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In search of a way to bring back the positive aspects of an internship into the curriculum, TU Delft identified serious games as a potential solution. The literature studied showed that games could increase motivation and understanding, leading to improve knowledge retention. This paper has brought these insights together in a framework identifying the benefits that contribute to knowledge retention but also the requirements and risks for the application of serious games to be addressed. These insights were used to explain the success of a longstanding business game course for advanced students first. Next was the development of a virtual reality practice in a first-year course to replace the lost internship. In this case, knowledge retention was improved significantly, albeit only by 5%. Furthermore, in light of the developed framework, the VR simulation is a more balanced approach with fewer risks compared to the more extensive master course. [ABSTRACT FROM AUTHOR]

AbstractThis research delves into the dynamics of active school transport (AST) by utilizing a two-stage co-design process and leveraging persuasive technology within a game for promoting AST called Battleship-AST. The primary aim of this research is to thoroughly investigate the two-stage game co-design process employed in creating a Battleship-AST game. Moreover, our research aims to evaluate participants’ perceptions regarding the motivating and engaging potential of the persuasive technology and gamification features embedded within the final iteration of the game. This evaluation aims to understand how these features influence participants’ motivation to increase their usage of AST through gameplay. In pursuit of these objectives, the research builds upon the existing Battleship-AST prototype and actively engages school children in a collaborative two-stage co-design process. Their valuable insights and preferences were harnessed in refining the game, which was subsequently tested during a tech event in Skellefteå, Sweden. The findings shed light on various aspects of the game’s impact, from its reception to the gamification features integrated within. Notably, the research highlights the positive impact of the co-design process, with increased motivation and engagement observed among the participants. Their involvement in shaping the game’s design resulted in a more engaging and enjoyable experience. The persuasive technology features, encompassing competition, collaboration, auditory cues, a virtual reward system, and an emphasis on similarity, played a pivotal role in sustaining engagement and motivating players. Elements such as rewards, leaderboard progression, and badges proved highly effective in encouraging continued participation and fostering a positive feedback loop. However, the study also identifies areas for potential improvement, including the need to measure real-life progress and refine the game’s levelling system. The research indicates that refining feedback mechanisms and tailoring game content to individual preferences could create an even more engaging experience. Additionally, long-term playtesting is proposed to assess the game’s extended impact. The findings offer promising avenues for enhancing motivation and engagement in AST, which can contribute to the promotion of healthier and more sustainable transportation choices among school children. [ABSTRACT FROM AUTHOR]

Persuasive gamified systems are effective tools for motivating behaviour change using various persuasive strategies. In line with the reinforcement theory, some persuasive gamified systems employ reward and punishment in their design to achieve the intended behavioural outcome. Research has argued both in favour and against using these strategies in behaviour change applications due to mixed results with respect to their effectiveness. However, there is a lack knowledge about how interventions using these strategies could motivate or demotivate behaviours. Therefore, this paper explores the mechanism through which Reward and Punishment motivate or demotivate behaviours with respect to their strengths and weaknesses. The results of large-scale exploratory studies (N = 1768) uncover important strengths and weaknesses that could facilitate or hinder the effectiveness of Reward and Punishment at motivating behaviour change. These include their ability to engage users and make behaviour fun, reinforce commitments to goals, and reveal some consequences of bad behaviour. We also compared the perceived effectiveness of reward and punishment quantitatively. [ABSTRACT FROM AUTHOR]

So as to effectively personalize a game design and gamified experiences in a learning context, the psychological characteristics of the students must be inexorably considered. A rigorous search using scientific search engines was conducted in order to explore game user classification theories that can contribute to tailor game content. On the one hand, research revealed that personality traits can be highly predictive of the players' degree of enjoyment of a wide range of game design elements (levels, points, leaderboards, etc.). On the other hand, research also showed that motivation to play is strongly dependent on context and, therefore, tailored player typologies can help predict playing styles more precisely than generic taxonomies of personality traits. Several models for classifying users were found, based on four approaches: personality traits, player types, player motivations, and gamification user types. The overview created and the diagram proposed by the researcher shows great connectivity between these models. Parallels were identified, evincing how Vandenberghe's ([2012]. The 5 domains of play. Applying psychology's big 5 domains to games. Proceedings of the 2012GameDevelopers Conference, pp. 25–29) 5 Domains of Play model comprises the concepts of all the others. Consequently, with the purpose of tailoring an efficient gamified classroom experience, this model might be helpful when exploring the relationship between game content and learners' personality. [ABSTRACT FROM AUTHOR]

