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AbstractGamification is often used to promote learners’ motivation, however, there is a lack of qualitative research on specific game elements. This study adopted a qualitative design to examine children’s perceptions of six game elements within an online self-regulation intervention for healthy eating. Children (N = 26) were interviewed post-intervention regarding each game element (e.g., leaderboards). Thematic analyses revealed six main themes: Narrative Context; Feedback; Reputation, ranks, and levels; Teams; Competition under Rules; and Time Pressure. Children affirmed that these game elements were key in creating a game-like environment, which promoted their participation in the intervention. Lastly, when considering the basic psychological needs set by the Self-Determination Theory, the game elements Rules and Time Pressure may have satisfied children’s need for autonomy, while Narrative Context, Feedback, Points, and Leaderboards seemed to satisfy their competence need, and the Narrative Context and Teams may have satisfied their relatedness need. [ABSTRACT FROM AUTHOR]

AbstractOne effective strategy to improve the quality of life for people with dementia (PWD) is rehabilitation, though patients often show reluctance due to the disease’s effects. A trending motivational approach is gamification. However, most research in this field has focused on the medical or technical aspects of system development, with less attention given to the role of game elements in the patient experience. In this study, a scoping review based on the PRISMA method was conducted on gamified rehabilitation systems, focusing on gamification elements, and interaction with technological platforms. By reviewing 46 studies, we extracted game elements based on the gamification pyramid, technological platforms, and rehabilitation methods, and compared them with previous studies on PWD interactions. This analysis identified opportunities and challenges for future research. Additionally, nine factors to improve user experience in the design of gamification systems for dementia rehabilitation were presented based on the review results. [ABSTRACT FROM AUTHOR]

Blockchain is becoming a core technology in all application domains as it brings several advantages, such as immutability, transparency, high availability, strong data consistency, and interoperability. Despite these advantages, blockchain systems still have several concerns that might significantly reduce their effectiveness, including motivational, human concerns and miners' involvement and participation. Gamification, on the other hand, was proposed as a solution for these concerns, among others. However, little is known in the literature on the use of gamification for blockchain systems, calling for more investigation in this regard. Therefore, this study conducts a systematic literature review to investigate why and how gamification is used in blockchain systems. Specifically, 41 studies were included and analyzed in this systematic review. The obtained results highlighted that gamification is integrated into blockchain systems to achieve different purposes, including motivating users/miners and increasing data validation and trust. Additionally, the findings revealed that Ethereum is the most used blockchain platform, where points and challenges are the most used game elements in blockchain systems. Furthermore, when using gamification as an incentive mechanic in blockchain, there is no difference in the effect of the consensus algorithm on miners' motivation. The findings of this study provide insights into the ways of integrating gamification to enhance blockchain systems, as well as reveal future research directions to consider before deploying the next generation of gamified blockchain systems. [ABSTRACT FROM AUTHOR]

Aesthetics play a pivotal role in enriching the learning experience and are indispensable for fostering optimal educational environments. This study aims to identify the factors that shape aesthetic experiences within educational gaming contexts. Employing a qualitative methodology, data were scrutinized through inductive content analysis. A review of pertinent literature on aesthetic elements from 1994 to 2022 yielded 250 selected resources. Subsequently, based on purposive sampling, 108 sources were analyzed. These sources were systematically coded and recorded in a table as key phrases pertaining to the key components of elements of game aesthetics. In the final phase, eight faculty members with expertise in educational technology and art, specializing in educational games, evaluated the factors influencing aesthetic experiences. Their collective expertise affirmed the face and content validity of the identified factors. The findings revealed six key factors that significantly shape the aesthetic experience in educational games. These factors are instrumental in fostering player immersion, as they significantly influence attention, visualization, and emotional engagement. The findings also highlight the imperative for game designers and developers to incorporate these factors into future educational games to enhance the quality of game-based learning.

