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gamification</title> <meta name="description" content="Search results for: gamification"> <meta name="keywords" content="gamification"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="gamification"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 75</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: gamification</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">75</span> Gamification as a Tool for Influencing Customers' Behaviour</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Beata%20Zatwarnicka-Madura">Beata Zatwarnicka-Madura</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of the article was to identify the impacts of gamification on customers' behaviour. The most important applications of games in marketing and mechanisms of gamification are presented in the article. A detailed analysis of the influence of gamification on customers using two brands, Foursquare and Nike, was also presented. Research studies using auditory survey methods were carried out among 176 young respondents, who are potential targets of gamification. The studies confirmed a huge participation of young people in customer loyalty programs with relatively low participation in other gamification-based marketing activities. The research findings clearly indicate that gamification mechanisms are the most attractive. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=customer%20loyalty" title="customer loyalty">customer loyalty</a>, <a href="https://publications.waset.org/abstracts/search?q=games" title=" games"> games</a>, <a href="https://publications.waset.org/abstracts/search?q=gamification" title=" gamification"> gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20aspects" title=" social aspects "> social aspects </a> </p> <a href="https://publications.waset.org/abstracts/20684/gamification-as-a-tool-for-influencing-customers-behaviour" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20684.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">490</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">74</span> Gamification: A Guideline to Design an Effective E-Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rattama%20Rattanawongsa">Rattama Rattanawongsa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As technologies continue to develop and evolve, online learning has become one of the most popular ways of gaining access to learning. Worldwide, many students are engaging in both online and blended courses in growing numbers through e-learning. However, online learning is a form of teaching that has many benefits for learners but still has some limitations. The high attrition rates of students tend to be due to lack of motivation to succeed. Gamification is the use of game design techniques, game thinking and game mechanics in non-game context, such as learning. The gamifying method can motivate students to learn with fun and inspire them to continue learning. This paper aims to describe how the gamification work in the context of learning. The first part of this paper present the concept of gamification. The second part is described the psychological perspectives of gamification, especially motivation and flow theory for gamifying design. The result from this study will be described into the guidelines for effective learning design using a gamification concept. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gamification" title="gamification">gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=flow%20theory" title=" flow theory"> flow theory</a> </p> <a href="https://publications.waset.org/abstracts/30643/gamification-a-guideline-to-design-an-effective-e-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30643.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">524</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">73</span> Level up Entrepreneurial Behaviors: A Case Study on the Use of Gamification to Encourage Entrepreneurial Acting and Thinking</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lena%20Murawski">Lena Murawski</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Currently, researchers and experts from the business world recognize entrepreneurial behaviors as a decisive factor for economic success, allowing firms to adapt to changing internal and external needs. The purpose of this study is to explore how gamification can enhance entrepreneurial behaviors, reporting on a gamification project in a new venture operating in the IT sector in Germany. This article is based on data gathered from observations of pre‐ and post‐implementation in the case company. Results have indicated that the use of gamification encourages entrepreneurial behaviors, especially relating to seeking ways on how to integrate new employees, improve teamwork and communication, and to adapt existing processes to increase productivity. The interdisciplinary dialogue furthers our understanding of factors that foster entrepreneurial behaviors. The matter is of practical relevance, guiding practitioners on how to exploit the potentials of gamification to exhibit an entrepreneurial orientation in organizations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=case%20study" title="case study">case study</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20behaviors" title=" entrepreneurial behaviors"> entrepreneurial behaviors</a>, <a href="https://publications.waset.org/abstracts/search?q=gamification" title=" gamification"> gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20venture" title=" new venture"> new venture</a> </p> <a href="https://publications.waset.org/abstracts/131308/level-up-entrepreneurial-behaviors-a-case-study-on-the-use-of-gamification-to-encourage-entrepreneurial-acting-and-thinking" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131308.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">160</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">72</span> A Systematic Review of Literature: Gameful Experience in Higher Education and Training</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Angelika%20Lau">Angelika Lau</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One aspect totally underrepresented regarding the effectiveness of gamification in education is gameful experience. To examine the extent to which gameful experience has been considered empirically, a systematic review was conducted. By doing so, comprehensive state-of-the-art research of gameful experience in higher education and organizational training is provided. This way, the actual gameful efficiency of gamification applications is disclosed and summarized. The review indicates that gamification provides positive effects, however, emphasizing the need for further research in this regard. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=game%20experience" title="game experience">game experience</a>, <a href="https://publications.waset.org/abstracts/search?q=gameful%20experience" title=" gameful experience"> gameful experience</a>, <a href="https://publications.waset.org/abstracts/search?q=game-like%20experience" title=" game-like experience"> game-like experience</a>, <a href="https://publications.waset.org/abstracts/search?q=gamification" title=" gamification"> gamification</a> </p> <a href="https://publications.waset.org/abstracts/133152/a-systematic-review-of-literature-gameful-experience-in-higher-education-and-training" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/133152.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">284</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">71</span> The Effectiveness of Gamified Learning on Student Learning in Computer Science Education: A Systematic Review (2010-2018)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shurui%20Bai">Shurui Bai</a>, <a href="https://publications.waset.org/abstracts/search?q=Biyun%20Huang"> Biyun Huang</a>, <a href="https://publications.waset.org/abstracts/search?q=Khe%20Foon%20Hew"> Khe Foon Hew</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Gamification is defined as the use of game design elements in non-game contexts. The primary purpose of using gamification in an educational context is to engage students in school activities such that their likelihood of completion is increased. But how actually effective is gamification in improving student learning? In order to answer this question, this paper provides a systematic review of prior research studies on gamification in K-12 and university contexts limited to computer science discipline. Unlike other published gamification review works, we specifically analyzed comparison-based studies in quasi-experiment, historical control, and randomization rather than studies with mere anecdotal or phenomenological results. The main purpose for this is to discuss possible causal effects of gamified practices on student performance, behavior change, and perceptual skills following an integrative model. Implications for practice are discussed, along with several suggestions for future research studies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20science" title="computer science">computer science</a>, <a href="https://publications.waset.org/abstracts/search?q=gamification" title=" gamification"> gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20performance" title=" learning performance"> learning performance</a>, <a href="https://publications.waset.org/abstracts/search?q=systematic%20review" title=" systematic review"> systematic review</a> </p> <a href="https://publications.waset.org/abstracts/107023/the-effectiveness-of-gamified-learning-on-student-learning-in-computer-science-education-a-systematic-review-2010-2018" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107023.