Game-based learning (GBL) is widely utilised in various domains and continues to receive interest and attention from researchers and practitioners alike. However, there is still a lack of empirical evidence concerning its effectiveness, making GBL evaluation a critical undertaking. This paper proposes an integrated approach for planning and executing GBL evaluation studies and presents its application by evaluating the effectiveness of a GBL approach to improve the Arabic reading skills of migrant refugee children in an informal learning setup. The study focuses on how children's age group, learning modality preference, and prior mobile experience affect their learning, usability, and gameplay performance. A quasi-experiment with a one-group pretest-posttest design was conducted with 30 children (5–10 years old) from migrant refugee backgrounds. The results show a statistically significant improvement in their reading assessment score. The results also outline a clear impact of children's age groups on their learning gain, usability score, and total levels played. Moreover, learning modality preference and prior mobile experience both had a statistically significant effect related to usability and gameplay performance parameters. However, no effect was found on learning gain. Based on the findings, some design recommendations are suggested for more inclusive design focusing on user characteristics. [ABSTRACT FROM AUTHOR]

Persuasive games are widely implemented in the healthcare domain to promote behaviour change among individuals. Previous research shows that using persuasive games increases motivation and awareness, leading to a positive change in behaviour. However, there is little knowledge on which persuasive strategies will motivate people at different Stages of Behaviour Change and whether tailoring persuasive games to match users' stages of change will increase their effectiveness with respect to their motivational appeal towards promoting disease awareness and prevention using the ARCS motivation scales and their intention to adopt the precautionary measures. To address this gap, using COVID-19 as a case study, we designed two different versions of a persuasive game, called COVID Pacman, using different persuasive strategies. The two versions of the game target the same goal of motivating the adoption of precautionary measures. We conducted a quantitative study (N=127) followed by semi-structured interviews of 18 participants. The results of conducting an ANOVA on the quantitative data and thematic analysis on the qualitative study show that tailoring the persuasive games to individual's stages of change by using appropriate persuasive strategies increased their effectiveness with respect to their ability to motivate people to adopt the precautionary measures towards disease prevention compared to the non-tailored version. [ABSTRACT FROM AUTHOR]

An editorial is presented the growing significance of user feedback in various computerized systems, including recommender systems, social networks, e-democracy, and the Internet of Things (IoT). Topics include the challenge of stimulating users to provide explicit feedback, the central role of user feedback in designing interactive personalized systems.

Current gamification research usually examines several game design elements at the same time, which makes it difficult to distinguish how and to what extent individual game design elements increase motivation. We address this research question by individually examining four game design elements (progress bar, narrative, feedback, and badges) in an online experiment. In addition, combinations of game design elements were tested to gain insight about additive effects on motivation. The study included 505 subjects who answered a maximum of 190 different multiple-choice questions. The subjects were told to answer questions only as long as they enjoyed answering them. The results provide statistically significant motivational gains for all individual game design elements. Interestingly, not all game design elements benefit from a combination in the same way. The results of our study indicate that an increase in motivation through gamification is already possible if only an individual game design element is added. [ABSTRACT FROM AUTHOR]

