Driving;683
37.3.2.2;32.3.2.2 Safe Driving;683
37.3.2.3;32.3.2.3 Eco-Driving;684
37.4;32.4 Gamified Learning and Exploration;685
37.4.1;32.4.1 Gamified Learning;685
37.4.2;32.4.2 Gamified Tutorials, Training and Exploration;685
37.5;32.5 Potential Limitations and Challenges of Gamification;687
37.6;32.6 Gamification-Based Framework for Automotive User Interface Training;688
37.6.1;32.6.1 Purpose of the Framework;688
37.6.2;32.6.2 General Functionality;688
37.6.3;32.6.3 Sample Scenarios for the Gamified Automotive Training Framework;689
37.6.3.1;32.6.3.1 Interactive Tutorial for Car Buyers;689
37.6.3.2;32.6.3.2 Guidance for Rental Car and Car Sharing Users;691
37.7;32.7 Evaluation of the Offline Mode Prototype;692
37.7.1;32.7.1 Evaluation Setting and Methodology;692
37.7.1.1;32.7.1.1 Tasks;692
37.7.1.2;32.7.1.2 Participants;693
37.7.2;32.7.2 Results;694
37.7.2.1;32.7.2.1 Results of Driving Experiment;694
37.7.2.2;32.7.2.2 Results related to the Mobile Application;696
37.7.3;32.7.3 Discussion;696
37.7.3.1;32.7.3.1 Influence of Gamification on the Training Motivation (RQ1);696
37.7.3.2;32.7.3.2 Influence of Gamification on the Driving Performance (RQ2);696
37.7.3.3;32.7.3.3 Influence of Gamification on Recommendations (RQ3);697
37.7.3.4;32.7.3.4 Negative Aspects of Gamification (RQ4);697
37.8;32.8 Towards Guidelines for Gamification in the Automotive Domain;698
37.9;32.9 Conclusion and Future Work;699
37.10;References;700
38;Chapter 33: Application of Game Thinking and Game Elements in New Joiner Induction and On-Boarding Process;703
38.1;33.1 Preface;703
38.2;33.2 The Game;704
38.3;33.3 Induction and On-Boarding;705
38.4;33.4 The Team;706
38.5;33.5 Approach;706
38.6;33.6 Business Need;706
38.7;33.7 Design and Develop;707
38.8;33.8 Pilot-Run;709
38.9;33.9 Game Day;710
38.10;33.10 Learning and Next Steps;710
38.11;33.11 Participant Feedback;711
39;Chapter 34: Gamification: The Measurement of Benefits;712
39.1;34.1 Overview;712
39.2;34.2 Measurement Construct;712
39.3;34.3 Goal Setting;713
39.4;34.4 Exercise;713
39.5;34.5 Establishing KPIs;714
39.6;34.6 KPIs by Business Environment;714
39.7;34.7 Using the Right Data to Get the Metrics;717
39.8;34.8 Data Considerations: Categorizations;718
39.8.1;34.8.1 Action Naming Convention;718
39.8.2;34.8.2 Segmentation;718
39.8.3;34.8.3 Contextual Tags and Metadata;719
39.8.4;34.8.4 Verifying the Measurement Plan: Silent Tracking;719
39.9;34.9 Analysis;721
39.10;34.10 Conclusion;725
39.11;34.11 Appendix: Measurement and Learning Plan;726
39.12;Reference;727
40;Index;728