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Background Cognitive tasks designed to measure or train cognition are often repetitive and presented in a monotonous manner, features that lead to participant boredom and disengagement. In this situation, participants do not put forth their best effort to do these tasks well. As a result, neuropsychologists cannot draw accurate conclusions about the data collected, and intervention effects are reduced. It is assumed that greater engagement and motivation will manifest as improved data quality. Gamification, the use of game elements in nongame settings, has been heralded as a potential mechanism for increasing participant engagement in cognitive tasks. Some studies have reported a positive effect of gamification on participant performance, although most studies have shown mixed results. One reason for these contrasting findings is that most studies have applied poor and heterogeneous design techniques to gamify cognitive tasks. Therefore, an appropriate gamification design framework is needed in these tasks. Objective This study aimed to propose a framework to guide the design of gamification in cognitive tasks. Methods We employed a design science research (DSR) approach to provide a framework for gamifying cognitive assessments and training by synthesizing current gamification design frameworks and gamification works in cognitive assessment and training, as well as incorporating field experiences. The prototypes of the framework were iteratively evaluated with 17 relevant experts. Results We proposed a framework consisting of 7 phases: (1) preparation; (2) knowing users; (3) exploring existing tools for assessing or training a targeted cognitive context and determining the suitability of game-up and mapping techniques; (4) ideation; (5) prototyping using the Objects, Mechanics, Dynamics, Emotions (OMDE) design guideline; (6) development; and (7) disseminating and monitoring. Conclusions We found that (1) an intermediate design framework is needed to gamify cognitive tasks, which means that game elements should be selected by considering current cognitive assessment or training context characteristics since game elements may impose an irrelevant cognitive load that, in turn, can jeopardize data quality; (2) in addition to developing a new gamified cognitive task from scratch, 2 gamification techniques are widely used (first, adding game elements to an existing cognitive task and second, mapping an existing game to a cognitive function or impairment to assess or train it); and (3) further research is required to investigate the interplay of cognitive processes and game mechanics.

University students utilise e-learning resources to gain easy access to information and to make general enquiries. Such online environments offer alternatives to traditional learning, which is now considered expensive, and time-consuming with varying results. Student disengagement is reported as the main problem for higher education e-learning platforms, however, leading e-learning developers to employ Gamification to counteract this issue. A plethora of game elements are used in the gamification of e-learning, however, that necessitates more careful consideration of the various learning activities used in e-learning platforms. This study thus identifies several game elements suitable for inclusion in learning activities in e-learning platforms to improve student engagement, based on a literature-based analysis. This identified the most commonly used game elements, and a subsequent questionnaire survey examined real user perspectives on these elements. As a result, a conceptual engagement framework outlining how game elements might be used to support e-learning activities to engage students is proposed. The framework is intended to be used as a guideline for developers and academics seeking to build engaging e-learning systems based on good foundational concepts. The paper thus presents a short review of existing e-learning gamification frameworks and the steps taken towards the identification of commonly used game elements. Learning activities and student engagement factors usually employed in e-learning platforms are subsequently discussed in relation to the development of the proposed conceptual engagement framework for gamified e-learning activities.

Gamification is to use game elements in a non-game context to increase engagement between human and computer, on the other hand, to encourage in-demand for good behaviors in learning. This research tried to increase student engagements in learning by conducted Gamification technique especially in difficult subjects such as Programming Language courses. The previous work was shown that students dropped, failed, or withdrew from the course at rates of between 35% and 50%. Therefore the main objective of this study is to increase student engagements in learning programming subject, and also to measure the impact of game elements on student’s engagements. Finally, the findings have shown the score of game elements that have a good effect on student’s engagement in the experiment group.

Pojem igrifikacija je najenostavneje povzeti kot vključitev elementov igre v neigralnem kontekstu. Elemente igre tako danes najdemo že v mnogih resnih spletnih aplikacijah, kjer je njihov namen ohranjanje motivacije uporabnika in delanje aplikacije privlačnejše s ciljem, da se uporabniki redno vračajo k njeni uporabi. Namen naše magistrske naloge je torej podrobneje predstaviti igrifikacijo, njeno uporabo v resnih spletnih aplikacijah, obstoječa programska orodja za vključitev elementov igre in nazadnje izdelati še svojo lastno spletno aplikacijo z vključenimi elementi igre. The simplest way to sum up the term gamification is to say that it means inserting game elements into non-gaming situations. Nowadays, we can already find game elements in many serious web applications where their purpose is to keep the user's motivation and making the application more desirable with the goal of users regularly returning to it. Therefore, the purpose of our thesis is to present gamification in detail, its use in serious web applications, existing gamification frameworks, and, finally, to build our own web application with implemented game elements.

Human values play an integral role in human's life and accordingly in design for humans. Digital games as an influential media the same as other technical artefacts carry human values. However, considering human values in game design is not a common approach, which caused many ethical debates. HuValue is a card-based design tool based on a comprehensive value framework to help designers considering human values in different phases of their design process. This tool is created due to the lack of a comprehensive value framework for design and intended to be useful in general design practices. In this paper, inspiring from Values at Play project, we proposed three applications of HuValue for analysing games, defining vision and core value(s), and also translating the core values to action verbs and mechanics, which shows the capability of our tool for being used in game design area specifically for designing human value based games.

