Proceedings ArticleDOI
From game design elements to gamefulness: defining "gamification"
Sebastian Deterding,Dan Dixon,Rilla Khaled,Lennart E. Nacke +3 more
- pp 9-15
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TLDR
A definition of "gamification" is proposed as the use of game design elements in non-game contexts and it is suggested that "gamified" applications provide insight into novel, gameful phenomena complementary to playful phenomena.Abstract:
Recent years have seen a rapid proliferation of mass-market consumer software that takes inspiration from video games. Usually summarized as "gamification", this trend connects to a sizeable body of existing concepts and research in human-computer interaction and game studies, such as serious games, pervasive games, alternate reality games, or playful design. However, it is not clear how "gamification" relates to these, whether it denotes a novel phenomenon, and how to define it. Thus, in this paper we investigate "gamification" and the historical origins of the term in relation to precursors and similar concepts. It is suggested that "gamified" applications provide insight into novel, gameful phenomena complementary to playful phenomena. Based on our research, we propose a definition of "gamification" as the use of game design elements in non-game contexts.read more
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Proceedings ArticleDOI
"Don't Whip Me With Your Games": Investigating "Bottom-Up" Gamification
TL;DR: The study results reveal that people want to use such an approach and are open to the creation of their own gamified experience, thus suggesting that "bottom-up" can be an alternative to "top-down" gamification often used today.
Journal ArticleDOI
Gamification and Accessibility.
TL;DR: In this article, the authors explored the issue of access to digital technology by using the lens of accessibility as set forth by the Rehabilitation Act of 1973 and the American Disabilities Act (ADA) of 1990.
Journal ArticleDOI
Berlin Kompass: Multimodal Gameful Empowerment for Foreign Language Learning:
Pekka Kallioniemi,Laura-Pihkala Posti,Jaakko Hakulinen,Markku Turunen,Tuuli Keskinen,Roope Raisamo +5 more
TL;DR: An innovative, gameful, multimodal, and authentic learning environment for training of oral communication in a foreign language—a virtual adventure called Berlin Kompass that manages to create a new motivating collaborative learning context with clear added value compared with equal tasks realized in a typical classroom approach.
Journal ArticleDOI
Understanding the dark side of gamification health management: A stress perspective
Hualong Yang,Dan Li +1 more
TL;DR: The empirical results indicated that the competitive element and interactivity of gamification are positively associated with privacy invasion and social overload, which can cause gamification exhaustion and it was found that users’ health condition negatively moderates the relationship between gamification characteristics and stressors.
Proceedings ArticleDOI
Implementing gamification techniques into university study path - A case study
TL;DR: An experiment implementing some of the gamification techniques into two different courses - software engineering and service-oriented architecture - was performed during two academic years 2011/2012 and 2012/2013.
References
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Book
Rules of Play: Game Design Fundamentals
Katie Salen,Eric Zimmerman +1 more
TL;DR: This text offers an introduction to game design and a unified model for looking at all kinds of games, from board games and sports to computer and video games.
Book
Reality Is Broken: Why Games Make Us Better and How They Can Change the World
TL;DR: McGonigal et al. as mentioned in this paper found that games benefit us mentally and emotionally when we play up to 3 hours a day, or 21 hours a week, and that if we spend all our time competing with others, we miss out on the special benefits of co-op play.
Journal ArticleDOI
Toward a Theory of Intrinsically Motivating Instruction
TL;DR: A rudimentary theory of intrinsically motivating instruction is developed, based on three categories: challenge, fantasy, and curiosity, which suggests that cognitive curiosity can be aroused by making learners believe their knowledge structures are incomplete, inconsistent, or unparsimonious.