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">131</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">70</span> An Analysis of Gamification in the Post-Secondary Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=F.%20Saccucci">F. Saccucci</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Gamification has now started to take root in the post-secondary classroom. Educators have learned much about gamification to date but there is still a great deal to learn. One definition of gamification is the ability to engage post-secondary students with games that are fun and correlate to class room curriculum. There is no shortage of literature illustrating the advantages of gamification in the class room. This study is an extension of similar thought as well as an extension of a previous study where in class testing proved with the used of paired T-test that gamification did significantly improve the students’ understanding of subject material. Gamification itself in the class room can range from high end computer simulated software to paper based games of which both have advantages and disadvantages. This analysis used a paper based game to highlight certain qualitative advantages of gamification. The paper based game in this analysis was inexpensive, required low preparation time for the faculty member and consumed approximately 20 minutes of class room time. Data for the study was collected through in class student feedback surveys and narrative from the faculty member moderating the game. Students were randomly selected into groups of four. Qualitative advantages identified in this analysis included: 1. Students had a chance to meet, connect and know other students. 2. Students enjoyed the gamification process given there was a sense of fun and competition. 3. The post assessment that followed the simulation game was not part of their grade calculation therefore it was an opportunity to participate in a low risk activity whereby students could subsequently self-assess their understanding of the subject material. 4. In the view of the student, content knowledge did increase after the gamification process. These qualitative advantages identified in this analysis contribute to the argument that there should be an attempt to use gamification in today’s post-secondary class room. The analysis also highlighted that eighty (80) percent of the respondents believe twenty minutes devoted to the gamification process was appropriate, however twenty (20) percentage of respondents believed that rather than scheduling a gamification process and its post quiz in the last week, a review for the final exam may have been more useful. An additional study to this hopes to determine if the scheduling of the gamification had any correlation to a percentage of the students not wanting to be engaged in the process. As well, the additional study hopes to determine at what incremental level of time invested in class room gamification produce no material incremental benefits to the student as well as determine if any correlation exist between respondents preferring not to have it at the end of the semester to students not believing the gamification process added to the increase of their curricular knowledge. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gamification" title="gamification">gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=inexpensive" title=" inexpensive"> inexpensive</a>, <a href="https://publications.waset.org/abstracts/search?q=non-quantitative%20advantages" title=" non-quantitative advantages"> non-quantitative advantages</a>, <a href="https://publications.waset.org/abstracts/search?q=post-secondary" title=" post-secondary"> post-secondary</a> </p> <a href="https://publications.waset.org/abstracts/57981/an-analysis-of-gamification-in-the-post-secondary-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57981.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">211</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">69</span> Gamification Using Stochastic Processes: Engage Children to Have Healthy Habits </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andre%20M.%20Carvalho">Andre M. Carvalho</a>, <a href="https://publications.waset.org/abstracts/search?q=Pedro%20Sebastiao"> Pedro Sebastiao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article is based on a dissertation that intends to analyze and make a model, intelligently, algorithms based on stochastic processes of a gamification application applied to marketing. Gamification is used in our daily lives to engage us to perform certain actions in order to achieve goals and gain rewards. This strategy is an increasingly adopted way to encourage and retain customers through game elements. The application of gamification aims to encourage children between 6 and 10 years of age to have healthy habits and the purpose of serving as a model for use in marketing. This application was developed in unity; we implemented intelligent algorithms based on stochastic processes, web services to respond to all requests of the application, a back-office website to manage the application and the database. The behavioral analysis of the use of game elements and stochastic processes in children’s motivation was done. The application of algorithms based on stochastic processes in-game elements is very important to promote cooperation and to ensure fair and friendly competition between users which consequently stimulates the user’s interest and their involvement in the application and organization. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=engage" title="engage">engage</a>, <a href="https://publications.waset.org/abstracts/search?q=games" title=" games"> games</a>, <a href="https://publications.waset.org/abstracts/search?q=gamification" title=" gamification"> gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=randomness" title=" randomness"> randomness</a>, <a href="https://publications.waset.org/abstracts/search?q=stochastic%20processes" title=" stochastic processes"> stochastic processes</a> </p> <a href="https://publications.waset.org/abstracts/85625/gamification-using-stochastic-processes-engage-children-to-have-healthy-habits" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85625.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">329</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">68</span> Gamification of a Business Intelligence Tool</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stephen%20Miller">Stephen Miller</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The act of applying game mechanics and dynamics (which have been traditionally used in video games) into business applications is being widely trialed in an effort to make conventional business software a bit more participative, fun and engaging. This new trend, named ‘gamification’ has its believers and of course, its critics who still need convincing that the concept is an effective and beneficial business tool worthy of investment. The literature reveals that user engagement of business intelligence (BI) tools is much lower than expected and investors are failing to get a good return on their investment (ROI). So, a software prototype will be designed and developed to add gamification to a BI tool to determine its effect upon the user engagement levels of test participants. The experimental study will be evaluated using the comprehensive User Engagement Scale (UES) to see if there are improvements in areas such as; aesthetics, perceived usability, endurability, novelty, felt involvement and focused attention. The results of this unique study should demonstrate whether or not ‘gamifying’ a BI tool has the potential to increase an individual’s motivation to use BI software more often. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=business%20intelligence" title="business intelligence">business intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=gamification" title=" gamification"> gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20computer%20interaction" title=" human computer interaction"> human computer interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=user%20engagement" title=" user engagement"> user engagement</a> </p> <a href="https://publications.waset.org/abstracts/37765/gamification-of-a-business-intelligence-tool" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37765.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">585</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">67</span> A Case Study in Using Gamification in the Mobile Computing Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rula%20Al%20Azawi">Rula Al Azawi</a>, <a href="https://publications.waset.org/abstracts/search?q=Abobaker%20Shafi"> Abobaker Shafi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to use gamification technology in the mobile computing course to increase students motivation and engagement. The game applied to be designed by students focusing also to design educational game for children with age six years. This game will teach the students how to learn in a fun way. Our case study is implemented at Gulf College which is affiliated with Staffordshire University-UK. Our game design was applied to teach students Android Studio software by designing an educational game. Our goal with gamification is to improve student attendance, increase student engagement, problem solving and user stratification. Finally, we describe the findings and results of our case study. The data analysis and evaluation are based on students feedback, staff feedback and the final marking grades for the students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gamification" title="gamification">gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20game" title=" educational game"> educational game</a>, <a href="https://publications.waset.org/abstracts/search?q=android%20studio%20software" title=" android studio software"> android studio software</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20motivation%20and%20engagement" title=" students motivation and engagement"> students motivation and engagement</a> </p> <a href="https://publications.waset.org/abstracts/61688/a-case-study-in-using-gamification-in-the-mobile-computing-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61688.