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A growing body of literature suggests that adding game elements to learning tasks indirectly influences the learning process by increasing engagement with the tasks. The present study aims to advance learning engagement research by examining an often neglected subcomponent of behavioral engagement, attrition. Implementing two equivalent versions of a learning task, differing solely in the presence of game elements, allowed unequivocal attribution of any effect on the presence of game elements. Conducting the study in an online learning environment allowed further a highly unconstrained examination of the effects of game elements on attrition. We found that game elements affected both participant attrition and engagement of participants who completed the learning task. Participants with low self-efficacy were particularly prone to drop out in the non-game condition. Game elements also affected both learning efficacy and efficiency. We further found task attractivity to partially mediate the effect of game elements on learning outcomes. The results suggest that by facilitating engagement via task attractivity game elements can compensate to some extent for the increased cognitive demand that the game elements induce. We finally discuss the importance of considering the interrelations between learner characteristics, game elements, and engagement for interpreting results on learning performance measures. • Relations between game elements, engagement, and learning outcomes are examined • Use of game elements mitigates participant dropout early in an online learning task • Learning outcomes are affected by game elements indirectly via task engagement • Participants with lower self-efficacy may benefit more from game elements • Performance gain mediated by task attractivity balances cognitive cost [ABSTRACT FROM AUTHOR]

The ubiquitous presence of technology in classrooms has inspired a shift from traditional classroom lectures to integrated digital learning environments. These interactive learning environments present the opportunity to evolve the teaching process through the incorporation of game elements that have been shown to capture user attention, motivate towards goals, and promote competition, effective teamwork, and communication. Gamification and game-based learning systems aim to bring these benefits into the learning and teaching process. This paper presents a systematic literature review of game-based learning systems, frameworks that integrate game design elements, and various implementations of gamification in higher education. A systematic search of databases was conducted to select articles related to gamification in education for this review. The objective is to identify how gamified learning systems can be used and categorize its usefulness in higher education. The findings of this literature review allow higher education universities to employ and explore efficient gamified learning and teaching systems to improve student engagement, motivation, and performance. [ABSTRACT FROM AUTHOR]

Boredom and low levels of task engagement while driving can pose road safety risks, e.g., inattention during low traffic, routine trips, or semi-automated driving. Digital technology interventions that increase task engagement, e.g., through performance feedback, increased challenge, and incentives (often referred to as ‘gamification’), could therefore offer safety benefits. To explore the impact of such interventions, we conducted experiments in a high-fidelity driving simulator with thirty-two participants. In two counterbalanced conditions ( control and intervention ), we compared driving behaviour, physiological arousal, and subjective experience. Results indicate that the gamified boredom intervention reduced unsafe coping mechanisms such as speeding while promoting anticipatory driving. We can further infer that the intervention not only increased one's attention and arousal during the intermittent gamification challenges, but that these intermittent stimuli may also help sustain one's attention and arousal in between challenges and throughout a drive. At the same time, the gamified condition led to slower hazard reactions and short off-road glances. Our contributions deepen our understanding of driver boredom and pave the way for engaging interventions for safety critical tasks. [ABSTRACT FROM AUTHOR]

Sustained engagement of participants is essential for the success of a citizen science project. However, the motivations of why people engage with such activities can be idiosyncratic, varied, and evolving. In this article we examine player participation in Eyewire, a citizen science game. We undertake an investigation of why Eyewire players take part in the game based on responses from a large-scale survey. Our analysis identifies 4 groups of features which impact participation and long-term engagement. We draw on theories of motivation and consider the 4 categories with respect to the intrinsic and extrinsic motivations of engagement. We assimilate our findings into a framework of volunteer participation for gamified citizen science, which draws on existing design frameworks, in order to support the design of future crowdsourced science projects. [ABSTRACT FROM AUTHOR]