Gamification enhances student engagement and learning through problem-solving, storytelling, competition, and rewards, but its success depends on having well-trained teachers. Thus, investigating educators' perspectives on using gamification, particularly in teaching speaking, is essential. The study aims to explore Indonesian EFL teachers’ perceptions of gamification in teaching speaking, focusing on their views, understanding, and actions regarding gamification in teaching speaking. A mixed-method approach was used in this study to investigate those four aspects. The participants of this study were 45 English instructors. Data were gathered through questionnaires and semi-structured interviews. The questionnaire responses were analyzed descriptively to assess teachers’ perceptions across three criteria as well as the game elements they used, while the interview data were examined using thematic analysis. The results show that teachers have a positive perception toward gamification used in teaching speaking. Moreover, this study discovers the most popular elements used by teachers, namely roleplay, competition, and giving rewards. As gamification has various elements, this finding proves that teachers tend to be monotonous in implementing game elements. Teachers also seem to have mixed conceptions about gamification and game-based learning. This study's finding shows the practical implication to the speaking teachers and school or university stakeholders in developing a gamification strategy.

This case study focuses on Play-based Learning with game elements as a new dance teaching tool for young children. The research objective is to verify that the majority of games used by teachers in Malaysian preschools are based on guided play, which includes adults’ guidance and mentoring on a play, and that each game is designed to improve students’ cognitive and psychomotor development, social abilities, and academic skills. Researchers also emphasize that Play-based Learning with game elements can be used as a new teaching method of dance for young children who cannot follow teaching contents. To achieve these objectives, researchers discuss how games are used as a teaching method by two different preschools, investigate how these games are suitable for all students aged 4 to 6 years old, and examine the effect of games as teaching tools in Music and Movement classes. Utilizing the qualitative methodology, researchers interviewed teachers to investigate how teachers incorporate games in Music and Movement classes. Researchers conducted participant observation in Music and Movement classes to identify whether or not the use of games in this case study belongs to free play or guided play. Researchers also gathered information through secondary written sources. The findings suggest that games as a teaching method in Music and Movement classes greatly emphasize students learning how to dance, where games create more excitement for the children and not worry too much about techniques. Games used by Malaysian preschools can be great examples and guidelines for teachers to incorporate games as a teaching method for preschool students aged 4 to 6 years old.

Gamification is a technique used to introduce the joyful nature of play into learning in order to promote student motivation. But in each class, they are different – in temperament, interests, approach to learning. What works for some does not work for others. There is no universal practice for incorporating gamification into the classroom, which means that the teacher has to decide for himself what to choose. To be successful, the teacher needs to know in advance what types of players his students are approaching in order to take a differentiated approach when starting to gamify the environment. Lessons should be designed to have engaging gameplay elements and mechanics for each type of player. The article reviews the existing classifications for determining the types of players that offer the appropriate game elements and mechanics for gamification of learning. This document would be a useful reference for those educators who wish to gamify classroom work. [ABSTRACT FROM AUTHOR]

Ambiguity is a common challenge in specifying natural language (NL) requirements. One of the reasons for the occurrence of ambiguity in software requirements is the lack of user involvement in requirements elicitation and inspection phases. Even if they get involved, it is hard for them to understand the context of the system, and ultimately unable to provide requirements correctly due to a lack of interest. Previously, the researchers have worked on ambiguity avoidance, detection, and removal techniques in requirements. Still, less work is reported in the literature to actively engage users in the system to reduce ambiguity at the early stages of requirements engineering. Traditionally, ambiguity is addressed during inspection when requirements are initially specified in the SRS document. Resolving or removing ambiguity during the inspection is time-consuming, costly, and laborious. Also, traditional elicitation techniques have limitations like lack of user involvement, inactive user participation, biases, incomplete requirements, etc. Therefore, in this study, we have designed a framework, Gamification for Lexical Ambiguity (Gamify4LexAmb), for detecting and reducing ambiguity using gamification. Gamify4LexAmb engages users and identifies lexical ambiguity in requirements, which occurs in polysemy words where a single word can have several different meanings. We have also validated Gamify4LexAmb by developing an initial prototype. The results show that Gamify4LexAmb successfully identifies lexical ambiguities in given requirements by engaging users in requirements elicitation. In the next part of our research, an industrial case study will be performed to understand the effects of gamification on real-time data for detecting and reducing NL ambiguity. [ABSTRACT FROM AUTHOR]