Mesleki eğitimde önemli sorunların başında, ders kitabı yerine kullanılan bireyselleştirilmiş öğrenme materyallerinin yetersizliği ve buna bağlı olarak oluşabilen düşük öğrenci motivasyonu gelmektedir. Bu araştırma oyunlaştırılmış bir soru cevap aracının meslek lisesi öğrencilerinin akademik başarı ve içsel motivasyonuna etkisini incelemek için yapılmıştır. İstanbul ili Beşiktaş ilçesindeki bir mesleki ve teknik Anadolu lisesinde gerçekleştirilen araştırma, 33 deney grubu, 96 kontrol grubu katılımcısından oluşmaktadır. Araştırmanın uygulama süreci 6 hafta sürmüştür. Akademik başarı testi ve içsel güdülenme envanterinden elde edilen veriler yapılandırılmış görüşme verileri ile desteklenmiştir. Araştırmada; yapılandırılmış görüşme formu ve demografik anket ile desteklenen, kontrol ve deney gruplu ön test-son test içeren yarı deneysel desen kullanılmıştır. Oyunlaştırılmış soru cevap aracının kullanıldığı deney grubu katılımcılarının son test başarısı ortalaması ( =30,24), geleneksel öğrenim gören kontrol grubunun son test başarı ortalamasından ( =20,26) anlamlı derecede farklılaşmıştır (p

Gamification is well known as a design strategy used to generate a change in users’ behaviour, such as motivation. However, while in recent years interest in it has been growing, empirical evidence on the effects that the application of game elements can generate on users’ behaviour is still lacking. We present the results of a study as a step towards designing gamification with better understanding of the possible effects that each game element could generate on end users. By involving three groups of experts: game designers, learning scientists and specialists in technology-enhanced learning (TEL), we assessed a selected number of 21 game design patterns in relation to the effects these could generate on learning performance, goal achievement and engagement of learners if implemented in a Massive Online Open Course (MOOC). Based on quantitative and qualitative data collected, 9 game elements have been selected to be further investigated.

The software development process is a set of activities to produce software applications that human plays a crucial role. Since it is a people centric activity some obstacles (i.e. user motivation, engagement, communication and collaboration) may occur. Therefore, software business organizations are seeking new productive solutions, try different tools and methods in order to overcome the challenges and improve their software business processes. A lot of researches have been made to increase the quality and enhance the software development process. Along with these innovative research new efficient techniques and concepts offered. As a solution the term gamification or using game elements in non-game contexts have been realized to enhance the software development process and overcome the challenges related to human factors. However, the applicability of the use of game elements in the context of software business landscapes is still controversial issue and not totally proved yet. Many researches and empirical studies have been conducted for the benefits of it and how these game elements affect the quality of software development process. Thus, in this paper a systematic literature review was conducted in order to investigate the application of game elements both in research and industrial levels of software development and as well as in software business landscapes for further research.

Background: In the United States, young men who have sex with men (YMSM) remain disproportionately affected by human immunodeficiency virus (HIV) and other sexually transmitted infections (STIs). Although routine HIV/STI screening is pivotal to the timely diagnosis of HIV and STIs, initiation of appropriate treatment, and reduced onward disease transmission, repeat screening is underused. Novel interventions that incorporate elements of games, an approach known as gamification, have the potential to increase routinization of HIV/STI screening among YMSM. Objective: The study aims to test the hypothesis that an incentive-based intervention that incorporates elements of gamification can increase routine HIV/STI screening among YMSM in California. Methods: The study consists of a formative research phase to develop the intervention and an implementation phase where the intervention is piloted in a controlled research setting. In the formative research phase, we use an iterative development process to design the intervention, including gathering information about the feasibility, acceptability, and expected effectiveness of potential game elements (eg, points, leaderboards, rewards). These activities include staff interviews, focus group discussions with members of the target population, and team meetings to strategize and develop the intervention. The final intervention is called Stick To It and consists of 3 components: (1) online enrollment, (2) Web-based activities consisting primarily of quizzes and a countdown “timer” to facilitate screening reminders, and (3) in-person activities that occur at 2 sexual health clinics. Participants earn points through the Web-based activities that are then redeemed for chances to win various prizes during clinic visits. The pilot study is a quasi-experimental study with a minimum of 60 intervention group participants recruited at the clinics, at community-based events, and online. We will compare outcomes in the intervention group with a historical control group consisting of individuals meeting the inclusion criteria who attended study clinics in the 12 months prior to intervention implementation. Eligible participants in the pilot study (1) are 18 to 26 years old, (2) were born or identify as male, 3) report male sexual partners, and 4) have a zip code of residence within defined areas in the vicinity of 1 of the 2 implementation sites. The primary outcome is repeat HIV/STI screening within 6 months. Results: This is an ongoing research study with initial results expected in the fourth quarter of 2017. Conclusions: We will develop and pilot test a gamification intervention to encourage YMSM to be regularly screened for HIV/STIs. The results from this research will provide preliminary evidence about the potential effectiveness of using gamification to amplify health-related behavioral change interventions. Further, the research aims to determine the processes that are essential to developing and implementing future health-related gamification interventions. Trial Registration: Clinicaltrials.gov NCT02946164; https://clinicaltrials.gov/ct2/show/NCT02946164 (Archived by WebCite at http://www.webcitation.org/6ri3G4HwD) [JMIR Res Protoc 2017;6(7):e140]

RESUMEN: El principal propósito de esta investigación es crear orientaciones prácticas basadas en las aportaciones de jugadores, diseñadores y expertos del ámbito académico para diseñar experiencias de juego que pudieran promocionar la competencia cívica. Para ello, adoptamos un posicionamiento multiparadigmático y planteamos un diseño de método mixto secuencial explicativo donde la recogida y el tratamiento cuantitativo de datos con una de las muestras (los jugadores de la Universidad de Cantabria), anteceden a la fase cualitativa desarrollada con los diseñadores y los expertos académicos. En el trabajo se diseñan y validan tres instrumentos: un cuestionario, una entrevista con preguntas abiertas y el guión de un focus group. Los objetivos son describir los hábitos y preferencias que presentan como jugadores los estudiantes y averiguar cuál es la percepción de los diseñadores y los expertos académicos sobre la relación entre las experiencias de juego y la promoción de la competencia cívica. Finalizamos el trabajo con un listado de diez recomendaciones prácticas para el diseño de experiencias de juego a partir de las aportaciones de los tres colectivos. ABSTRACT: This thesis seeks to generate practical guidelines based on the contributions of players, game designers and experts in the academic field to design game experiences that can promote civic competence. We adopted a multiparadigmatic paradigm and chose a mixed-method sequential explanatory design in which the collection and analysis of quantitative data with one of the samples (players at the University of Cantabria) preceded the qualitative phase conducted with both the game designers and the experts in academia. Within this work, three instruments are designed and validated: a questionnaire, an interview with open-ended questions and a focus group. The main objectives are to describe the gaming habits and preferences of the players and to understand the perceptions of both game designers and academic experts regarding the relationship between game experiences and the promotion of civic competence. We finalize this text by supplying ten recommendations for designing game experiences based on the contributions of the three groups.