Stroke is the main cause of long-term disability and happens mostly in the older population. Stroke affected patients experience either of the cognitive, visual or motor losses and recovery requires time and patience as they have to do physical exercises every day and at times repetitively. There are various types of stroke rehabilitation exercises focussing on technological solutions that include therapies performed using games. Motion-based games are popular in encouraging participants to perform repetitive tasks without being getting bored. Therefore, in this study, we have explored studies that included the use of games for stroke rehabilitation to understand the design principles and characteristics of the games used for these purposes. A number of medical respositories were searched for relevant articles in a window of 2008-2018. 18 studies were chosen for the scoping review depending on the inclusion criteria, and design principles used in these studies are analysed and evaluated. We present main findings from our review concerning the attributes of existing games for stroke rehabilitation such as meaningful play, handling of failures, emphasising challenge, and the value of feedback. We conclude with a list of design recommendations that future serious game developers can consider while designing interfaces for stroke patients. This review exhibits that the usage of gaming technologies is a very effective interactive mechanism for stroke based rehabilitation. Further our review also shows that serious games provide an avenue and opportunity for customized and highly contextualized gameplay Our review also suggests that effective features to incorporate into serious games for rehabilitation includes; facilitating challenge and recovery from errors. [ABSTRACT FROM AUTHOR]

A gamified approach to promoting reflection and to engaging users in rehearsing decision-making in a dietary context was studied. The game was based on the principles of the Implicit Attitude Test, but was not a complete IAT in itself like the original test at projectimplicit.net: by categorising food items under positive or negative associations the players gained points according to their categorisation speed but the score was merely indicative of attitudinal alignment with the target response. Showing the scores was a vehicle for reflection, and repeated playing constituted response rehearsal. Research questions: (1) does a gamified process of drawing attention to implicit attitudes evoke self-reflection and (2) does gamification of response rehearsal contribute positively to behaviour change? We expected the exposure to one's own choices in the game to heighten the awareness of personal food choices. Experiment participants (N = 58) played the game over a five-day period. Constructs of Rehearsal, Reflection, Perceived Persuasiveness, and Perceived Health Behaviour Change were analysed using PLS-SEM. The findings point to rehearsal having a role in how reflection and perceived persuasiveness are connected. Reflection was involved in the self-reported behaviour change, and perceived persuasiveness can promote behaviour change. Open-ended questions showed awareness of choice having a behavioural effect. [ABSTRACT FROM AUTHOR]

In the last years we have observed a growing interest in the use of gamification approaches for climate change education. While most practices are related to digital gaming, there is a new trend which is still academically unexplored: escape rooms. The main objective of this paper is to serve as an initial exploratory study in this field by identifying and analysing climate change-related escape rooms. For that purpose we carried out a web search and a qualitative content analysis. A total of 17 initiatives are described and compared, unravelling their main audience, country of origin, topics, scenarios and objectives covered. The paper also highlights what escape rooms can offer to climate change education: experiential and immersive learning, problem solving and critical thinking skills, and a sense of collaboration and urgency. [ABSTRACT FROM AUTHOR]

The term 'smart cities' is contested: its interpretation is becoming ever broader, often to accommodate commercial interests. Since cities are made up of individuals, all of whom are guided by their own world views and attitudes, the residual question is not 'what should we do?' but 'how should we do it and how should we encourage and enable everyone to join in?' By exploring the ways that gamification can be used to understand the effects of 'smart initiatives' on cities and their operation, it was concluded that gaming has considerable potential to affect individual and societal practices by profoundly influencing the gamers themselves, while technology and the game design itself play a central role to how gamification is implemented and used. This paper proposes one way of both creating cities to which citizens aspire and delivering a beneficial change in attitudes and behaviours to make such cities work. We propose that way-finding games should be developed as the most appropriate tools for participation. Designing such serious games with sustainability, resilience and liveability agendas in mind, encouraging widespread citizen participation as gamers, and taking cognisance of the outcomes would lead to both smarter citizens and smarter cities. [ABSTRACT FROM AUTHOR]

In 2014, the library curriculum for the College of Pharmacy was revised, with the number of sessions increased from one per term for two terms to one per term for three terms, instruction was scaffolded, and the flipped classroom model was employed, with active learning and assessments used throughout. This article will describe how the active learning portion of one session was gamified: why a "serious game" was the correct tool to use to improve student learning, how the game was created, and what was the theory underlying this transformation. [ABSTRACT FROM AUTHOR]