• Gamification is used for diverse purposes such as safety, eco-friendliness or health. • Game mechanics are various but reward points and leaderboards are the most used. • The rationale for the studies is often not supported by specific theoretical frameworks. • Empirical evidence of the effect of gamification is still lacking in the field of transport. Gamification is an emerging concept that is often used and cited for its known motivational and engagement qualities. Although gamification is studied and applied in a variety of fields, to our knowledge no overview exists in the field of transport and mobility. There is thus a need for a comprehensive understanding of the research conducted, the empirical evidence it yields and the type of research that could still be lacking. These findings could contribute to more effective and better-accepted transport interventions, whether they aim to improve safety, mobility or eco-friendliness. Our review provides an overview of the literature on gamification in relation to mobility and transport and offers suggestions for future research and interventions. A PRISMA-compliant systematic literature review was conducted on SCOPUS, Web of Science and Pubmed, resulting in 49 eligible papers. The results of the analysis of these papers indicated heterogeneity in multiple areas: objectives of the intervention (e.g., safe or eco-friendly driving), methodologies (i.e., different sample sizes, different experimental designs), types of experiments (e.g., questionnaires, simulation or fleet studies) and gamification processes (e.g., with leaderboards, rewards, narratives), but also and more importantly, in the observed empirical evidence. No consensus seems to have been reached on the effects of gamification nor on the underlying mechanisms in the field of transport. There is a lack of knowledge on the most effective ways to propose a gamified intervention in the field of mobility and transport, whether it aims to change behaviours or attitudes. Further research should rely more on specific theoretical frameworks to justify their approach and assess the effect of gamification more methodologically and empirically in order to build applicable and reliable knowledge. The acquired knowledge could increase road safety or help nudge people towards more eco-friendly modes of transport. [ABSTRACT FROM AUTHOR]

Today, gamification is being used in various areas such as education, health, and business to enhance engagement and increase the system's efficiency. Despite significant scholarly interest, in many cases, undesirable results have been achieved using gamified solutions. This highlights the need for further research to explore these challenges through innovative methodologies and to devise new solutions. Addressing this gap, we conducted a systematic review of the literature on the emerging and growing subject of gamification using the PRISMA methodology and proposed a novel model for the strategic development of future gamification studies. The research led to the identification of 48 qualified empirical studies which have been analyzed to outline the existing views, gaps, and consequently the implications for future research. Through the analysis, we delineate the impact and effectiveness of gamification, highlighting its potential to transform user experience positively when implemented with strategic finesse. Consequently, we propose a novel model for the strategic development of future gamification studies, presenting it in three main dimensions: Contexts, Users, and Elements, and for each dimension, significant and less-paid topics are discussed. In addition, we represent six main suggestions for the design of the entire gamified system: Decision-Making Methods, Success Factors, Validation Methods, Dynamic Design Approach, Timeframe, and Modern Technology. Our proposed model not only facilitates a deeper understanding of gamified systems but also offers actionable insights and guidelines for both academics and practitioners. It is meticulously designed to assist researchers and practitioners in crafting more effective gamified systems that are customized to meet specific user needs and environmental contexts. By doing so, it aims to maximize the sustainable benefits of gamification, ensuring that these systems deliver significant and lasting impacts. This strategic approach integrates the latest advancements in technology and dynamic design principles, establishing a robust framework for the future of gamification research and application. [ABSTRACT FROM AUTHOR]

Gamified Flipped Learning (GFL), a pedagogical approach that combines the methodology of flipped learning with gamification techniques, has gained increasing attention in recent years, particularly within the context of higher education. This systematic literature review aims to provide educators and researchers with a comprehensive understanding of how GFL has been implemented and with what results. Following the PRISMA guidelines, 26 studies were selected and analysed. The findings indicate that this research field is still evolving and exhibits a high degree of diversity, both in terms of implementation approaches and research methods. This high level of variability is indicative of the flexibility of the approach, but it also presents a challenge for educators wishing to implement it. In light of the aforementioned findings, a set of design principles derived from the analysis is proposed to guide effective GFL practice and assist educators in successfully adopting GFL strategies.