While a variety of modalities and techniques have been explored to create feedback in gaming, thermal stimuli so far have been mostly neglected, even though they are an substantial part of the experience when interacting with real world objects. In this paper we investigate the use of thermal stimuli as a replacement for currently common feedback mechanisms such as visual or vibro-tactile for four different game mechanics. Instead of developing new game mechanics we opted to use already well established ones, namely Quick Time Events, Power Bars, Cooldowns and Area of Effect. Our evaluation with 13 participants indicate that for Quick Time Events and Area of Effect, thermal feedback is a valid replacement that could potentially pave the way for novel modalities in gaming.

Oyunlaştırma oyun olmayan ortamlarda oyun dinamikleri, mekanikleri ve bileşenlerinin kullanılması olarak tanımlanmaktadır. Sınıf yönetiminde oyunlaştırma ise, öğrencilerin bazı istenilen davranışlarına yönelik olarak motivasyonlarının, performanslarının, tutumlarının ve ilgilerinin artırılması ve sınıf yönetimine entegrasyonu olarak tanımlanabilir. Bu bağlamda çalışmanın üç temel amacı vardır. Birinci amacı, oyunlaştırma uygulamasına göre uyarlanmış teknoloji kabul modeli ölçeği uygulanarak öğretmenlerin oyunlaştırma uygulamasına yönelik görüşlerini incelemektir. İkinci amacı, öğretmenlerin oyunlaştırma uygulamasını kullanmalarının öğrencilerin içsel motivasyonu üzerindeki etkilerini incelemektir. Üçüncü amacı ise, öğretmenlerin (N=45), öğrencilerin (N=304) ve velilerin (N=83) oyunlaştırma uygulamasında yer alan oyun elementleri ile ilgili görüşlerini incelemektir. Bu görüşleri incelemek için nicel ve nitel yöntemlerin tek bir araştırmada birleştirildiği karma araştırma deseni kullanılmıştır.Çalışmanın nicel boyutu, öğretmen ve öğrencilere uygulanan Likert tipi ölçeklerden oluşmaktadır. Öğretmenler için oyunlaştırma uygulamasına göre uyarlanmış teknoloji kabul modeli anketi kullanılmıştır. Buna ek olarak öğretmenlere oyunlaştırma uygulaması ile ilgili görüş anketi (Likert ve açık uçlu sorular) de kullanılmıştır. Öğrenciler için ise oyunlaştırma uygulamasına göre uyarlanmış içsel motivasyon ölçeği kullanılmıştır. Ayrıca öğrenciler için oyunlaştırma uygulaması ile ilgili Likert ve açık uçlu sorulardan oluşan görüş anketi kullanılmıştır. Çalışmanın nitel boyutu ise öğretmen ve öğrencilere uygulanan yarı yapılandırılmış görüşmeler ve velilere uygulanan açık uçlu sorular içeren anketten oluşmaktadır.Çalışmanın nicel ve nitel bulguları incelendiğinde, öğrencilerin oyunlaştırma uygulamasına yönelik tutum puanları yüksek olmasına rağmen içsel motivasyonları yaşları arttıkça azaldığı ortaya çıkmaktadır. Öğretmenlerde ise branşlarına, yaşlarına, mesleki kıdemlerine ve kullanım sıklıklarına göre göre teknoloji kabulünde farklılıklar bulunmuştur. Oyunlaştırma uygulamasının derslerde kullanılmasının a) öğretmen ve öğrenci motivasyonunu olumlu yönde etkilediği, b) öğretmenlerin sınıf yönetimini sağlamada yararlı olduğu, c) öğrencilerin ödevlerini yapması konusunda daha düzenli olmaya başladıkları, d) ödevlerini unutan öğrenciler için uygulamanın hatırlatıcı niteliği taşıdığı, e) öğrencilerin sınıf içi davranışları ve akademik başarılarında da olumlu değişimler görüldüğü, f) uygulama içerisinde yer alan mesajlaşma kısmının kullanılmasının öğretmen ve veli iletişimini hızlandırdığı ortaya çıkmıştır. Öte yandan, g) öğretmenler öğrencilerin yaptıkları olumlu davranışlara göre ödül verilmesinden dolayı öğrencilerin ödüle bağımlı hale geldikleri h) öğrencilerin ödül alabilmek için sorumluluklarını yerine getirmeye çalıştıkları i) puan alma durumunun öğrenciler arasında yarış haline geldiği j) sıralamada alttaki öğrencilerin motivasyonunun da olumsuz yönde etkilendiği k) öğrenciler oyunlaştırma uygulaması aracılığıyla öğretmenlerinin kendi üzerinde artı/eksi puanlarla baskı kurduğunu düşündüklerinden dolayı sınıfta daha fazla kaygı duydukları ortaya çıkmıştır. Bulgulara yönelik sonuçlar ve tavsiyeler benzer çalışmalarda çıkan sonuçlarla birlikte verilmiştir. Gamification is defined as the use of game dynamics, mechanics and components in non-play environments. Gamification in classroom management can be defined as the integration of classroom management and increasing motivation, performance, attitudes and information for some desired behaviors of students. Within this context, there are three main objectives of this study. The first aim is to examine the teachers' views on gamification application by applying a technology acceptance model scale adapted for gamification. The second aim is to examine the effects of teachers using gamification application on students' intrinsic motivation. The third aim is to examine the views of teachers (N = 45), students (N = 304) and parents (N = 83) about the game elements used in gamification application. To examine these views, a mixed research design was used, in which quantitative and qualitative methods were combined into a single study.The quantitative part of the study consists of Likert type scales applied to teachers and students. A technology acceptance model questionnaire adapted for the gamification application was used for the teachers. In addition, a questionnaire for teachers (using Likert and open-ended questions) related to the gamification application was also used. For the students, the intrinsic motivation scale adapted for the gamification application was used. In addition, a questionnaire consisting of Likert and open-ended questionnaires was used for the students related with the gamification application. The qualitative part of the study consists of semi-structured interviews conducted with teachers and students and open-ended questions answered by students' parents.When the quantitative and qualitative findings of the study are examined, it is found that although the scores of students' attitudes towards gamification application are high, their internal motivation decreases as their age increases. With regards to teachers, significant differences were found in their technology acceptance according to their field of study, age, occupational seniority and frequency of use. The fact that the use of gamification application in classroom revealed that a) it affects the teachers' and students' motivation positively, b) it helps teachers for classroom management, c) students have started to do their homework more regularly, d) it is also used as a reminder for students who forget their homework, e) positive changes were seen in terms of students' behaviors and academic success, f) the use of the messaging within the application accelerates the communication between teachers and parents. On the other hand, teachers stated that students became addicted to rewards as they are awarded according to their positive behaviors, h) it has emerged that students are trying to fulfill their responsibilities to receive awards, i) the scoring has become a competition among the students and the motivation of the students scored low has also been affected negatively, j) students were more worried during the class because they thought that teachers put pressure on their own with positive/negative scores through the gamification application. Conclusions and recommendations for findings are given with the results from similar studies. 202