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">455</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">66</span> To Gamify Learning English Academic Vocabulary Through Interactive Web-Based E-Books: International Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rabea%20Alfahad">Rabea Alfahad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning English academic vocabulary poses a challenge on learning English.In this study, we harnessed interactive web-based e-books, and usedgamification and collaborative responsive writingto teach English academic vocabulary. We recruited 50 international students to investigate the impact of gamification on the participants’ learning gains. In so doing, the participants were randomly assigned to two groups: one group learned English academic vocabulary with gamification, and the second group learnedthem with traditional instructional methods. We used a pre/posttest to gauge the students’ cognitive attainment. We then administered independent samples t-test to find out the impact of gamification on learning academic vocabulary. We also employed an IMMS to collect data regarding the motivational level of the students. We administered a MANOVA test to measure the motivational level of the students in both groups. The results of this study suggested that … <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=english%20language%20learners" title="english language learners">english language learners</a>, <a href="https://publications.waset.org/abstracts/search?q=technologhy%20integration" title=" technologhy integration"> technologhy integration</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=gamification" title=" gamification"> gamification</a> </p> <a href="https://publications.waset.org/abstracts/150454/to-gamify-learning-english-academic-vocabulary-through-interactive-web-based-e-books-international-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150454.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">124</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">65</span> Effects of Gamification on Lower Secondary School Students’ Motivation and Engagement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Goh%20Yung%20Hong">Goh Yung Hong</a>, <a href="https://publications.waset.org/abstracts/search?q=Mona%20Masood"> Mona Masood</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the effects of gamification on lower secondary school students’ motivation and engagement in the classroom. Two-group posttest-only experimental design were employed to study the influence of gamification teaching method (GTM) when compared with conventional teaching method (CTM) on 60 lower secondary school students. The Student Engagement Instrument (SEI) and Intrinsic Motivation Inventory (IMI) were used to assess students’ intrinsic motivation and engagement level towards the respective teaching method. Finding indicates that students who completed the GTM lesson were significantly higher in intrinsic motivation to learn than those from the CTM. Although the result were insignificant and only marginal difference in the engagement mean, GTM still show better potential in raising student’s engagement in class when compared with CTM. This finding proves that the GTM is likely to solve the current issue of low motivation to learn and low engagement in class among lower secondary school students in Malaysia. On the other hand, despite being not significant, higher mean indicates that CTM positively contribute to higher peer support for learning and better teacher and student relationship when compared with GTM. As a conclusion, gamification approach is flexible and can be adapted into many learning content to enhance the intrinsic motivation to learn and to some extent, encourage better student engagement in class. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conventional%20teaching%20method" title="conventional teaching method">conventional teaching method</a>, <a href="https://publications.waset.org/abstracts/search?q=gamification%20teaching%20method" title=" gamification teaching method"> gamification teaching method</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=engagement" title=" engagement"> engagement</a> </p> <a href="https://publications.waset.org/abstracts/18234/effects-of-gamification-on-lower-secondary-school-students-motivation-and-engagement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18234.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">526</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">64</span> The Impact of Gamification on Self-Assessment for English Language Learners in Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wala%20A.%20Bagunaid">Wala A. Bagunaid</a>, <a href="https://publications.waset.org/abstracts/search?q=Maram%20Meccawy"> Maram Meccawy</a>, <a href="https://publications.waset.org/abstracts/search?q=Arwa%20Allinjawi"> Arwa Allinjawi</a>, <a href="https://publications.waset.org/abstracts/search?q=Zilal%20Meccawy"> Zilal Meccawy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Continuous self-assessment becomes crucial in self-paced online learning environments. Students often depend on themselves to assess their progress; which is considered an essential requirement for any successful learning process. Today’s education institutions face major problems around student motivation and engagement. Thus, personalized e-learning systems aim to help and guide the students. Gamification provides an opportunity to help students for self-assessment and social comparison with other students through attempting to harness the motivational power of games and apply it to the learning environment. Furthermore, Open Social Student Modeling (OSSM) as considered as the latest user modeling technologies is believed to improve students’ self-assessment and to allow them to social comparison with other students. This research integrates OSSM approach and gamification concepts in order to provide self-assessment for English language learners at King Abdulaziz University (KAU). This is achieved through an interactive visual representation of their learning progress. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning%20system" title="e-learning system">e-learning system</a>, <a href="https://publications.waset.org/abstracts/search?q=gamification" title=" gamification"> gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20comparison" title=" social comparison"> social comparison</a>, <a href="https://publications.waset.org/abstracts/search?q=visualization" title=" visualization"> visualization</a> </p> <a href="https://publications.waset.org/abstracts/103012/the-impact-of-gamification-on-self-assessment-for-english-language-learners-in-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103012.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">152</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">63</span> Urban Gamification: Analyzing the Effects of UFLab’s Tangible Gamified Tools in Four Hungarian Urban Public Participation Processes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olivia%20Kurucz">Olivia Kurucz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Gamification is one of the outstanding new methodological possibilities of urban public participation processes to make the most informed decision possible for the future steps of urban development. This paper examines four Hungarian experimental projects in which gamified tools were applied during the public participation progresses by the Urban Future Laboratory (UFLab) research workshop of Budapest University of Technology and Economics (BUTE). The recently implemented future planning projects (in the cities of Pécel, Kistarcsa, Budapest, and Salgótarján) were initiated by various motives, but the multi-stakeholder dialogues were facilitated through physical gamified tools in all cases. Based on the urban gamification hypothesis, the use of gamified tools supported certain steps of participatory processes in several aspects: it helped to increase the attractiveness of public events, to create a more informal atmosphere, to ensure equal conditions for actors, to recall a design mindset, to bridge contrasting social or cultural differences, to fix opinions and to assist dialogue between city actors, designers, and residents. This statement is confirmed by assessing the applied tools, analyzing the case studies, and comparing them to perceive their effects and interrelations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=experimental%20projects" title="experimental projects">experimental projects</a>, <a href="https://publications.waset.org/abstracts/search?q=future%20planning" title=" future planning"> future planning</a>, <a href="https://publications.waset.org/abstracts/search?q=gamification" title=" gamification"> gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=gamified%20tools" title=" gamified tools"> gamified tools</a>, <a href="https://publications.waset.org/abstracts/search?q=Hungary" title=" Hungary"> Hungary</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20participation" title=" public participation"> public participation</a>, <a href="https://publications.waset.org/abstracts/search?q=UFLab" title=" UFLab"> UFLab</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20gamification" title=" urban gamification"> urban gamification</a> </p> <a href="https://publications.waset.org/abstracts/129320/urban-gamification-analyzing-the-effects-of-uflabs-tangible-gamified-tools-in-four-hungarian-urban-public-participation-processes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129320.