Gamification in Education and Business (eBook)

Torsten Reiners, Lincoln C. Wood (Herausgeber)

eBook Download: PDF

2014
LIV, 710 Seiten
Springer International Publishing (Verlag)
978-3-319-10208-5 (ISBN)

Infos

This book is dedicated to applied gamification in the areas of education and business, while also covering pitfalls to avoid and guidelines needed to successfully implement for a project. Using different theoretical backgrounds from various areas including behavioral economics, game theory, and complex adaptive systems, the contributors aim to help readers avoid common problems and difficulties that they could face with poor implementation. The book's contributors are scholars and academics from the many areas where the key theory of gamification typically comes from. Ultimately, the book's goal is to help bring together the theories from these different disciplines to the field of practice in education and business.

The book is divided into four parts: Theory, Education, Business, and Use Cases. Part I provides a foundation on the theory of gamification and offers insight into some of the outstanding questions that have yet to be addressed. In Part II, the application and value that gamification can bring within the education sector is examined. The book then changes focus in Part III to spotlight the use of gamification within business environments. The topics also cover educational aspects like improved learning outcomes, motivation, and learning retention at the workplace. Finally Part IV concentrates on the applications and use of gamification through a series of case studies and key elements that are used in real situations to drive real results.

Dr Torsten Reiners is Senior Lecturer in Logistics at the Curtin University, Australia. His research and teaching experiences are in the areas of operations research, but include instructional design, development of adaptive learning environments, distant collaboration, and mobile learning. His PhD Thesis is about adaptive learning material in the field of operations research. He participated in multiple projects to use 3D spaces for learning support; i.e. to improve the authenticity of learning in classes about production and simulation. He is project leader on a competitive grant from the Australian Office of Learning and Teaching (www.ndive-project.com) about developing a theoretical framework for authentic and immersive education with gamified elements.

Dr Lincoln C. Wood is a Senior Lecturer (operations and supply chain management) at Auckland University of Technology (New Zealand) and an Adjunct Research Fellow at Curtin Business School (Australia). He received the Council of Supply Chain Management Professional's (CSCMP) Young Researcher Award in 2009 in the USA and earned his PhD at the University of Auckland (New Zealand). After developing a strong interest in effective supply chain education, Dr Wood received the Outstanding Research Award at the International Higher Education Conference in 2010 and is now the Project co-Leader on a competitive grant from the Australian Office of Learning and Teaching (www.ndive-project.com). Dr Wood has published in leading international journals including Transportation Research Part B: Methodological, International Journal of Operations & Production Management, The Service Industries Journal, Journal of Performance of Constructed Facilities, and Habitat International.