Master's thesis Multimedia and Educational Technology MM500 - University of Agder 2017 Abstract Peer assistance is a support system where people of equal status help each other solve problems. It is also a recognized method within education where students support each other with their assignments. The positive effect of peer assistance is well known, and it would be favorable if more students participated and took on the role as peer-teachers. To increase the activity of peer assistance, several incentives can be used, including game elements. In “Using game elements to increase peer assistance among university students”, (Nordengen & Brinch, 2016, p. 1) tried to predict which game elements would provide the best solution in a peer assistance application. By introducing game elements in a mobile application designed to facilitate peer assistance, and measuring the changes in peer assistance frequency, this thesis has made an attempt to validate this prediction. In the course of this study, there was a significant increase in peer assistance among the participants, but the only probable cause found for this increase is the added focus this study has put on peer assistance itself. To uncover other causal relationships, further studies are required. Keywords peer assistance, game elements, gamification, motivation, mobile application, 21st century skills

Gamification is applied in academia and industry and is being studied in the last years. Gamification is nowadays applied to several areas, such as learning, computer science, business, marketing, tourism, among others. However, we need to understand to what extent it is studied in academic context. We present a bibliographic study on gamification research, by identifying publications trends. This paper presents the gamification related areas, result from a publication keyword analysis of the scientific publications on gamification. In this paper, we also identify the game elements, game mechanics, and game dynamics, used as part of any gamification implementation. In this study are also present the most used gamification theoretical models.

Las tecnologías de información y comunicación han permitido la creación de nuevos procesos de aprendizaje acercándose más a las nuevas generaciones y así se ha creado la necesidad de adaptar nuevas herramientas que permitan alcanzar dichos requerimientos con el fin de generar aprendizaje y lograr un conocimiento que necesita la organización. Para lograr esto, se identificó una herramienta que puede dar solución a los problemas de aprendizaje en la organización y es así que se procuró la generación de un modelo general de capacitación por medio de la herramienta de gamificación con el fin de reforzar los procesos de aprendizaje desarrollados en la empresa, aunque haya nacido como una herramienta de mercadeo, su rango de acción abarca un espectro más amplio incluyendo al aprendizaje, beneficiando al área de Talento Humano al igual que otras áreas de la organización. Su meta es divertirse, aprender implícitamente, involucrar a las personas en actividades, cambiar comportamientos y resolver problemas para que las personas puedan trabajar más felices, más preparadas y de una manera creativa. Pero, para poder implementarlo, la organización necesita estar equipada con algunos componentes necesarios para tratar al aprendizaje, para que éste pueda ocurrir satisfactoriamente al igual que aumentar la capacidad de innovación en la organización a través de la adopción de capacidades las cuales relacionan el aprendizaje y la innovación como un factor agregado para alcanzar ventaja competitiva en la organización. La gamificación puede suceder de manera indistinta a través de la creación de escenarios virtuales basados en elementos de juego, los cuales apuntan a la retención de mayor información, la generación de aprendizaje y además, proporciona a los empleados una experiencia de aprendizaje. Este trabajo muestra a la gamificación en el proceso de inducción de nuevos empleados en la Caja de Compensación Familiar Confa, empresa prestadora de servicios en la ciudad de Manizales, Colombia. Se desarrolló un prototipo usando algunos de los elementos de juego con el fin de validar el proceso de inducción en la organización, el cual demostró su efectividad para potenciar el aprendizaje por medio de dicha herramienta. (Texto tomado de la fuente) Information and communication technologies have enabled the creation of new learning processes closer to new generations and thus the need to adapt new tools that enable to achieve those requirements in order to generate learning and attain a knowledge required by the organization has been created. To achieve this, it was identified a tool that can give a solution to the problems of learning in the organization and in this way, it was sought the creation of a general model of training through the tool of gamification to strengthen learning processes developed inthe company, although it was born as a marketing tool, its range of action encompasses a broader spectrum including learning, benefiting the area of human talent as well as other areas of the organization. Its goal is to have fun, learn implicitly, involve people in activities, change behaviors and problems so that people can work happier, more prepared and creatively. But, to be able to implement it, the organization needs to be equipped with some components needed to treat learning, so that this can occur successfully as well as increase the innovation capacity in the organization through the adoption of capabilities which relate the learning and innovation as an added value to achieve competitive advantage in the organization. Gamification may happen indistinctly through the creation of virtual scenarios based on gameplay elements, which aim at retaining more information, generating learning and also providing the employees with a learning experience. This work shows gamification in the induction process of new employees at Caja de Compensación Familiar Confa, company providing services in the city of Manizales, Colombia. It was developed a prototype using some of the game elements in order to validate the induction process in the organization, which showed its effectiveness to enhance learning through this tool Maestría