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">138</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">62</span> A Gamification Teaching Method for Software Measurement Process </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lennon%20Furtado">Lennon Furtado</a>, <a href="https://publications.waset.org/abstracts/search?q=Sandro%20Oliveira"> Sandro Oliveira</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The importance of an effective measurement program lies in the ability to control and predict what can be measured. Thus, the measurement program has the capacity to provide bases in decision-making to support the interests of an organization. Therefore, it is only possible to apply for an effective measurement program with a team of software engineers well trained in the measurement area. However, the literature indicates that are few computer science courses that have in their program the teaching of the software measurement process. And even these, generally present only basic theoretical concepts of said process and little or no measurement in practice, which results in the student's lack of motivation to learn the measurement process. In this context, according to some experts in software process improvements, one of the most used approaches to maintaining the motivation and commitment to software process improvements program is the use of the gamification. Therefore, this paper aims to present a proposal of teaching the measurement process by gamification. Which seeks to improve student motivation and performance in the assimilation of tasks related to software measurement, by incorporating elements of games into the practice of measurement process, making it more attractive for learning. And as a way of validating the proposal will be made a comparison between two distinct groups of 20 students of Software Quality class, a control group, and an experiment group. The control group will be the students that will not make use of the gamification proposal to learn software measurement process, while the experiment group, will be the students that will make use of the gamification proposal to learn software measurement process. Thus, this paper will analyze the objective and subjective results of each group. And as objective result will be analyzed the student grade reached at the end of the course, and as subjective results will be analyzed a post-course questionnaire with the opinion of each student about the teaching method. Finally, this paper aims to prove or refute the following hypothesis: If the gamification proposal to teach software measurement process does appropriate motivate the student, in order to attribute the necessary competence to the practical application of the measurement process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=gamification" title=" gamification"> gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20measurement%20process" title=" software measurement process"> software measurement process</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20engineering" title=" software engineering"> software engineering</a> </p> <a href="https://publications.waset.org/abstracts/63537/a-gamification-teaching-method-for-software-measurement-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63537.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">314</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">61</span> The User Experience Evaluation Study on Gamified Classroom via Prezi</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wong%20Seng%20Yue">Wong Seng Yue</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Game dynamics and game mechanics are the two main components that used in gamification to engage and encourage students to learn. The advantages of gamified classroom are engaging students, increasing students interest, preserving students focus and remain a positive behaviour. However, the empirical studies on gamification are still at early stage, especially the effectiveness of various gamification components have not been evaluated. Thus, this study is aimed to conduct a user experience (UX) evaluation on gamified classroom through Prezi, which focused on learning experience, gaming experience, adaptivity, and gameplay experience. This study is a further study extended from the previous exploratory study to explore more on UX of gamified classroom via Prezi by interview. A focus group study, which involves 22 students from a foundation course has been conducted for the study. Besides the empirical data from the previous study, this focus group study has significantly found that 90.9% respondents show their positive perceptions on gaming experience via Prezi. They are interested, feel fresh, good, and highly motivated of the contents of Prezi. 95.5% participants have had a positive learning experience from the gamified classroom via Prezi, which can engage them, made them concentrate on learning and easy to remember what they have learned if compared to the traditional classroom slides. The adaptivity of the gamified classroom also high due to its zooming user interface, narrative, rewards and engagement features. This study has uncovered on how far the impact of gamification components in the classroom, especially UX that implemented in gamified classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=user%20experience%20%28UX%29" title="user experience (UX)">user experience (UX)</a>, <a href="https://publications.waset.org/abstracts/search?q=gamification" title=" gamification"> gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=gamified%20classroom" title=" gamified classroom"> gamified classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=Prezi" title=" Prezi"> Prezi</a> </p> <a href="https://publications.waset.org/abstracts/72062/the-user-experience-evaluation-study-on-gamified-classroom-via-prezi" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72062.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">208</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">60</span> Gamipulation: Exploring Covert Manipulation through Gamification in the Context of Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aguiar-Castillo%20Lidia">Aguiar-Castillo Lidia</a>, <a href="https://publications.waset.org/abstracts/search?q=Perez-Jimenez%20Rafael"> Perez-Jimenez Rafael</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The integration of gamification in educational settings aims to enhance student engagement and motivation through game design elements in learning activities. This paper introduces "Gamipulation," the subtle manipulation of students via gamification techniques serving hidden agendas without explicit consent. It highlights the need to distinguish between beneficial and exploitative uses of gamification in education, focusing on its potential to psychologically manipulate students for purposes misaligned with their best interests. Through a literature review and expert interviews, this study presents a conceptual framework outlining gamipulation's features. It examines ethical concerns like gradually introducing desired behaviors, using distraction to divert attention from significant learning objectives, immediacy of rewards fostering short-term engagement over long-term learning, infantilization of students, and exploitation of emotional responses over reflective thinking. Additionally, it discusses ethical issues in collecting and utilizing student data within gamified environments. Key findings suggest that while gamification can enhance motivation and engagement, there's a fine line between ethical motivation and unethical manipulation. The study emphasizes the importance of transparency, respect for student autonomy, and alignment with educational values in gamified systems. It calls for educators and designers to be aware of gamification's manipulative potential and strive for ethical implementation that benefits students. In conclusion, this paper provides a framework for educators and researchers to understand and address gamipulation's ethical challenges. It encourages developing ethical guidelines and practices to ensure gamification in education remains a tool for positive engagement and learning rather than covert manipulation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gradualness" title="gradualness">gradualness</a>, <a href="https://publications.waset.org/abstracts/search?q=distraction" title=" distraction"> distraction</a>, <a href="https://publications.waset.org/abstracts/search?q=immediacy" title=" immediacy"> immediacy</a>, <a href="https://publications.waset.org/abstracts/search?q=infantilization" title=" infantilization"> infantilization</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion" title=" emotion"> emotion</a> </p> <a href="https://publications.waset.org/abstracts/189011/gamipulation-exploring-covert-manipulation-through-gamification-in-the-context-of-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189011.