Inhalt

Preface 6
Acknowledgements 8
Book Overview 10
Contents 20
About the Editors 24
About the Authors 26
Chapter 1: A RECIPE for Meaningful Gamification 56
1.1 Introduction 56
1.2 Situations for Reward-Based Gamification 57
1.2.1 Long-Term Change 58
1.3 Building Intrinsic Motivation 59
1.4 Meaningful Gamification 59
1.4.1 The RECIPE for Meaningful Gamification 60
1.4.1.1 Play 60
1.4.1.2 Exposition 62
1.4.1.3 Choice 64
1.4.1.4 Information 65
1.4.1.5 Engagement 67
1.4.1.6 Reflection 70
1.4.2 Following the RECIPE for Meaningful Gamification 72
1.4.2.1 Using Reward-Based Gamification with Meaningful Gamification 73
1.5 Conclusion 73
References 74
Chapter 2: Studying Gamification: The Effect of Rewards and Incentives on Motivation 76
2.1 Introduction 76
2.2 Gamification and Serious Games 77
2.3 The Proposed Model of Motivation in Games 79
2.4 Needs-Based Theories 80
2.4.1 Hierarchies of Needs 80
2.4.2 Need Achievement Theory 80
2.4.3 Goal Setting Theory 82
2.4.4 Self-Efficacy 82
2.5 Social-Based Theories 83
2.5.1 The Social Comparison Theory 84
2.5.2 Personal Investment Theory (PIT) 84
2.6 Rewards-Based Theories 85
2.6.1 Expectancy Value Theory (EVT) 85
2.6.2 Skinner’s Principle of Partial Reinforcement 86
2.7 Self-Determination Theory 87
2.8 The Theoretical Base of Game Incentives and Rewards 88
2.9 Mapping Game Elements 91
2.10 Conclusions and Future Work 91
Appendix 93
References 96
Chapter 3: A Conceptual Framework for Gamification Measurement 102
3.1 Introduction 102
3.2 What is Gamification 104
3.3 Traditional Measures of Learning 105
3.4 Kirkpatrick’s Four Levels 106
3.5 Kolbs’ Experiential Theory 107
3.6 Sweller’s Theory of Cognitive Load 108
3.7 Towards a Unified Framework for Gamification Measurement 110
3.8 Play Assessment Diagnostics 110
3.9 A Gamification Scorecard 112
3.10 Pre and Post Knowledge and Skills Assessment 114
3.11 Gamification Performance Assessment Review (GPAR) 116
3.12 Framework Application Process Methodology 117
3.13 Conclusion and Final Thoughts 119
References 120
Chapter 4: Implementing Game Design in Gamification 122
4.1 Gamification Miss the Game 122
4.2 Gamification is not a Web-based Strategy 123
4.3 Gamification Differs from Serious and Training Game 123
4.4 Direct and Indirect Gamification 124
4.5 Caillois’ Theory and the Drivers of Engagement 124
4.6 Custom Engagement 125
4.7 Mixed-up Experiences 126
4.8 Paidia Against Ludus 126
4.9 Field Applications 127
4.10 Actual Gamification in Caillois’ Framework 127
4.11 Alternative Frameworks 127
4.12 8 Kinds of Fun 128
4.13 4 Keys for fun 128
4.14 Color Theory 129
4.15 Usefulness of a Game Design Theory 130
4.16 Self-Assessment Test 131
4.16.1 Table Result 131
4.16.2 Self Assessment Test 132
4.16.2.1 Gaming Approach and Objectives 132
Bibliography 133
Ludography 134
Chapter 5: Applied Behavioral Economics: A Game Designer’s Perspective 135
5.1 Introduction: A Game Designer’s Perspective 135
5.1.1 A Different Set of Goals 135
5.1.2 An Entertainment Focus 136
5.2 Gamification 137
5.2.1 The Gamification of Games 137
5.2.1.1 Aren’t They Games Already? 137
Formalization 137
Optimization 138
5.2.1.2 Games as a Lens 139
Transparency 139
Observing “Unfiltered” Behavior 139
5.2.2 Bringing These Lessons into Non-Game Environments 140
5.2.2.1 The Customer as a Player 140
5.2.2.2 The Risk of the Gamified Workplace 141
5.3 Relevant Concepts from Behavioral Economics 141
5.3.1 Relevance 142
5.3.2 Categorization 143
5.3.3 Concepts, Mechanics, Non-Game Uses, and Common Errors 143
5.3.3.1 Encouraging Engagement 143
Loss Aversion 143
In-Game Use 144
Non-Game Use 144
Common Errors 144
Maintaining Intrinsic Focus 144
In-Game Use 145
Non-Game Use 145
Common Errors 146
Pseudocertainty 146
In-Game Use 146
Non-Game Use 147
Common Errors 147
5.3.3.2 Guiding Action 147
The Paradox of Choice 147
In-Game Use 147
Non-Game Use 148
Common Errors 148
Scarcity/Urgency 148
In-Game Use 148
Non-Game Use 149
Common Errors 149
Variable Reinforcement Schedules 150