The development of multiple applications with features of games has brought about a new trend – gamification. Gamification has become a fast-emerging practice in the business world, with a growing number of organizations adopting gaming techniques and game-style rewards in order to increase customer engagement. Despite this growing trend and the potential role played by gamification, the marketing literature lacks models that explain the use of gamification in the marketing context, customers' perceptions of gamification and its effects on their attitudes towards the brand. This study addresses this omission by adopting the TAM framework in a gamification context. Similar to TAM, gamification finds its roots in the technology and information systems literature. Drawing on TAM, this study presents a model that examines the effects of gamification on customers' intention to engage in the gamification process and their attitudes toward the brand. Using a quantitative methodology, the results provide empirical support for perceived usefulness and perceived enjoyment as predictors to intention of engagement and brand attitude. However, perceived ease of use was surprisingly found not to be significantly related to people's intention of engagement with the gamification process and their brand attitude. In addition, perceived social influence was found not to be related to people's intention of engagement, but was related to their brand attitude. The findings of this research have theory and practical implications. [ABSTRACT FROM AUTHOR]

Background Online behavior-change programs may increase physical activity in adolescents, but their effects on subjective health and wellbeing are not well known. Purpose We investigated the effects of a mobile physical activity intervention on life satisfaction and self-rated health among young adolescent men. Methods In this population-based study, 496 men (17.8y, SD 0.6y) participated in a 6-month trial. They were randomized into an intervention (n = 250) and a control group (n = 246). Only the intervention group had access to a tailored mobile service. Life satisfaction and self-rated health were inquired about at baseline and at the end of the trial. Results Life satisfaction improved in the intervention (p < 0.001) and control group (p = 0.01). Life satisfaction was most likely to improve among men with low baseline satisfaction (OR 13.8; 95% CI 3.7–51.8) and mood-related exercise motive (2.5 (1.1–5.6)). There were no statistically significant changes in self-rated health, but those who reported poor health at baseline (OR 9.6; 95% CI 3.7–24.9) and improved self-rated fitness during the trial (4.2 (1.5–11.9)) were more likely to gain improvements in self-rated health. Conclusion In this mobile physical activity intervention, improvements in self-rated health and life satisfaction were associated with low life satisfaction and poor self-rated health at baseline within the intervention group. Trial registration This randomized controlled trial is registered to the clinical trials register NCT01376986 . [ABSTRACT FROM AUTHOR]

Gamification aims to implement game features in non-game contexts, with the goal of increasing the motivation of individuals performing a specific task or set of tasks. The tasks themselves, can focus on cognitive behavior change (e.g., overcoming anxiety) or physical behavior change (e.g., overcoming a shoulder injury). Current gamification methods primarily serve as guidelines and principles for the design of gamified applications. Moreover, these methods often overlook the complexity of actually implementing the game features and do not consider the effects that game features have on individuals' ability to perform a target task . A knowledge gap exists in understanding the tradeoffs between the complexity of implementing a game feature and the impact it has on increasing individuals' motivation and performance on a particular task or set of tasks. This paper presents a method for evaluating the complexity of implementing game features and the physical effort required to perform the tasks of the application, with a specific focus on physically-interactive gamified applications. Designers will gain a fundamental understanding of how the implementation of specific game features, contributes toward the objective of the application. A case study is presented that focuses on physically-interactive gamified applications in a virtual environment. Empirical results measuring the effects of game features on participants' performance are presented, which provide evidence in support of the metrics proposed in this study. Knowledge gained from this work will inform designers on how to manage their resources more efficiently and predict possible design issues (e.g., not meeting the objective of the application) while creating gamification applications. [ABSTRACT FROM AUTHOR]