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">27</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">59</span> Festival Gamification: Conceptualization and Scale Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Liu%20Chyong-Ru">Liu Chyong-Ru</a>, <a href="https://publications.waset.org/abstracts/search?q=Wang%20Yao-Chin"> Wang Yao-Chin</a>, <a href="https://publications.waset.org/abstracts/search?q=Huang%20Wen-Shiung"> Huang Wen-Shiung</a>, <a href="https://publications.waset.org/abstracts/search?q=Tang%20Wan-Ching"> Tang Wan-Ching</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although gamification has been concerned and applied in the tourism industry, limited literature could be found in tourism academy. Therefore, to contribute knowledge in festival gamification, it becomes essential to start by establishing a Festival Gamification Scale (FGS). This study defines festival gamification as the extent of a festival to involve game elements and game mechanisms. Based on self-determination theory, this study developed an FGS. Through the multi-study method, in study one, five FGS dimensions were sorted through literature review, followed by twelve in-depth interviews. A total of 296 statements were extracted from interviews and were later narrowed down to 33 items under six dimensions. In study two, 226 survey responses were collected from a cycling festival for exploratory factor analysis, resulting in twenty items under five dimensions. In study three, 253 survey responses were obtained from a marathon festival for confirmatory factor analysis, resulting in the final sixteen items under five dimensions. Then, results of criterion-related validity confirmed the positive effects of these five dimensions on flow experience. In study four, for examining the model extension of the developed five-dimensional 16-item FGS, which includes dimensions of relatedness, mastery, competence, fun, and narratives, cross-validation analysis was performed using 219 survey responses from a religious festival. For the tourism academy, the FGS could further be applied in other sub-fields such as destinations, theme parks, cruise trips, or resorts. The FGS serves as a starting point for examining the mechanism of festival gamification in changing tourists’ attitudes and behaviors. Future studies could work on follow-up studies of FGS by testing outcomes of festival gamification or examining moderating effects of enhancing outcomes of festival gamification. On the other hand, although the FGS has been tested in cycling, marathon, and religious festivals, the research settings are all in Taiwan. Cultural differences of FGS is another further direction for contributing knowledge in festival gamification. This study also contributes to several valuable practical implications. First, this FGS could be utilized in tourist surveys for evaluating the extent of gamification of a festival. Based on the results of the performance assessment by FGS, festival management organizations and festival planners could learn the relative scores among dimensions of FGS, and plan for future improvement of gamifying the festival. Second, the FGS could be applied in positioning a gamified festival. Festival management organizations and festival planners could firstly consider the features and types of their festival, and then gamify their festival based on investing resources in key FGS dimensions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=festival%20gamification" title="festival gamification">festival gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=festival%20tourism" title=" festival tourism"> festival tourism</a>, <a href="https://publications.waset.org/abstracts/search?q=scale%20development" title=" scale development"> scale development</a>, <a href="https://publications.waset.org/abstracts/search?q=self-determination%20theory" title=" self-determination theory "> self-determination theory </a> </p> <a href="https://publications.waset.org/abstracts/98845/festival-gamification-conceptualization-and-scale-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98845.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">146</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">58</span> Empirical Evaluation of Game Components Based on Learning Theory: A Preliminary Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seoi%20Lee">Seoi Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Dongjoo%20Chin"> Dongjoo Chin</a>, <a href="https://publications.waset.org/abstracts/search?q=Heewon%20Kim"> Heewon Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Gamification refers to a technique that applies game elements to non-gaming elements, such as education and exercise, to make people more engaged in these behaviors. The purpose of this study was to identify effective elements in gamification for changing human behaviors. In order to accomplish this purpose, a survey based on learning theory was developed, especially for assessing antecedents and consequences of behaviors, and 8 popular and 8 unpopular games were selected for comparison. A total of 407 adult males and females were recruited via crowdsourcing Internet marketplace and completed the survey, which consisted of 19 questions for antecedent and 14 questions for consequences. Results showed no significant differences in consequence questions between popular and unpopular games. For antecedent questions, popular games are superior to unpopular games in character customization, play type selection, a sense of belonging, patch update cycle, and influence or dominance. This study is significant in that it reveals the elements of gamification based on learning theory. Future studies need to empirically validate whether these factors affect behavioral change. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gamification" title="gamification">gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20theory" title=" learning theory"> learning theory</a>, <a href="https://publications.waset.org/abstracts/search?q=antecedent" title=" antecedent"> antecedent</a>, <a href="https://publications.waset.org/abstracts/search?q=consequence" title=" consequence"> consequence</a>, <a href="https://publications.waset.org/abstracts/search?q=behavior%20change" title=" behavior change"> behavior change</a>, <a href="https://publications.waset.org/abstracts/search?q=behaviorism" title=" behaviorism"> behaviorism</a> </p> <a href="https://publications.waset.org/abstracts/97140/empirical-evaluation-of-game-components-based-on-learning-theory-a-preliminary-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97140.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">223</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">57</span> Freedom and the Value of Games: How to Overcome the Challenges in the Gamification of Necessary Learning Tasks</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jonathan%20May">Jonathan May</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper argues that the value of games relates to the sensation of freedom they create, and this in turn results from their nature as voluntary, non-necessary tasks. Attempts to gamify necessary learning tasks are therefore challenged to create this sensation of freedom and so they often fail to create the pleasure and value found in traditional games. It then demonstrates a route to creating this sensation of freedom through the maximization of varied and creative solutions to such problems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gamification" title="gamification">gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=games" title=" games"> games</a>, <a href="https://publications.waset.org/abstracts/search?q=philosophy%20of%20games" title=" philosophy of games"> philosophy of games</a>, <a href="https://publications.waset.org/abstracts/search?q=freedom" title=" freedom"> freedom</a>, <a href="https://publications.waset.org/abstracts/search?q=voluntary%20action" title=" voluntary action"> voluntary action</a>, <a href="https://publications.waset.org/abstracts/search?q=necessity" title=" necessity"> necessity</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=value%20of%20games" title=" value of games"> value of games</a> </p> <a href="https://publications.waset.org/abstracts/151112/freedom-and-the-value-of-games-how-to-overcome-the-challenges-in-the-gamification-of-necessary-learning-tasks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151112.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">176</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">56</span> Enabling Citizen Participation in Urban Planning through Geospatial Gamification</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joanne%20F.%20Hayek">Joanne F. Hayek</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the use of gamification to promote citizen e-participation in urban planning. The research departs from a case study: the ‘Shape Your City’ web app designed and programmed by the author and presented as part of the 2021 Dubai Design Week to engage citizens in the co-creation of the future of their city through a gamified experience. The paper documents the design and development methodology of the web app and concludes with the findings of its pilot release. The case study explores the use of mobile interactive mapping, real-time data visualization, augmented reality, and machine learning as tools to enable co-planning. The paper also details the user interface design strategies employed to integrate complex cross-sector e-planning systems and make them accessible to citizens. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gamification" title="gamification">gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=co-planning" title=" co-planning"> co-planning</a>, <a href="https://publications.waset.org/abstracts/search?q=citizen%20e-participation" title=" citizen e-participation"> citizen e-participation</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20interactive%20mapping" title=" mobile interactive mapping"> mobile interactive mapping</a>, <a href="https://publications.waset.org/abstracts/search?q=real-time%20data%20visualization" title=" real-time data visualization"> real-time data visualization</a> </p> <a href="https://publications.waset.org/abstracts/151661/enabling-citizen-participation-in-urban-planning-through-geospatial-gamification" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151661.