Gamification recently attracted attention from practitioners and researchers aiming to gain understanding about gamification applicability. According to forecasts of various market research agencies, application of gamification in activities of companies increases and gamification market growth will continue in the future. As gamification is usually focused on customers, it is naturally related to consumer behaviour. However, there is a lack of studies approaching gamification from consumer behaviour perspective. Because gamification is strongly driven by information technologies, the paper seeks to propose an integrated framework for gamification impact on online consumer behaviour. In order to achieve it, the paper explores origins of gamification concept, compares it to similar concepts, proposes gamification definition and provides an overview of pyramid of key gamification elements: game components, game mechanics, game dynamics. Further paper analyses different models of online consumer behaviour emphasing on the application of the stimulus-organism-reaction (SOR) model. SOR model is used for characterising online stimulus (company controlled elements) and their impact on online consumer behaviour. In order to develop the framework, interdependencies of approaches of the pyramid of key gamification elements and SOR model are analysed by identifying factors related to virtual environment, process, and social dimensions.DOI: http://dx.doi.org/10.5755/j01.ee.27.1.13198

Eğitim teknolojileri son yıllarda birçok gelişmelere tanıklık etmiştir. Günümüzde gerek sınıf içi gerekse dışında, öğrenim ve öğretim etkinliklerini geliştirme amacı güden çok çeşitli teknolojik araç bulunmaktadır. Bu bağlamda e-öğrenme, sınıf/kurum temelli internet siteleri veya kitlesel açık çevrimiçi kurslar gibi farklı biçimlerde, dünya çapında pek çok eğitim çevresinde popülerlik kazanmıştır. Gittikçe artan ününe rağmen, bu yeni eğitim türüyle ilgili olarak, memnuniyet, soyutlanma (Power & Morven-Gould, 2011), öğrencilerin kursu bırakması, öğrenci kaybı (Atchley, Wingenbach, & Akers, 2013; Yang, Sinha, Adamson, & Rose, 2013), öğrenci sayısını koruma (Allen & Seaman, 2014), dolayısıyla öğrenci motivasyonu ve katılımı gibi konularda birtakım endişeler bulunmaktadır. Şimdilerde, çevrimiçi öğrenmenin potansiyel sorunlarının üstesinden gelmek amacıyla dünya genelinde çok sayıda eğitimci, oyunlaştırma adı verilen, oyun ögelerini ve oyun tasarım tekniklerini oyun dışı bağlamlara uyarlayarak (Werbach & Hunter, 2012) öğrenci motivasyonu ve katılımını artırmayı hedefleyen yeni bir kavrama yönelmektedirler. Bu çalışmanın amacı, çevrimiçi yabancı dil derslerini oyunlaştırmanın, öğrencilerin motivasyonu ve katılımı üzerindeki etkisini incelemek ve varsa hangi oyun ögelerinin yabancı dil öğrenimine katkıda bulunduğunu araştırmaktır. Çalışma bir sömestr boyunca sürmüş olup, birinci sınıf üniversite öğrencilerine yoğunlaştırılmış genel İngilizce eğitimi sunan hazırlık programı çerçevesinde, harmanlanmış öğrenme ortamında gerçekleşmiştir. Çalışmanın katılımcıları, hazırlık programının bir sınıfını oluşturan 19 öğrencidir. Bu öğrenciler, hazırlık programı çerçevesindeki sınıf temelli derslerinin yanı sıra, araştırmacının gözetiminde haftada 2 saat boyunca bilgisayar laboratuvarında gerçekleşen Bireysel-Erişim Merkezi (BEM) derslerine katılmışlardır. BEM derslerinde kullanılan e-öğrenme platformu (Moodle) çeşitli oyun ögeleri kullanılarak oyunlaştırılmıştır.Oyunlaştırmanın etkilerini incelemek için nitel ve nicel araştırma yöntemlerinden faydalanılmıştır. Öncelikle, çalışmanın başlangıcında katılımcılara bilgisayar destekli eğitime hazır bulunmuşluk ölçeği uygulanmıştır. Ayrıca, katılımcılardan belirli aralıklarla çevrimiçi derslerdeki deneyimleriyle ilgili günlük yazmaları istenmiştir. Bunun yanı sıra araştırmacı, gerek çevrimiçi derslerde gerekse bilgisayar laboratuvarında meydana gelen önemli olaylarla ilgili saha notlar tutmuştur. Çalışmanın sonunda, katılımcılar deneyimleriyle ilgili bir anket doldurmuş ve diğer veri toplama araçlarıyla elde edilen verileri desteklemek amacıyla katılımcılarla görüşmeler yapılmıştır. Ayrıca, öğrencilerin katılımlarının farklı boyutlarını değerlendirmek için e-öğrenme platformunun izleme sistemi incelenmiştir. Hazır bulunmuşluk ölçeği, anket ve Moodle izleme sisteminin verileri nicel olarak analiz edilirken, öğrenci günlükleri, görüşmeler ve saha notları, içerik analizi yöntemiyle incelenmiştir.Çalışmanın sonuçları, oyunlaştırmanın İngilizceyi yabancı dil olarak öğrenen öğrencilerin çevrimiçi derslerdeki motivasyonu ve derse katılımları üzerinde olumlu yönde önemli etkileri olduğunu ortaya koymaktadır. Bunun yanı sıra sonuçlar, oyun ögelerinin e-öğrenmeye eklenmesinin, artan motivasyon, katılım, öz-farkındalık, öz-yönetimli öğrenme, pratik yapma, öğretim desteği ve özgüven gibi birçok açıdan dil öğrenimine dolaylı yollardan katkıda bulunduğunu göstermektedir. Çalışmada ayrıca öğrencilerin, oyunlaştırmayla ilgili akademik çalışmalarda en sık karşılaşılan oyun ögelerinden olan skor tablosu ve rozetler gibi yüzeysel oyun ögelerinin aksine, içerik açma, ilerleme, duygular ve dönütler gibi oyun ögelerine daha fazla anlam yükledikleri belirlenmiştir. Sonuçlar oyun ögelerinin varlığının birtakım sorunlara neden olabileceğini de göz önüne sermektedir. Örneğin, zayıf nitelikteki eğitsel içerik ve yetersiz denetimle birlikte uygulandığında oyunlaştırmanın, çevrimiçi derslerde içsel