Earlier studies repeatedly showed increased learner motivation due to game elements, while overall cognitive effects on learning outcomes were absent. One possible explanation for this discrepancy is provided by theories integrating cognitive and affective learning processes: the beneficial effect on learner motivation eventually balancing simultaneously higher cognitive processing demands associated with game elements. In this paper, we provide results of an empirical test of this theoretical suggestion. In particular, we report results of a value-added online experiment (with n = 61 participants, mostly students; 44 female, 15 male, 2 diverse; median age: 24 years), comparing a more gameful with a less gameful version of a learning task. In agreement with earlier studies, we find similar cognitive learning outcomes (δ < 0.2), but medium (δ = 0.5) and large (δ = 0.9) effects on affective and motivational outcomes, respectively. Furthermore, mediation models show that a small negative direct effect of game elements on cognitive outcomes (β = −0.2) is indeed effectively cancelled by an indirect path through motivational outcomes (β = +0.4). Overall, our results corroborate the tenability of the integrated cognitive affective model of learning with multimedia. This implies its feasibility in purposefully designing learning environments with specific motivational or cognitive aims in mind.

Several studies highlight the effects of gamification on behavioral changes in education. Furthermore, the students' personality traits were shown to be an important factor on the different levels of perception of educational gamification systems. However, despite the importance of considering personality in educational gamification, little is known about how students with various personality traits may perceive game elements, resulting in different engaged behaviors. Therefore, to cover this research gap, this study presents and validates a model to elucidate how personality can affect students' perceptions of game elements leading to different engaged behaviors in a gamified course. To test the research hypotheses, an experiment was conducted in a public university with fifty-six students who took an online gamified course. The students' personality traits and perception towards the used game elements were collected using self-report methods along with their interaction log data within the gamified course, and then analyzed. The results showed that different effects of personality traits were found on students' perception of game elements, which led to different engaged behaviors. Specifically, despite the effect of agreeableness, conscientiousness and neuroticism personality traits on students' perception of points, no effect was found on students' behaviors in the gamified course. Additionally, no effect of personality was found on students' perceptions of badges and the leaderboard. However, these two game elements affected students' engaged behaviors in the gamified course. Specifically, badges affected problem-solving and online study related behaviors, and the leaderboard affected students' problem-solving related behaviors. These findings could offer implications to different stakeholders (e.g., researchers, teachers and gamification designers) on how to motivate and engage students with different personality traits in a gamified course. [ABSTRACT FROM AUTHOR]

Ambiguity is a common challenge in specifying natural language (NL) requirements. One of the reasons for the occurrence of ambiguity in software requirements is the lack of user involvement in requirements elicitation and inspection phases. Even if they get involved, it is hard for them to understand the context of the system, and ultimately unable to provide requirements correctly due to a lack of interest. Previously, the researchers have worked on ambiguity avoidance, detection, and removal techniques in requirements. Still, less work is reported in the literature to actively engage users in the system to reduce ambiguity at the early stages of requirements engineering. Traditionally, ambiguity is addressed during inspection when requirements are initially specified in the SRS document. Resolving or removing ambiguity during the inspection is time-consuming, costly, and laborious. Also, traditional elicitation techniques have limitations like lack of user involvement, inactive user participation, biases, incomplete requirements, etc. Therefore, in this study, we have designed a framework, Gamification for Lexical Ambiguity (Gamify4LexAmb), for detecting and reducing ambiguity using gamification. Gamify4LexAmb engages users and identifies lexical ambiguity in requirements, which occurs in polysemy words where a single word can have several different meanings. We have also validated Gamify4LexAmb by developing an initial prototype. The results show that Gamify4LexAmb successfully identifies lexical ambiguities in given requirements by engaging users in requirements elicitation. In the next part of our research, an industrial case study will be performed to understand the effects of gamification on real-time data for detecting and reducing NL ambiguity.