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">141</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">55</span> Virtual and Augmented Reality Based Heritage Gamification: Basilica of Smyrna in Turkey</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tugba%20Saricaoglu">Tugba Saricaoglu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study argues about the potential representation and interpretation of Basilica of Smyrna through gamification. Representation can be defined as a key which plays a role as a converter in order to provide interpretation of something according to the person who perceives. Representation of cultural heritage is a hypothetical and factual approach in terms of its sustainable conservation. Today, both site interpreters and public of cultural heritage have varying perspectives due to their different demographic, social, and even cultural backgrounds. Additionally, gamification application offers diversion of methods suchlike video games to improve user perspective of non-game platforms, contexts, and issues. Hence, cultural heritage and video game decided to be analyzed. Moreover, there are basically different ways of representation of cultural heritage such as digital, physical, and virtual methods in terms of conservation. Virtual reality (VR) and augmented reality (AR) technologies are two of the contemporary digital methods of heritage conservation. In this study, 3D documented ruins of the Basilica will be presented in the virtual and augmented reality based technology as a theoretical gamification sample. Also, this paper will focus on two sub-topics: First, evaluation of the video-game platforms applied to cultural heritage sites, and second, potentials of cultural heritage to be represented in video game platforms. The former will cover the analysis of some case(s) with regard to the concepts and representational aspects of cultural heritage. The latter will include the investigation of cultural heritage sites which carry such a potential and their sustainable conversation. Consequently, after mutual collection of information from cultural heritage and video game platforms, a perspective will be provided in terms of interpretation of representation of cultural heritage by sampling that on Basilica of Smyrna by using VR and AR based technologies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Basilica%20of%20Smyrna" title="Basilica of Smyrna">Basilica of Smyrna</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20heritage" title=" cultural heritage"> cultural heritage</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20heritage" title=" digital heritage"> digital heritage</a>, <a href="https://publications.waset.org/abstracts/search?q=gamification" title=" gamification"> gamification</a> </p> <a href="https://publications.waset.org/abstracts/57712/virtual-and-augmented-reality-based-heritage-gamification-basilica-of-smyrna-in-turkey" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57712.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">465</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">54</span> Game “EZZRA” as an Innovative Solution</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mane%20Varosyan">Mane Varosyan</a>, <a href="https://publications.waset.org/abstracts/search?q=Diana%20Tumanyan"> Diana Tumanyan</a>, <a href="https://publications.waset.org/abstracts/search?q=Agnesa%20Martirosyan"> Agnesa Martirosyan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are many catastrophic events that end with dire consequences, and to avoid them, people should be well-armed with the necessary information about these situations. During the last years, Serious Games have increasingly gained popularity for training people for different types of emergencies. The major discussed problem is the usage of gamification in education. Moreover, it is mandatory to understand how and what kind of gamified e-learning modules promote engagement. As the theme is emergency, we also find out people’s behavior for creating the final approach. Our proposed solution is an educational video game, “EZZRA”. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gamification" title="gamification">gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=emergency" title=" emergency"> emergency</a>, <a href="https://publications.waset.org/abstracts/search?q=serious%20games" title=" serious games"> serious games</a>, <a href="https://publications.waset.org/abstracts/search?q=game%20design" title=" game design"> game design</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a>, <a href="https://publications.waset.org/abstracts/search?q=digitalisation" title=" digitalisation"> digitalisation</a> </p> <a href="https://publications.waset.org/abstracts/165874/game-ezzra-as-an-innovative-solution" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165874.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">75</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">53</span> Augmented Reality Enhanced Order Picking: The Potential for Gamification</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stavros%20T.%20Ponis">Stavros T. Ponis</a>, <a href="https://publications.waset.org/abstracts/search?q=George%20D.%20Plakas-Koumadorakis"> George D. Plakas-Koumadorakis</a>, <a href="https://publications.waset.org/abstracts/search?q=Sotiris%20P.%20Gayialis"> Sotiris P. Gayialis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Augmented Reality (AR) can be defined as a technology, which takes the capabilities of computer-generated display, sound, text and effects to enhance the user's real-world experience by overlaying virtual objects into the real world. By doing that, AR is capable of providing a vast array of work support tools, which can significantly increase employee productivity, enhance existing job training programs by making them more realistic and in some cases introduce completely new forms of work and task executions. One of the most promising AR industrial applications, as literature shows, is the use of Head Worn, monocular or binocular Displays (HWD) to support logistics and production operations, such as order picking, part assembly and maintenance. This paper presents the initial results of an ongoing research project for the introduction of a dedicated AR-HWD solution to the picking process of a Distribution Center (DC) in Greece operated by a large Telecommunication Service Provider (TSP). In that context, the proposed research aims to determine whether gamification elements should be integrated in the functional requirements of the AR solution, such as providing points for reaching objectives and creating leaderboards and awards (e.g. badges) for general achievements. Up to now, there is a an ambiguity on the impact of gamification in logistics operations since gamification literature mostly focuses on non-industrial organizational contexts such as education and customer/citizen facing applications, such as tourism and health. To the contrary, the gamification efforts described in this study focus in one of the most labor- intensive and workflow dependent logistics processes, i.e. Customer Order Picking (COP). Although introducing AR in COP, undoubtedly, creates significant opportunities for workload reduction and increased process performance the added value of gamification is far from certain. This paper aims to provide insights on the suitability and usefulness of AR-enhanced gamification in the hard and very demanding environment of a logistics center. In doing so, it will utilize a review of the current state-of-the art regarding gamification of production and logistics processes coupled with the results of questionnaire guided interviews with industry experts, i.e. logisticians, warehouse workers (pickers) and AR software developers. The findings of the proposed research aim to contribute towards a better understanding of AR-enhanced gamification, the organizational change it entails and the consequences it potentially has for all implicated entities in the often highly standardized and structured work required in the logistics setting. The interpretation of these findings will support the decision of logisticians regarding the introduction of gamification in their logistics processes by providing them useful insights and guidelines originating from a real life case study of a large DC operating more than 300 retail outlets in Greece. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=augmented%20reality" title="augmented reality">augmented reality</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20acceptance" title=" technology acceptance"> technology acceptance</a>, <a href="https://publications.waset.org/abstracts/search?q=warehouse%20management" title=" warehouse management"> warehouse management</a>, <a href="https://publications.waset.org/abstracts/search?q=vision%20picking" title=" vision picking"> vision picking</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20forms%20of%20work" title=" new forms of work"> new forms of work</a>, <a href="https://publications.waset.org/abstracts/search?q=gamification" title=" gamification"> gamification</a> </p> <a href="https://publications.waset.org/abstracts/107746/augmented-reality-enhanced-order-picking-the-potential-for-gamification" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107746.