motivasyon, anlamlı katılım ve öğrenci başarısının güvenirliği gibi belirli özelliklerin yerine, yüzeysel katılım ve istenmeyen davranışlara neden olabileceği düşünülmektedir. Bu çerçevede, çalışma, oyunlaştırmayı tarafsız bir eğitsel buluş olarak görüp eleştirmeden benimseme yerine, oyunlaştırmanın öğrenim bağlamlarına uygulanması konusunda dikkat gösterilmesi gerektiğini önermektedir. Bununla birlikte, eğitsel olarak kaliteli ve uygun içerikle ve öğretmenin öğrenme ortamında bulunması ve denetimiyle birlikte uygulandığı takdirde, oyunlaştırmanın işlevsel olacağı ve gerek öğrenci motivasyonu ve katılımı gerekse yabancı dil öğrenim ve gelişimi konularında olumlu sonuçlar doğuracağı değerlendirilmektedir.Anahtar Kelimeler: Oyunlaştırma, oyun ögeleri, e-öğrenme, motivasyon, katılım. Educational technology has seen many developments in recent years. There are various technological tools that aim at improving learning and teaching both inside and outside the physical classroom. E-learning, in this respect, has gained widespread popularity in educational contexts around the world in different forms such as class/institution-based websites and massive open online courses. In spite of its growing reputation, there have been concerns about this new type of education in terms of satisfaction, isolation (Power & Gould-Morven, 2011), withdrawal, attrition (Atchley, Wingenbach, & Akers, 2013; Yang, Sinha, Adamson, & Rose, 2013), student retention (Allen & Seaman, 2014) and thus learner motivation and engagement. In an effort to overcome the pitfalls of online learning, many educators around the globe are now turning their attention to a fairly new concept named gamification, which aims to increase motivation and engagement of students through the inclusion of game elements and game design techniques outside the context of games (Werbach & Hunter, 2012). The aim of this study is to investigate the effects of gamifying online foreign language courses on the motivation and engagement of learners and to explore which of the game elements can be identified as potentially contributing to foreign language learning, if any. The study took place for one semester in a blended-learning environment within a preparatory program that offered intensive general English education to first-grade university students. The participants of the study, 19 students attending a class in this program, had two-hour Self-Access Center (SAC) classes in the computer laboratory each week under the supervision of the researcher, along with the classroom-based courses in the framework of the preparatory program. The e-learning platform (Moodle) used in SAC classes was gamified utilizing various gamification elements.Both qualitative and quantitative research methods were employed to investigate the effects of gamification. First of all, the participants were distributed a computer readiness scale at the beginning of the study. They were also asked to write diaries about their experiences on the gamified online courses at regular intervals. In addition, the researcher took field notes on critical incidents occurring both online and in the computer laboratory. At the end of the study, the participants completed a questionnaire regarding their experiences and were interviewed to triangulate the data received from the other data collection tools. The tracking system of the e-learning platform was also examined in order to explore the extent of student engagement. The results of the computer readiness scale, questionnaire, and Moodle tracking system were analyzed quantitatively, and the student diaries, interviews, and field notes were analyzed through content analysis. The findings of the study reveal that gamification has significant positive effects on the EFL learners' motivation and engagement in the online course. In addition, the integration of game elements into e-learning seems to have an indirect contribution to language learning in many aspects such as increased motivation, engagement, self-awareness, self-directed learning, practice, scaffolding and self-confidence. It is also found that the students attached more meaning to game elements such as content unlocking, progression, emotions and feedback in terms of language learning, rather than the surface-level game elements like leaderboard and badges, which are among the most frequently used elements in gamification studies.The findings also indicate that the presence of game elements in the online course could be accompanied by some disadvantages. When applied with a poor educational content and inadequate supervision, for example, gamification will probably produce superficial engagement and unintended behavior at the expense of losing certain qualities in online courses such as intrinsic motivation, meaningful engagement, and reliability of student achievements in the online course. In this respect, the study suggests caution when employing gamification in learning contexts rather than assuming it as a neutral educational breakthrough and uncritical adoption of game elements. On the other hand, when used with pedagogically sound and relevant content as well as the availability and supervision of the teacher, gamification is likely to work effectively and produce positive results in terms of not only motivation and engagement of learners but also foreign language learning and development.Keywords: Gamification, game elements, e-learning, motivation, engagement. 204

