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
Citations
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Journal ArticleDOI
Studies of student engagement in gamified online discussions
Lu Ding,ChanMin Kim,Michael Orey +2 more
TL;DR: Two trial studies using the gamification approach in online discussions to increase student engagement suggested that badges, thumps-ups, progress bars, and avatars in gEchoLu promoted student engagement in online talks.
Journal ArticleDOI
An exploratory study of student engagement in gamified online discussions
Lu Ding,Erkan Er,Michael Orey +2 more
TL;DR: This is an exploratory study that examines the influence of the gamification approach on student engagement in online discussions in an undergraduate level online course, which held 22 online discussions with gEchoLu.
Journal ArticleDOI
Implementing a theory-driven gamification model in higher education flipped courses: Effects on out-of-class activity completion and quality of artifacts
Biyun Huang,Khe Foon Hew +1 more
TL;DR: Evidence supports a call for further research into the use of the GAFCC model in flipped classroom implementation, and crucial aspects of five motivation theories are applied to propose a goal-access-feedback-challenge-collaboration (GAFCC) gamification design model.
Journal ArticleDOI
Gamification in Apps and Technologies for Improving Mental Health and Well-Being: Systematic Review
TL;DR: The findings suggest that the current application of gamification to apps and technologies for improving mental health and well-being does not align with the trend of positive reinforcement critiqued in the greater health andwell-being literature and that many researchers may treat gamification as a black box without consideration for its underlying mechanisms.
Journal ArticleDOI
Gamification Solutions to Enhance Software User Engagement—A Systematic Review
Ali Darejeh,Siti Salwah Salim +1 more
TL;DR: A systematic review of existing gamification solutions targeted at solving user engagement problems in different categories of software concluded that the number of studies on motivating users to use software content, solving problems in learning software, and using real identity is very limited.
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.