Defined as the utilization of game elements in nongame environments, gamification has been frequently used in education in recent years. The aim of the present study is to summarize the studies previously conducted on the use of gamification in education through a systematic literature review. When the studies conducted in 2000–2021 were examined, four main dimensions came to the fore: (i) the aim of gamification studies, (ii) the learning fields where gamification studies were carried out, (iii) the level of education at which gamification studies were carried out, and (iv) how gamification was integrated into the learning environment. The results showed that gamification is used for various educational purposes, at many learning levels in various environments, and in a wide variety of learning fields. In most of the studies, the positive effects of gamification and its potential to solve problems in education were reported. [ABSTRACT FROM AUTHOR]

Obesity is a growing health challenge. Serious game interventions can increase awareness of health and obesity, especially among children, and the effectiveness of these interventions depends on specific game elements. This review aimed to identify the most common game elements in serious game interventions for raising awareness about obesity in children. We conducted a literature search in the ACM digital library, IEEE Xplore, and Scopus databases for serious games designed and developed for obesity or health awareness. The extracted game elements are based on a pyramid with three categories: components, mechanics, and dynamics, according to Werbach and Hunter (2012). Each dimension, or category, consisted of various game elements. 1349 articles were identified. We found 27 game elements distributed across the 17 selected studies. The most common game elements were ‘Points,’ ‘Quests,’ ‘Challenges,’ ‘Feedbacks,’ ‘Constraints,’ ‘Progression,’ ‘Avatar,’ ‘Win States,’ ‘Achievement,’ and ‘Rewards.’ Serious game interventions for health promotion in children include multiple game elements that are crucial in designing and developing a game. The inclusion of these game elements depends on the learning outcomes and the purpose of the game. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Research in E-Learning is the property of Wydawnictwo Uniwersytetu Slaskiego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Abstract ICT tools in education are widely used to support the aim of achieving learning outcomes by improving critical areas such as student engagement, participation, and motivation. In this study, we examine literature to explore how game elements are used in capturing students’ interest, which the study suggests is fundamental to the teaching and learning of Software Engineering in higher education. Given the potential of alternative ICT tools such as flipped classrooms to increase interest in learning activities, there is a gap in similar literature on capturing interest in gamified environments, which has the potential to improve the achievement of learning outcomes. We applied flow theory to provide a guiding frame for our study. Following a systematic literature review for our data, we analysed 15 papers from the initial 342 articles, which were extracted from IEEE Xplore and Science Direct databases. The main finding in the reviewed papers underscores the positive impact of gamified learning environments on capturing student interest when teaching and learning Software Engineering. While the reviewed papers were not conclusive in identifying the best game elements for capturing students’ interest, we found, that game elements such as points and leaderboards were the most common mechanisms used to advance students' interest when studying Software Engineering courses. The findings also suggest that different game elements are used in gamified environments to increase participation and engagement. The paper adds voice to the practical implications of gamification for teaching and learning. Although our study requires empirical evidence to validate our claims, we believe it sets the stage for further discussion. In the future, comparative studies of game elements in similar environments will be beneficial for identifying the ones that are more engaging and assessing their long-term impacts.

This literature review delves into research on the gamification of cybersecurity awareness for non-IT professionals, aiming to provide an accurate report on known and unknown information regarding three key questions: the impact of gamification on cybersecurity awareness interest and engagement, measurable results related to game elements and their connection to specific learning goals, and the long-term effectiveness of gamified cybersecurity. Examining five relevant papers, the findings confirm short-term effectiveness and indicate that the incorporation of various game elements, such as storytelling, team leaderboards, and interactive scenarios, results in increased knowledge, improved engagement, and positive behavior changes aligned with specific cybersecurity awareness learning goals. However, the review also identifies recurring gaps in evaluating individual game elements and customizing gamification strategies for non-IT professionals. Highlighting a critical gap in understanding long-term effectiveness, we argue for further empirical studies to consider habituation effects, emphasizing the need for a nuanced understanding of gamification's impact on cybersecurity awareness over an extended period. Thus, the review contributes to the existing body of knowledge by emphasizing the necessity for empirical studies focusing on sustained, long-term effectiveness and habituation effects in gamified cybersecurity initiatives.