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">150</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">52</span> Benefits of Gamification in Agile Software Project Courses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nina%20Dzamashvili%20Fogelstr%C3%B6m">Nina Dzamashvili Fogelström</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines concepts of Game-Based Learning and Gamification. Conducted literature survey found an increased interest in the academia in these concepts, limited evidence of a positive effect on student motivation and academic performance, but also certain scepticism for adding games to traditional educational activities. A small-scale empirical study presented in this paper aims to evaluate student experience and usefulness of GameBased Learning and Gamification for a better understanding of the threshold concepts in software engineering project courses. The participants of the study were 22 second year students from bachelor’s program in software engineering at Blekinge Institute of Technology. As a part of the course instruction, the students were introduced to a digital game specifically designed to simulate agile software project. The game mechanics were designed as to allow manipulation of the agile concept of team velocity. After the application of the game, the students were surveyed to measure the degree of a perceived increase in understanding of the studied threshold concept. The students were also asked whether they would like to have games included in their education. The results show that majority of the students found the game helpful in increasing their understanding of the threshold concept. Most of the students have indicated that they would like to see games included in their education. These results are encouraging. Since the study was of small scale and based on convenience sampling, more studies in the area are recommended. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=agile%20development" title="agile development">agile development</a>, <a href="https://publications.waset.org/abstracts/search?q=gamification" title=" gamification"> gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=game%20based%20learning" title=" game based learning"> game based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20games" title=" digital games"> digital games</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20engineering" title=" software engineering"> software engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=threshold%20concepts" title=" threshold concepts"> threshold concepts</a> </p> <a href="https://publications.waset.org/abstracts/155234/benefits-of-gamification-in-agile-software-project-courses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155234.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">167</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">51</span> Gamification Teacher Professional Development: Engaging Language Learners in STEMS through Game-Based Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Karen%20Guerrero">Karen Guerrero</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Kindergarten-12th grade teachers engaged in teacher professional development (PD) on game-based learning techniques and strategies to support teaching STEMSS (STEM + Social Studies with an emphasis on geography across the curriculum) to language learners. Ten effective strategies have supported teaching content and language in tandem. To provide exiting teacher PD on summer and spring breaks, gamification has integrated these strategies to engage linguistically diverse student populations to provide informal language practice while students engage in the content. Teachers brought a STEMSS lesson to the PD, engaged in a wide variety of games (dice, cards, board, physical, digital, etc.), critiqued the games based on gaming elements, then developed, brainstormed, presented, piloted, and published their game-based STEMSS lessons to share with their colleagues. Pre and post-surveys and focus groups were conducted to demonstrate an increase in knowledge, skills, and self-efficacy in using gamification to teach content in the classroom. Provide an engaging strategy (gamification) to support teaching content and language to linguistically diverse students in the K-12 classroom. Game-based learning supports informal language practice while developing academic vocabulary utilized in the game elements/content focus, building both content knowledge through play and language development through practice. The study also investigated teacher's increase in knowledge, skills, and self-efficacy in using games to teach language learners. Mixed methods were used to investigate knowledge, skills, and self-efficacy prior to and after the gamification teacher training (pre/post) and to understand the content and application of developing and utilizing game-based learning to teach. This study will contribute to the body of knowledge in applying game-based learning theories to the K-12 classroom to support English learners in developing English skills and STEMSS content knowledge. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gamification" title="gamification">gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20professional%20development" title=" teacher professional development"> teacher professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM" title=" STEM"> STEM</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20learners" title=" English learners"> English learners</a>, <a href="https://publications.waset.org/abstracts/search?q=game-based%20learning" title=" game-based learning"> game-based learning</a> </p> <a href="https://publications.waset.org/abstracts/167143/gamification-teacher-professional-development-engaging-language-learners-in-stems-through-game-based-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167143.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">91</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50</span> Data Structure Learning Platform to Aid in Higher Education IT Courses (DSLEP)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Estevan%20B.%20Costa">Estevan B. Costa</a>, <a href="https://publications.waset.org/abstracts/search?q=Armando%20M.%20Toda"> Armando M. Toda</a>, <a href="https://publications.waset.org/abstracts/search?q=Marcell%20A.%20A.%20Mesquita"> Marcell A. A. Mesquita</a>, <a href="https://publications.waset.org/abstracts/search?q=Jacques%20D.%20Brancher"> Jacques D. Brancher</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The advances in technology in the last five years allowed an improvement in the educational area, as the increasing in the development of educational software. One of the techniques that emerged in this lapse is called Gamification, which is the utilization of video game mechanics outside its bounds. Recent studies involving this technique provided positive results in the application of these concepts in many areas as marketing, health and education. In the last area there are studies that cover from elementary to higher education, with many variations to adequate to the educators methodologies. Among higher education, focusing on IT courses, data structures are an important subject taught in many of these courses, as they are base for many systems. Based on the exposed this paper exposes the development of an interactive web learning environment, called DSLEP (Data Structure Learning Platform), to aid students in higher education IT courses. The system includes basic concepts seen on this subject such as stacks, queues, lists, arrays, trees and was implemented to ease the insertion of new structures. It was also implemented with gamification concepts, such as points, levels, and leader boards, to engage students in the search for knowledge and stimulate self-learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gamification" title="gamification">gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=Interactive%20learning%20environment" title=" Interactive learning environment"> Interactive learning environment</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20structures" title=" data structures"> data structures</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a> </p> <a href="https://publications.waset.org/abstracts/7021/data-structure-learning-platform-to-aid-in-higher-education-it-courses-dslep" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7021.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">494</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">49</span> Inclusive Educational Technology for Students in Rural Areas in Nigeria: Experimenting Micro-Learning and Gamification in Basic Technology Classes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Efuwape%20Bamidele%20Michael">Efuwape Bamidele Michael</a>, <a href="https://publications.waset.org/abstracts/search?q=Efuwape%20Oluwabunmi%20Asake"> Efuwape Oluwabunmi Asake</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nigeria has some deep rural environments that seem secluded from most of the technological amenities for convenient living and learning. Most schools in such environments are yet to be captured in the educational applications of technological facilities. The study explores the facilitation of basic technology instructions with micro-learning and gamification among students in rural Junior Secondary Schools in the Ipokia Local Government Area (LGA) of Ogun state. The study employed a quasi-experimental design, specifically the pre-test and post-test control group design. The study population comprised all Junior Secondary School students in the LGA. Four Junior Secondary Schools in the LGA were randomly selected for the study and classified into two experimental and two control groups. A total sample of 156 students participated in the study. Basic Technology Achievement Test and Junior School Students’ Attitudinal Scale were instruments used for data collection in the study with reliability coefficients of 0.87 and 0.83, respectively. Five hypotheses guided