The contrast between work and play as activities collapses if play is seen, following anthropologist Thomas Malaby, as a disposition towards the indeterminate. Once play is positioned as a state of mind, activities that constitute work need not be disjunct from playful behavior. Yet for most workers, work is rarely if ever playful, and attempts to import play behavior into the workplace (‘gamification’) do not result in greater playfulness. Part of this problem results from specific aesthetic values for games having dominated both work and play. As Roger Caillois warned half a century ago, sport-like values have increasingly saturated the culture of the overdeveloped world. Meanwhile, gamification processes have only been able to export task-focussed reward structures from the domain of play - practices that descend from Dungeons & Dragons, but that have been denuded of their playful qualities. In parallel to the gamification of work has been the gamification of games, namely an increasing emphasis on tasks to structure video game play (e.g., achievements), and thus make them more compelling yet less playful. In so much as this entails forcing particular patterns of understanding onto both players and workers, this makes gamification a parallel to Jacques Rancière's stultification in education: a binding of wills instead of an emancipation. If we want a world where work could be more playful, we must begin by breaking the cultural dominance of sport-like and task-like aesthetics of play, and endeavour to overcome the underlying fears that prevent work from being played. [ABSTRACT FROM AUTHOR]

The presence of gaming natives has drawn our concern on their response to gamification in education and effect of gamified learning material. This study intends to critically review pitfalls and criticism of gamification in education, particularly on the evil side of simplification, essence of hedonic feelings of game, and effect on learning motivation for the purpose of shedding light on how to enhance its existing engagement model. In addition, this paper also pinpoints common fallacy of pursuing gamification among educators and practitioners and challenges faced by gamification designers. Throughout the review, it is suspected that affluent gaming experience could dampen the effectiveness of gamification and future research endeavour is called for validating such effect. [ABSTRACT FROM AUTHOR]

In 2015, two librarians at the Hardin Library for the Health Sciences at the University of Iowa turned their dreams into a reality and secured funding to build a zombie-themed evidence-based medicine game. The game features a “choose your own adventure” style that takes students through a scenario where a disease outbreak is taking place and a resident is asked to use evidence-based medicine skills to select a screening and diagnostic tool to use on potentially infected patients. Feedback on the game has been positive, and future plans include building additional modules on therapy, harm, and prognosis. [ABSTRACT FROM PUBLISHER]

This paper describes a novel methodology to evaluate a social media application in its formative phase of design. Taking advantage of the experiences developed in the Alternate Reality Games, we propose to insert game mechanics in the test setting of a formative evaluation of a prototypical social system. As a use case, we present the evaluation of WantEat, a prototypical social mobile application in the gastronomical domain. The evaluation highlighted how the gamification of a field trial can yield good results when evaluating social applications in prototypical status. From a methodological point of view, gamifying a field trial overcomes the cold start problem, caused by the absence of active communities, which can prevent the participation of users and therefore the collection of reliable data. Our experience showed that the gamification of a field evaluation is feasible and can likely increase the quantity of both browsing actions and social actions performed by users. Based on these results, we then are able to provide a set of guidelines to gamify the evaluation session of an interactive system. [ABSTRACT FROM AUTHOR]

Gamification is defined as the use of game design elements in a nongame context. While gamification is not a new concept, new dynamics are unfolding that may cause more businesses, educators, and librarians to consider the use of game-like elements into future endeavors. In addition to more generation Y or millennials entering higher education and the workplace, there has been a significant acceptance of routinely using smartphones and playing games. This column will explain what gamification is, provide an overview of the benefits and concerns surrounding gamification, and describe how and where it is currently being used. [ABSTRACT FROM PUBLISHER]

The idea that game design can inspire the design of motivating, enjoyable interactive systems has a long history in human-computer interaction. It currently experiences a renaissance asgameful design, often implemented throughgamification, the use of game design elements in nongame contexts. Yet there is little research-based guidance on designing gameful systems. This article therefore reviews existing methods and identifies challenges and requirements for gameful design. It introduces a gameful design method that uses skill atoms and design lenses to identify challenges inherent in a user’s goal pursuit and restructure them to afford gameplay-characteristic motivating, enjoyable experiences. Two case studies illustrate the method. The article closes by outlining how gameful design might inform experience-driven design more generally. [ABSTRACT FROM PUBLISHER]