Interest in the practice of gamification has grown rapidly in the field of education and training. Organisations implement gamification in various areas to boost employee motivation, including professional training. The present study comprises a systematic literature review on gamified professional training among employees. It was guided by the Preferred Reporting Items Systematic Reviews and Meta-Analysis (PRISMA) 2020 checklist. The articles reviewed were obtained from three large academic databases – Scopus, Web of Science, and PubMed, with Google Scholar as a supporting database. The analysis revealed that most studies did not discuss gamified professional training from theoretical perspectives. Three main strategies for gamifying professional training were identified – gamified professional training platform, blended gamified professional training, and face-to-face gamified professional training. It was found that achievement game elements were common in gamified professional training. The most frequent digital game elements were points/levels, leaderboards, challenges, and badges. Real-world rewards were also highly popular. Practical applications and research directions for researchers, instructional designers, and programme developers were then suggested to implement future gamified professional training. [ABSTRACT FROM AUTHOR]

Gamification, which is the use of game elements in a non-game context, has become a trend in many industries. It is used as a means for motivating and engaging users and influencing their behaviors. Thus, during the last few years, many researchers have attempted to find a way to design and implement gamified systems that are adaptively personalized based on user types. This paper proposes a framework that aims to aid software engineers in systematically designing adaptively personalized gamification applications of any context type by adapting the appearance of gamification elements based on each user type. The framework introduces a method that provides a systematic means to modify the system at runtime (i.e., while the system is in use) based on the user's preferences and behavior by changing the existing elements based on the usage of each user. The researchers validate the proposed framework using a case study conducted with employees of a largescale software development company. By applying all their practical comments, the methods of the proposed framework were enhanced. Moreover, to formalize the proposed framework the researchers develop an ontology that implements the mappings between game elements and user types by defining rules that govern their usage. In this paper, an ontology validation is presented including the use of Reasoner, Instances, SPARQL queries, and requirements model implementation. Also, a sample prototype is presented on one of the most used applications and show how the researchers apply this framework to it. [ABSTRACT FROM AUTHOR]

ICT tools in education are widely used to support the aim of achieving learning outcomes by improving critical areas such as student engagement, participation, and motivation. In this study, we examine literature to explore how game elements are used in capturing students' interest, which the study suggests is fundamental to the teaching and learning of Software Engineering in higher education. Given the potential of alternative ICT tools such as flipped classrooms to increase interest in learning activities, there is a gap in similar literature on capturing interest in gamified environments, which has the potential to improve the achievement of learning outcomes. We applied flow theory to provide a guiding frame for our study. Following a systematic literature review for our data, we analysed 15 papers from the initial 342 articles, which were extracted from IEEE Xplore and Science Direct databases. The main finding in the reviewed papers underscores the positive impact of gamified learning environments on capturing student interest when teaching and learning Software Engineering. While the reviewed papers were not conclusive in identifying the best game elements for capturing students' interest, we found, that game elements such as points and leaderboards were the most common mechanisms used to advance students' interest when studying Software Engineering courses. The findings also suggest that different game elements are used in gamified environments to increase participation and engagement. The paper adds voice to the practical implications of gamification for teaching and learning. Although our study requires empirical evidence to validate our claims, we believe it sets the stage for further discussion. In the future, comparative studies of game elements in similar environments will be beneficial for identifying the ones that are more engaging and assessing their long-term impacts. [ABSTRACT FROM AUTHOR]