the study and were tested using Analysis of covariance (ANCOVA) at a 0.05 level of significance. Findings from the study established significant marginal differences in students’ academic performance (F = 644.301; p = .000), learning retention (F = 583.335; p = .000), and attitude towards learning basic technology (F = 491.226; p = .000) between the two groups in favour of the experimental group exposed to micro-learning and gamification. As a recommendation, adequate provisions for inclusive educational practices with technological applications should be ensured for all children irrespective of location within the country, especially to encourage effective learning in rural schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title="inclusive education">inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20technology" title=" educational technology"> educational technology</a>, <a href="https://publications.waset.org/abstracts/search?q=basic%20technology%20students" title=" basic technology students"> basic technology students</a>, <a href="https://publications.waset.org/abstracts/search?q=rural%20areas%20in%20Nigeria" title=" rural areas in Nigeria"> rural areas in Nigeria</a>, <a href="https://publications.waset.org/abstracts/search?q=micro-learning" title=" micro-learning"> micro-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=gamification" title=" gamification"> gamification</a> </p> <a href="https://publications.waset.org/abstracts/161595/inclusive-educational-technology-for-students-in-rural-areas-in-nigeria-experimenting-micro-learning-and-gamification-in-basic-technology-classes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161595.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">87</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">48</span> Revolutionizing Higher Education: AI-Powered Gamification for Enhanced Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gina%20L.%20Solano">Gina L. Solano</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This project endeavors to enhance learning experiences for undergraduate pre-service teachers and graduate K-12 educators by leveraging artificial intelligence (AI). Firstly, the initiative delves into integrating AI within undergraduate education courses, fostering traditional literacy skills essential for academic success and extending their applicability beyond the classroom. Education students will explore AI tools to design literacy-focused activities aligned with their curriculum. Secondly, the project investigates the utilization of AI to craft instructional materials employing gamification strategies (e.g., digital and classic games, badges, quests) to amplify student engagement and motivation in mastering course content. Lastly, it aims to create a professional repertoire that can be applied by pre-service and current teachers in P-12 classrooms, promoting seamless integration for those already in teaching positions. The project's impact extends to benefiting college students, including pre-service and graduate teachers, as they enhance literacy and digital skills through AI. It also benefits current P-12 educators who can integrate AI into their classrooms, fostering innovative teaching practices. Moreover, the project contributes to faculty development, allowing them to cultivate low-risk and engaging classroom environments, ultimately enriching the learning journey. The insights gained from this project can be shared within and beyond the discipline to advance the broader field of study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title="artificial intelligence">artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=gamification" title=" gamification"> gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20experiences" title=" learning experiences"> learning experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy%20skills" title=" literacy skills"> literacy skills</a>, <a href="https://publications.waset.org/abstracts/search?q=engagement" title=" engagement"> engagement</a> </p> <a href="https://publications.waset.org/abstracts/183497/revolutionizing-higher-education-ai-powered-gamification-for-enhanced-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183497.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">62</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">47</span> How Different Perceived Affordances of Game Elements Shape Motivation and Performance in Gamified Learning: A Cognitive Evaluation Theory Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kibbeum%20Na">Kibbeum Na</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Previous gamification research has produced mixed results regarding the effectiveness of gamified learning. One possible explanation for this is that individuals perceive the game elements differently. Cognitive Evaluation Theory posits that external rewards can boost or undermine intrinsic motivation, depending on whether the rewards are perceived as informational or controlling. This research tested the hypothesis that game elements can be perceived as either informational feedback or external reward, and the motivational impact differ accordingly. An experiment was conducted using an educational math puzzle to compare the motivation and performance as a result of different perceived affordances game elements. Participants were primed to perceive the game elements as either informational feedback or external reward, and the duration of an attempt to solve the unsolvable puzzle – amotivation indicator – and the puzzle score – a performance indicator–were measured with the game elements incorporated and then without the game elements. Badges and points were deployed as the main game elements. Results showed that, regardless of priming, a significant decrease in performance occurred when the game elements were removed, whereas the control group who solved non-gamified math puzzles maintained their performance. The undermined performance with gamification removal indicates that learners may perceive some game elements as controlling factors irrespective of the way they are presented. The results of the current study also imply that some game elements are better not being implemented to preserve long-term performance. Further research delving into the extrinsic reward-like nature of game elements and its impact on learning motivation is called for. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20Evaluation%20Theory" title="cognitive Evaluation Theory">cognitive Evaluation Theory</a>, <a href="https://publications.waset.org/abstracts/search?q=game%20elements" title=" game elements"> game elements</a>, <a href="https://publications.waset.org/abstracts/search?q=gamification" title=" gamification"> gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=motivational%20affordance" title=" motivational affordance"> motivational affordance</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a> </p> <a href="https://publications.waset.org/abstracts/151516/how-different-perceived-affordances-of-game-elements-shape-motivation-and-performance-in-gamified-learning-a-cognitive-evaluation-theory-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151516.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">106</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">46</span> Developing a Customizable Serious Game and Its Applicability in the Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anita%20K%C3%A9ri">Anita Kéri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recent developments in the field of education have led to a renewed interest in teaching methodologies and practices. Gamification is fast becoming a key instrument in the education of new generations and besides other methods, serious games have become the center of attention. Ready-built serious games are available for most higher education institutions to buy and implement. However, monetary restraints and the unalterable nature of the games might deter most higher education institutions from the application of these serious games. Therefore, there is a continuously growing need for a customizable serious game that has been developed based on a concrete need analysis and experts’ opinion. There has been little evidence so far of serious games that have been created based on relevant and current need analysis from higher education institution teachers, professional practitioners and students themselves. Therefore, the aim of this current paper is to analyze the needs of higher education institution educators with special emphasis on their needs, the applicability of serious games in their classrooms, and exploring options for the development of a customizable serious game framework. The paper undertakes to analyze workshop discussions on implementing serious games in education and propose a customizable serious game framework applicable in the education of the new generation. Research results show that the most important feature of a serious game is its customizability. The fact that practitioners are able to manage different scenarios and upload their own content to a game seems to be a key to the increasingly widespread application of serious games in the classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=gamification" title=" gamification"> gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=game-based%20learning" title=" game-based learning"> game-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=serious%20games" title=" serious games"> serious games</a> </p> <a href="https://publications.waset.org/abstracts/106025/developing-a-customizable-serious-game-and-its-applicability-in-the-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106025.pdf" target="_blank" class="btn 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