Trabajo fin de máster. Defendido en 2016. Bibliografía: p. 87-93 (Según el contador de la aplicación) En este trabajo se realiza un análisis de aplicaciones móviles para el aprendizaje de español como lengua extranjera (ELE) desde diferentes perspectivas: características generales, organización del contenido, características pedagógicas y a través de la presencia de elementos de juego propios de la gamificación. Con este propósito se analizan un total de 12 aplicaciones móviles de enseñanza de español como lengua extranjera gratuitas, disponible para operativos Apple o Android, con más de 100 mil descargas y una valoración mínima del usuario de 4 sobre 5. Componen el corpus de análisis las siguientes aplicaciones: Busuu, Fabulo, Babbel, Rosetta Stone, Duolingo, Learn Spanish, Memrise, Polyglot, ABC Español para niños, Learn Spanish for free, Speak Spanish Language, Learn Spanish with Spanish Tribe. El diseño de la investigación es observacional exploratorio, descriptivo y fundamentalmente cualitativo. Los resultados de la investigación muestran que casi la totalidad de las aplicaciones móviles contienen elementos de juego (feedback, barras de progreso o niveles son los más comunes). En relación a las características generales los resultados muestran que las aplicaciones analizadas están dirigidas principalmente a adultos con niveles iniciales y un aprendizaje general del idioma. Las competencias lingüísticas que trabajan estas aplicaciones son fundamentalmente la léxica seguida por la gramatical. Las actividades comunicativas de la lengua se trabajan únicamente en dos aplicaciones móviles de manera aislada y puntual. En relación con el trabajo de destrezas la expresión oral y escrita son las más trabajadas, aunque la mayoría de las actividades son de carácter estructural y sin foco comunicativo. Al cotejar los datos obtenidos en un primer análisis se obtiene el resultado de las aplicaciones muestra que las actividades propuestas promueven aprendizajes poco globales y significativos, lo que las hace más adecuadas para complementar el proceso de enseñanza que para el aprendizaje autónomo. Abstract: In this paper an analysis of mobile applications for learning Spanish as a foreign language (ELE) is done from different perspectives: general characteristics, content organization, pedagogical features and through the presence of gamification elements. A total of 12 mobile applications for learning Spanish as a foreign language are analysed with the following criteria: free cost, available for operating Apple or Android, with more than 100,000 downloads and minimal user rating of 4 out of 5. The list of mobile apps is composed by: Busuu, Fabulo, Babbel, Rosetta Stone, Duolingo, Learn Spanish, Memrise, Polyglot, ABC Spanish for children, Learn Spanish for free, Speak Spanish Language, Learn Spanish with Spanish Tribe. The research design was observational exploratory, descriptive and qualitative. The research results show that almost all mobile applications contain game elements (feedback, progress bars or levels are the most common). Regarding the general characteristics results mobile applications analysed are mainly aimed for adults with beginning levels and general language learning object. Language skills working are mainly vocabulary and grammar. Communicative language activities are working by only two mobile applications. In connection with work skills oral and written expression are the most worked, although most of the activities have structural nature and not communicative focus. By matching the data obtained in the first analysis the result of the application shows that the activities proposed hardly promote global and meaningful learning, which makes them more suitable to complement the teaching process tan for independent learning. Ordenador con navegador de Internet ; Adobe Acrobat Reader En port.: Máster en lingüística del español como lengua extranjera. 94 p. (Según el contador de la aplicación)

Tez (yüksek lisans) - Anadolu Üniversitesi, Anadolu Üniversitesi, Sosyal Bilimler Enstitüsü, Halkla İlişkiler ve Reklamcılık Anabilim Dalı, Kayıt no: 399815, Bu çalışma, oyun elemanlarının oyunlaştırmada kullanımına odaklanmaktadır. Oyunlaştırma, oyun tasarım unsurları (elemanları) ve esaslarının gerçek dünyaya ve oyun olmayan içeriğe aktarılmasıdır. Bu açıdan oyun elemanları oyunlaştırmanın temelini teşkil etmektedir. Oyun literatüründe oyun sistemini meydana getiren parçalar olarak ifade edilen oyun elemanları ile ilgili çok az ampirik çalışma bulunmaktadır. Oyunlaştırmaya dönük çalışmalar ise, daha başlangıç aşamasında olup, bu konuda kurumsal bir çerçevenin eksikliği hissedilmektedir. Bu doğrultuda bu çalışmada oyun elemanlarının oyunlaştırmada kullanımı dört örnek olay üzerinden incelenerek; oyun elemanlarının varlığı, birbirleri ile etkileşimi ve uygulamalarda kullanım biçimleri incelenmiştir. Çalışmada öncelikle oyun elemanlarının neler olduğu, literatür araştırmasında ortaya koyulmuş ve araştırma bölümünde elde edilen bilgiler ile geliştirilmiştir. Konuyu derinlemesine inceleme imkanı verdiği için çalışmada nitel örnek olay incelemesi yöntemi tercih edilmiştir. Uygulamalar arasında karşılaştırma yapabilmekaması araştırmaya dahil edilmiştir. Araştırma sonunda elde edilen bulgular çerçevesinde dört uygulamada da birçok oyun elemanının bulunduğu ancak gözlemlenen oyun elemanlarının tüm uygulamalarda aynı oranda kullanılmadığı, bazılarının daha çok öne çıktığı görülmüştür. Bunun yanı sıra oyun elemanlarının birbirileri ile ilişkili biçimde işlediği ve oyunlaştırmayı birçok parçadan oluşan bir bütün olarak yansıttıkları tespit edilmiştir.