This study investigates the influence of game elements on active learning intentions within digital learning platforms. Drawing from a situational perspective, we developed a model and validated it using data from 492 respondents collected via questionnaires. Our findings suggest that while social elements enhance active learning intentions, both achievement and immersive elements tend to weaken them. Notably, the spirituality of the learning place serves as a mediator in the relationship between game elements and active learning intentions. Furthermore, we emphasize the moderating effects of different game behavior patterns. This research enriches our comprehension of game elements' role in shaping active learning intentions on digital platforms, offering valuable insights for educators and platform developers. [ABSTRACT FROM AUTHOR]

Even though game elements can increase motivation and engagement, they also might distract learners and thereby decrease performance and learning outcomes. In the current study, we investigated the effects of intrinsically integrated game elements on performance and learning outcomes. In a pre-post training study, 85 adult participants were randomly assigned either to the game-based or non-game-based training condition. Participants trained their fraction magnitude understanding with digital number line estimation tasks on five consecutive days (á 15–20 min). The learning outcomes were evaluated using a paper-based number line estimation task. While participants in both the game-based and non-game-based condition improved their fraction magnitude understanding from pretest to posttest, their improvement did not differ significantly. However, during the training, participants in the game-based condition responded more accurately but were slower than those in the non-game-based condition. The current results suggest that game elements might increase participants' cognitive engagement and change their priorities or strategies (i.e., accuracy over speed) during learning. Nevertheless, better training performance did not lead to superior learning outcomes. [ABSTRACT FROM AUTHOR]

In this study, we developed a concept for balancing extrinsic rewards and intrinsic motivation in gamified learning systems by applying the principles of equilibrium found in first-class levers. Despite the growing interest in gamification as a tool to enhance motivation and engagement, empirical findings are inconsistent, and there is no unified agreement among researchers on its effective implementation. Gamification employs game design elements and principles to enhance user experience in various contexts, including the field of education and learning. However, its application in Information Systems (IS) and beyond has revealed inconsistencies and challenges that this study aims to explore. Our review identifies an overreliance on narrow models and shallow design (focusing solely on badges, points, and leaderboards, known as "BPL gamification") as contributing factors to the failure of some gamified systems. These approaches can lead to an imbalance between extrinsic and intrinsic motivation, resulting in the "Overjustification effect," a phenomenon that undermines the effectiveness of gamification. By providing a more nuanced understanding of how to select and apply game elements, this study aims to mitigate these challenges and promote a more successful implementation of gamification, avoiding common pitfalls and clichés in design. [ABSTRACT FROM AUTHOR]

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This study evaluates the effect of game mechanics by employing serious games and gamification for improving learning outcomes. This is done by considering the performances of the students in terms of the test scores. In the quasi-experimental set-up, which consists of 108 students in their intact three classes attended a series of lessons on sexual health course that was delivered using serious games, gamification, and conventional training elements. The test scores were analysed and compared based on the defined methodology of this paper using SPSS statistical tool version 24. This study found that the students learning outcomes improved after the interventions as the results indicated that there was a statistically significant increase in the test scores from pre-test (M = 24.65, SD = 6.38) to post-test (M = 74.96, SD = 15.89), t(107) = 32.48, p <.001 (2-tailed). Also, there were statically significant differences in the mean scores across the three classes of game mechanics in the post-test F(2,105), 71.86, p <.001, of which serious game and gamification outperformed conventional training students. Moreover, the overall results demonstrated that there were no substantial statistical significance differences among boys and girls who participated in the serious game and gamification for all tests (p >.05). Thus, this study suggests that employing a combination of game elements such as leaderboard, points system, competition, badges, levels, and immediate feedback can serve as a recipe for interactive learning, hence, improves learning outcomes. [ABSTRACT FROM AUTHOR]