Background Gamification, the use of game elements in non-game contexts, has become a popular technique to improve instructional outcomes in both organizational and educational contexts. In the organizational context, the Technology-Enhanced Training Effectiveness Model [TETEM] provides a framework to understand how technologies, like gamification, can effect change in various instructional outcomes. Specifically, application of TETEM suggests that gamification may not effect change in instructional outcomes when learner attitudes towards game-based learning and experience with video games are low. Method In this study, we test this model in the gamification context by assigning potential learners to read scenarios describing gamified instruction or traditional, PowerPoint instruction in a random order and assessing their training valence. Results On average, participants anticipated greater value from gamified instruction, but as predicted by TETEM, this effect was moderated by both video game experience and attitudes towards game-based learning. Among potential learners with high experience and attitudes, gamification produces better outcomes than PowerPoint, but among potential learners with low experience and attitudes, gamification produces worse outcomes than PowerPoint. Implications We provide empirical support for TETEM and conclude that for gamification to be successful, the attitudes and experience of participants must be assessed and ensured before gamification is implemented. [ABSTRACT FROM AUTHOR]

Driving can be dangerous, especially for young and inexperienced drivers. To help address the issue of inexperience, a gamified logbook smartphone application was designed and developed for learner drivers in Queensland, Australia. The application aims to make it easy for learner drivers to record their mandatory practice sessions while the added gamification aims to encourage learners to undertake a wider range of practice. Previous research reported on a lab-based study of a gamified version and a non-gamified version of this application. This paper presents an updated design of the application and investigates the effect of the application when tested in the field. Results are provided from a within-groups field study undertaken with 25 learner drivers over a four-week period, during which the effect of the gamification on behavior change, perceived motivation and user experience was studied. Although results suggest that the gamified logbook was perceived as more enjoyable and motivating than the non-gamified version, no significant change in behavior was found. This encourages discussion on the effectiveness of gamification to encourage behavior change and the feasibility of using gamification in this particular context. [ABSTRACT FROM AUTHOR]

Two key problems for crowd-sourcing systems are motivating contributions from participants and ensuring the quality of these contributions. Games have been suggested as a motivational approach to encourage contribution, but attracting participation through game play rather than intrinsic interest raises concerns about the quality of the contributions provided. These concerns are particularly important in the context of citizen science projects, when the contributions are data to be used for scientific research. To assess the validity of concerns about the effects of gaming on data quality, we compare the quality of data obtained from two citizen science games, one a “gamified” version of a species classification task and one a fantasy game that used the classification task only as a way to advance in the game play. Surprisingly, though we did observe cheating in the fantasy game, data quality (i.e., classification accuracy) from participants in the two games was not significantly different. As well, data from short-time contributors was also at a usable level of accuracy. Finally, learning did not seem to affect data quality in our context. These findings suggest that various approaches to gamification can be useful for motivating contributions to citizen science projects. [ABSTRACT FROM AUTHOR]

Social networks and gamification are having an important and growing role in education. Social networks provide unknown communication and connection possibilities while games have the potential to engage students. This paper analyzes the structure of the social network resulting from a gamified social undergraduate course as well as the influence that student's position has on learning achievement. In a semester long experiment, a social networking site was delivered to students providing gamified activities and enabling social interaction and collaboration. Social network analysis was used to build the network graph and to compute four measures of the overall network and nine measures for each participant. Individual measures were then assessed as predictors of students' achievement using three different methods: correlation, principal component analysis and multiple linear regressions. The resulting social network has 167 actors and 2505 links, and it can be characterized as a small-world. All analyses agreed on the potential of structural metrics as predictors of learning achievement but they differ in the measures considered as significant. A moderate correlation was found between most centrality measures and learning achievement. [ABSTRACT FROM AUTHOR]

This research aims to evaluate the effectiveness of gamification platforms as a strategy for the engagement of students from the 8th year of elementary school in Brazil. We chose two badging platforms – ClassDojo and ClassBadges – to be evaluated based on 7 different criteria. The main objectives were to generate involvement among individual and particular situations, increasing the interest, engagement and efficiency while performing a specific task. We observed the behavior of 61 students from an elementary public school in Brazil as part of our field research. Data were collected using observation, semi-structured interviews and questionnaires. Quantitative data were statistically analyzed using a multivariate technique known as cluster analysis. The results allowed us to classify students in 4 distinct groups and showed that students who received more rewards from the teacher got significantly better average performances. [ABSTRACT FROM AUTHOR]