Viena didžiausių šiuolaikinės visuomenės problemų yra aplinkos tarša. Aplinka teršiama siekiant patenkinti nuolatos didėjančius žmonių poreikius ir neatsakingai eikvojant gamtos išteklius. Užterštumui įtaką daro ir pavieniai visuomenės nariai, kurie nesusimąstydami atsikrato atliekų netinkamu būdu. Žmonėms trūksta suvokimo, kad aplinka ir gamta reikia rūpintis patiems. Taip pat trūksta žinių, kaip būtų galima tai daryti. Tuo tikslu kuriamos įvairios visuomenės informavimo ir švietimo priemonės, tačiau jos nėra pakankamai patrauklios ir įdomios, todėl sunkiai sekasi įtraukti į aplinkos saugojimą visus žmones. Tam reikia labiau šiuolaikiškų bei laisvalaikio formą primenančių priemonių, leidžiančių įtraukti ne tik pavienius asmenis, bet ir jų socialinius tinklus. Šio darbo tikslas – atlikti socialinių tinklų ir žaidimo elementų taikymo galimybių tyrimą, leidžiantį informuoti ir šviesti visuomenę nuotoliniu būdu aplinkos taršos klausimais, siekiant mažinti aplinkos užterštumą. Darbe pateikiama informacija apie aplinkos taršą ir jos šaltinius, apžvelgiama aplinkos taršos būklė Lietuvoje, analizuojami Lietuvos veiksmai ir priemonės aplinkos taršai mažinti, tiriami gyventojų poreikiai ir galimybės gauti daugiau informacijos apie aplinkos taršą ir jos mažinimo būdus. Taip pat analizuojamos sklaidos priemonės, antros kartos saityno technologijos ir žaidimo elementai, leidžiantys įtraukti ir sudominti, o tuo pačiu ir šviesti visuomenę nuotoliniu būdu. Darbe sukuriama ir išbandoma tinklinė rinkodara ir žaidimo elementais pagrįsta sistema „Žalias tinklas“, analizuojami gauti duomenys ir taikytų metodų veiksmingumas šviesti visuomenę aplinkos taršos ir jos mažinimo klausimais., One of the biggest problems of modern society is the environmental pollution. Environmental pollution results from the aim to meet the constantly growing needs of people and an irresponsible depletion of natural resources. Pollution is also affected by individual members of the society who get rid of waste without being aware of doing it in a wrong way. People lack awareness of taking care of the environment and nature themselves. There is also scarce knowledge on how to do this. The creation of various public information and education measures to that end are not sufficiently attractive and interesting to get all the people involved in the environmental protection. This requires measures that are more up-to-date and resemble a form of leisure time, as well as allow including not only individuals, but also their social networks. The aim of the present paper is to perform a feasibility study of social network and game element application which enables to inform and educate the society by means of remote access about the issues of environmental pollution, with a pursuit to reduce environmental pollution. The paper provides information on environmental pollution and its sources, examines the state of environmental pollution in Lithuania, analyses the actions and measures taken in Lithuania to reduce environmental pollution, and investigates the needs of the residents as well as the availability to receive more information on environmental pollution and means of reducing it. It also analyses dissemination tools, the second generation of web technologies and game elements that allow involving and engaging, while at the same time educating the society remotely. The present thesis creates and tests the system “Žalias tinklas”, which is based on the network marketing and game elements, and examines the received data as well as the effectiveness of the methods used to educate the society about the issues of environmental pollution and its reduction.

The utilization of game elements in a non-game context is currently used in a vast range of different domains. However, research on game elements’ effects in cognitive tasks is still sparse. Thus, in this study we implemented three game elements, namely, progress bar, level indicator, and a thematic setting, in a working memory training task. We evaluated the impact of game elements on user performance and perceived state of flow when compared to a conventional version of the task. Participants interacting with game elements showed higher scores in the working memory training task than participants from a control group who completed the working memory training task without the game elements. Moreover, game elements facilitated the individuals’ performance closer to their maximum working memory capacity. Finally, the perceived flow did not differ between the two groups, which indicates that game elements can induce better performance without changing the perception of being “in the zone”, that is without an increase in anxiety or boredom. This empirical study indicates that certain game elements can improve the performance and efficiency in a working memory task by increasing users’ ability and willingness to train at their optimal performance level.

Main topic of this thesis are gamificaton system and their implementation in organizations. The first chapter describes theoretic part of gamification. Second addresses options of using game elements in workspace and approaches to designing a gamification system. In the third part there is comparison of gamification platforms. The last chapter describes the design of the orignal gamification system for web application.

This paper describes the application of game elements in improving environmentally responsible behaviour in domestic energy consumption. A product that implements game elements was designed for families with children. The product is based on a EU founded project called SOFIA that aims to connect the physical world to the information world through smart objects. A short evaluation was done on the relevance of applying game elements to improve environmentally responsible behaviour. The evaluation showed that the design had a positive effect on raising the awareness of children about their ERB.

This paper describes the application of game elements in improving environmentally responsible behaviour in domestic energy consumption. A product that implements game elements was designed for families with children. The product is based on a EU founded project called SOFIA that aims to connect the physical world to the information world through smart objects. A short evaluation was done on the relevance of applying game elements to improve environmentally responsible behaviour. The evaluation showed that the design had a positive effect on raising the awareness of children about their ERB.

This paper describes the application of game elements in improving environmentally responsible behaviour in domestic energy consumption. A product that implements game elements was designed for families with children. The product is based on a EU founded project called SOFIA that aims to connect the physical world to the information world through smart objects. A short evaluation was done on the relevance of applying game elements to improve environmentally responsible behaviour. The evaluation showed that the design had a positive effect on raising the awareness of children about their ERB.

Gamification is the application of game design elements in a non-gaming environment to promote outcomes, such as enhanced motivation, engagement, performance, and behaviour alteration. As such, it seems a valuable and innovative tool to implement in education and assist students in their learning process, especially when learning content does not inherently interest them. Although the concept is similar to game-based learning, simulations, and serious games, it should not be used as a synonym as in gamification no games are involved. The use of game mechanics, dynamics, and aesthetics is hypothesised to motivate students through satisfying their basic human needs of competency, autonomy, and relatedness, so the paper presents the self-determination theory as its theoretical framework. Despite its novelty, the approach seems to be increasingly gaining popularity and acceptance in both research and practice. Most studies report positive outcomes for students after the implementation of game elements, but more research is needed in order to clarify how they work and what is the best way to apply them to get to the desired results. Many game elements can be applied quickly and effortlessly to the teaching material but gamifying a learning process is much more complex than adding scoring and ranking systems. The paper summarizes the implementation methods typically used in educational settings and addresses some of their limitations., Pages 993-1001