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In this study we developed a concept for balancing extrinsic rewards and intrinsic motivation in gamified learning systems through the laws of levers. Although empirical findings around gamification studies remain largely inconclusive, it is still the go-to place for many who seek to improve motivation and engagement. The phenomenon uses game design elements and game principles to create better user experience on a system or activity. With the widespread of gamification across and beyond IS, the field of education and learning is one that has embraced it solemnly. Nevertheless, there is little to no consensus amongst researchers as to how to effectively apply it, and benefit from it. As such, the concept is yet entrenched; although popular. Hence, along the concept development, this study set out to review the setbacks of gamification in recent times, primarily focusing on the current inconsistencies of empirical outcomes and how these challenges can be mitigated. We discovered that the overreliance of developers on narrow models is a culprit for failed gamification. Shallow gamification design which centres around the so-called “BPL gamification” is a source of failure, as it has become a copy-and-paste cliché, rather than a deliberate contextual design. Inordinate selection, and application of game elements to a system/activity is toppling gamification too. This was found to also create imbalances in both extrinsic and intrinsic motivation thereby leading to what is known as “Overjustification effect”, which is a big killer of gamification today.

This review paper examines a worldwide phenomenon, gamification, in the educational context. After the high popularity of video games, the integration of gamification in the learning context has become one of the practices that have a considerable impact on learning. It is important to contribute to the literature on the educational value of gamification by providing a literature review of some aspects of the studies that have emerged in the field of educational gamification (EG) over a five-year period. It is crucial to have a more complete understanding of educational gamification without restricting emerged literature to defined criteria so that it can be discussed in relation to how much of an impact it has on learning outcomes. The current study systematically reviewed four well-known social science databases for studies on gamification in education published between January 2013 and April 2018. The study yielded 141 relevant papers that focused on only educational gamification concept and excluded other game related approaches. The findings indicate that gathering data regarding learner opinions on the application of gamification is the most frequent (N=34) study goal of these studies. Although the majority of papers highlight that gamification increases learner motivation and engagement, there is not yet enough data in this large body of research to conclusively state that using gamification would enhance learning and academic performance at the same level in every context. The findings imply that careful design based on instructional goals and context, as well as the needs of the students, is necessary for integration of gamification to serve its purpose effectively. To sum up, ensuring the description of the most accurate implementation process for specific education contexts and subject fields may still be challenging, given the use of gamification in many distinct disciplines. Furthermore, educational gamification is studied in many contexts with various expectations, and the outcomes would inevitably be different. This review categorized the numerous educational advantages and challenges of gamification.

There are several factors involved in telerehabilitation therapy, such as the patient’s engagement in the activity. In this context, the therapist’s active participation is compromised and, on the other hand, the exercises performed are often repetitive and boring, decreasing the patient’s engagement and motivation, directly impacting the results of the sessions. Considering this, this paper aims to present an approach based on an exergame (a serious game that aims to encourage physical exercise) with a distributed architecture. It was developed to assist in conducting telerehabilitation sessions that involve a cycle ergometer as a device – a bedside bicycle used in rehabilitation sessions for patients with motor disorders. In order to validate the effectiveness of this approach, the construction of an exergame prototype was undertaken, followed by two validation steps done by 16 physiotherapists from the Clinical Hospital of the Universidade Federal de Goiás - UFG (based on the Delphi Method). About 88, 8% of the specialists, after two rounds of evaluation, considered that the exergame was appropriate for telerehabilitation sessions.

The information era puts higher requirements on current students' learning methods to develop 21st-century skills. Project-based learning (PBL) and gamified learning have been two effective learning approaches, leading to an innovative exploration of combining both to improve learning outcomes. This study presents a systematic review of the literature published on "gamified PBL" (GPBL) over the past six years, focusing on GPBL approaches, learning outcomes, technical tools and theories. The results show that the gamified approaches of project-based learning can be divided into four types: gamify structure and procedure of PBL, gamify content of PBL, integrate prefabricated educational/serious games in PBL, and make a game as the activity of PBL. Most of the studies affirmed the positive effects of GPBL in enhancing students' learning outcomes, especially for learning experience and motivation. Adopted techniques and theories in the reviewed studies were also summarized. In conclusion, we acquired four findings based on the discussion: the characteristics of GPBL are diverse; design-based learning are an innovative and creative method used in GPBL; studies of GPBL emphasized collection and description of the whole-process data; technical issues should be paid great attention to. In addition, a number of suggestions for future research are provided in this review. [ABSTRACT FROM AUTHOR]