Enterprise Resource Planning Systems (ERP) facilitate the flow of information within a company by storing data in common databases. These systems offer a holistic view of the organization because they reduce information redundancy, offer information in real time, help with process standardization, and improve information flow and communication among employees. Nevertheless, the benefits attributed to an ERP implementation can be lost without an effective user training. Previous studies have observed that common training mechanisms don't provide meaningful learning to users, and that user satisfaction rates range from neutral to low. Therefore, in this paper we study the effects that gamification has on ERP training concerning user learning and user satisfaction. Gamification is the use of game elements and game design techniques in non-gaming environments. Several applications prove that gamified systems increase user engagement and performance. Our hypotheses were that a gamified system for ERP training improve user learning and user satisfaction levels during the training period. To test our hypotheses, we designed and evaluated a gamified system. The results showed that users trained using a gamified system performed better than those trained using a conventional, non-gamified, training mechanism. [ABSTRACT FROM AUTHOR]

In this paper, we investigate the impact of flow (operationalized as heightened challenge and skill), engagement, and immersion on learning in game-based learning environments. The data was gathered through a survey from players ( N = 173) of two learning games ( Quantum Spectre : N = 134 and Spumone : N = 40). The results show that engagement in the game has a clear positive effect on learning, however, we did not find a significant effect between immersion in the game and learning. Challenge of the game had a positive effect on learning both directly and via the increased engagement. Being skilled in the game did not affect learning directly but by increasing engagement in the game. Both the challenge of the game and being skilled in the game had a positive effect on both being engaged and immersed in the game. The challenge in the game was an especially strong predictor of learning outcomes. For the design of educational games, the results suggest that the challenge of the game should be able to keep up with the learners growing abilities and learning in order to endorse continued learning in game-based learning environments. [ABSTRACT FROM AUTHOR]

The paper deals with the hot issue of entrepreneurship education and describes the rationale behind the gamified and collaborative courses for university students conceived, developed and deployed in the framework of the eSG (stimulating entrepreneurship through Serious Games) project, funded under the EU lifelong learning (LLP) Programme. The project aims to help students becoming familiar, mainly through practice, with basic concepts of entrepreneurship and company management and to stimulate the emergence of their entrepreneurial attitudes. In the framework of the project specific courses mainly grounded on the concepts of gamification and collaboration were designed and carried out in three different partner countries: Italy, Spain and the Netherlands. The main objectives of the courses are presented in this paper and a theoretical model supporting the choice of Serious Games is shown which keeps into account usability, pedagogy and the entrepreneurship skills expressed by state of the art models. [ABSTRACT FROM AUTHOR]

Visual challenges for learners who are blind may lead to decreased learning effectiveness, motivation, and engagement in learning science-related courses due to accessibility issues. Therefore, the purpose of the study was to integrate the multi-sensory scaffolding gamification teaching model using mobile technology and card games to develop an accessible biology learning activity for totally blind students. The mobile technology provides cognitive scaffolding through the auditory sense. Moreover, the card games emphasize learners' collaboration process, which leads to more in-depth peer interaction. With the integration of mobile technology and card games, the researchers systematically investigated students' learning effectiveness, motivation, flow state, game acceptance, and behavioral patterns in the proposed gamification science course unit. Thirty-two middle school students with total blindness participated in this study. The findings indicated that the learning effectiveness of the learners within both groups (multi-sensory scaffolding teaching materials were applied) showed a significant increase. The results also showed that the design of the multi-sensory scaffolding met the learning needs of learners with total blindness in science education. These findings can contribute to the future development of designing and teaching science-related courses by integrating an accessible multi-sensory scaffolding approach that enriches and increases the understanding of abstract science concepts of students who are totally blind. • A multi-sensory scaffolding gamified activity with mobile technology and card games for learners with total blindness. • Learners' learning effectiveness, motivation, flow state, game acceptance and behavioral patterns were investigated. • Learners' learning effectiveness and motivation significantly increased. • Learners had high flow and positive behavioral patterns of peer interaction and collaborative discussions. [ABSTRACT FROM AUTHOR]

In recent years, there has been an upsurge in the number of mini-games on mobile commerce platforms. The emerging gamification phenomenon of e-commerce still requires theory and investigation in order to supplement its explanation. This study aims to explore the intention of users to play games on mobile commerce platforms, as well as the influence of gamification mechanisms on users' purchase intentions on these platforms. From the perspective of perceived value theory, data from 1586 mobile commerce shoppers in China were collected and analyzed using a structural equation model. The results of the study found that utilitarian value, hedonic value, and social value are positively correlated with game use intention, while spending less time/energy also positively affects game use intention. These games are more attractive to women. The usage rate of games and the average monthly spending amount on a mobile commerce platform are both positively correlated with users' purchase intentions on the platform. • Mobile commerce users play mini-games because they gain fun with less time spending. • Gamification has a positive impact on the purchase intentions of users who access mobile commerce platforms. • Utilitarian, hedonic, and social value positively influence users to play games on mobile commerce platforms. • Mini-games on mobile commerce platforms are more attractive to women. [ABSTRACT FROM AUTHOR]

Despite increasing scientific interest in explaining how gamification supports positive affect and motivation, behavior change and learning, there is still a lack of an overview of the current theoretical understanding of the psychological mechanisms of gamification. Previous research has adopted several different angles and remains fragmented. Taking both an observational and explanatory perspective, we examined the theoretical foundations used in research on gamification, serious games and game-based learning through a systematic literature review and then discussed the commonalities of their core assumptions. The overview shows that scientists have used a variety of 118 different theories. Most of them share explicitly formulated or conceptual connections. From their interrelations, we derived basic principles that help explain how gamification works: Gamification can illustrate goals and their relevance, nudge users through guided paths, give users immediate feedback, reinforce good performance and simplify content to manageable tasks. Gamification mechanics can allow users to pursue individual goals and choose between different progress paths, while the system can adapt complexity to the user's abilities. Social gamification elements may enable social comparison and connect users to support each other and work towards a common goal. • We performed a systematic meta-review of theoretical foundations in gamification, serious games and GBL research. • We identified 118 theories in the areas of motivation and affect, behavior, and learning used to explain gamification. • Self-determination theory, flow theory, experiential learning theory and constructivist learning theory are most popular. • The theories can be connected and interrelated in a theoretical landscape. • We derived ten theoretical principles that help explain how gamification works. [ABSTRACT FROM AUTHOR]

Gamification has been a new trend in hiring and staffing influencing companies' selection procedures. To explore applicant reactions to this new trend two studies were conducted. First, following an experimental design, we explored whether applicants perceived a gamified assessment method (i.e., a gamified Situational Judgement Test-SJT) more favorably in terms of satisfaction, predictive validity and fairness, than its traditional version (i.e., text-based SJT), as well as their levels of organizational attractiveness (study 1). Second, to get further insight into the factors that might influence applicant reactions towards a gamified assessment method, we explored the potential impact of personality (i.e., openness to experience) (study 2). Our findings indicated that applicants report higher levels of process satisfaction and in turn, perceived fairness and organizational attractiveness when the gamified assessment method is used compared to its traditional version, whereas the role of openness to experience was not supported. The role of gamification in employee selection as well as the practical implications of enhancing the assessment methods with game elements are discussed. • By applying gamification to assessment, organizational attractiveness is increased. • The element of game fiction increases the satisfaction of employee selection process. • Gamification makes an assessment method look more pleasant and in turn, fair. [ABSTRACT FROM AUTHOR]