In-Game Use 150
Non-Game Use 150
Common Errors 150
5.3.3.3 Identity Investment 151
Commitment 151
In-Game Use 151
Non-Game Use 152
Common Errors 152
IKEA Effect 152
In-Game Use 153
Non-Game Use 153
Common Errors 154
Sunk Costs 154
In-Game Use 154
Non-Game Use 155
Common Errors 155
5.4 Common Pitfalls 155
5.4.1 Implementation Errors 155
5.4.2 Design Errors 156
5.4.3 Assumption of Universal Applicability 156
5.5 Conclusion 157
5.5.1 Implications 157
5.5.2 Future Work 157
References 158
Chapter 6: Towards Leveraging Behavioral Economics in Mobile Application Design 159
6.1 Introduction 159
6.1.1 Observations of Irrationality in Everyday HCI 160
6.1.1.1 Notifications 160
6.1.1.2 Progress Bars 160
6.1.1.3 App Return Policy 161
6.1.1.4 Computer Help 161
6.1.2 Chapter Overview 161
6.1.3 Contribution 161
6.2 Literature Review 162
6.2.1 Persuasive Computing 162
6.2.2 Gamification in Mobile Applications 164
6.2.2.1 Training and Exploration 164
6.2.2.2 Self Shaping 165
6.2.2.3 Research 165
6.2.2.4 Education 166
6.2.2.5 Gamification in Business Practice 166
6.2.3 Behavioral Economics and Psychological Computing 166
6.2.3.1 Personal Finances 168
6.2.3.2 Behavioral Economics Apps 168
6.2.3.3 Context Changes in Mobile Scenarios 169
6.3 Behavioral Economics in Mobile Experience Design 169
6.3.1 Mental Accounting 169
6.3.1.1 House Money 170
6.3.1.2 Sunk Costs 170
6.3.1.3 Payment Decoupling 171
6.3.2 Loss Aversion as Gamification Factor 171
6.3.3 The “IKEA-Effect” in Gamification 172
6.3.4 Framing Effects 172
6.3.4.1 Anchoring 173
6.3.4.2 Asymmetric Choice in Settings-Menus 173
6.4 Implementation of Selected Concepts for a Case Study 174
6.4.1 General Functionality 174
6.4.2 Mental Accounting and Self Control 174
6.4.3 Loss Aversion 175
6.4.4 Anchoring 175
6.5 Evaluation of the MoneySaver Prototype 176
6.5.1 Methodology 177
6.5.1.1 Tasks 177
6.5.1.2 Participants 178
6.5.2 Results 179
6.5.3 Discussion 180
6.5.3.1 More Gamification Elements 181
6.5.3.2 Anchors 181
6.5.3.3 Loss aversion 182
6.6 Summary and Conclusion 182
References 183
Chapter 7: A Parallel Universe: Psychological Science in the Language of Game Design 186
7.1 Introduction 186
7.2 A Short History of Games in Psychology 187
7.3 Outside the Black Box: Behaviorism 188
7.3.1 Token Economies 188
7.3.2 Rules About Points 190
7.3.3 Creating Persistence 190
7.4 Inside the Black Box: Cognitive Science 192
7.4.1 Maintaining Motivation in the Flow Zone 192
7.4.2 Personality Types Among Gamers 193
7.4.3 Games and the Science of the Self 195
7.5 Warnings 196
7.5.1 Video Game Addiction 197
7.5.2 Undermining Intrinsic Motivation 197
7.5.3 Believing Psychological Myths 198
7.6 Summary and Future Directions 199
References 200
Chapter 8: Context to Culture for Gamification HCI Requirements: Familiarity and Enculturement 203
8.1 Introduction 203
8.2 A History of Affordance 205
8.2.1 Confusion Between Culture and Context 208
8.2.2 The Culture to Context Continuum 210
8.3 Crush the Castle and Angry Birds 211
8.4 Discussion and Conclusion 213
References 214
Chapter 9: Psychological Theory and the Gamification of Learning 216
9.1 Introduction 216
9.2 Theoretical Review 217
9.2.1 Theory of Gamified Instructional Design 217
9.2.2 Theories of Learning via Conditioning 219
9.2.3 Expectancy Theories 223
9.2.4 Goal-Setting Theory 225
9.2.5 Self-Determination Theory 229
9.3 Summary and Recommendations for Researchers and Practitioners 233
References 234
Chapter 10: A History and Frameworks of Digital Badges in Education 238
10.1 Introduction 238
10.2 History and Context 240
10.3 Value for Education 242
10.4 Frameworks for Educational Use 244
10.5 Models of Educational Use 246
10.6 Current Use of Digital Badges in Education 247
10.7 Summary 249
References 250
Chapter 12: A Gamification-Based Framework for Developing Learning Activities of Computational Thinking 269
12.1 Introduction 269
12.2 Background 271
12.2.1 Gamification 271
12.2.2 Learning Theories 273
12.2.3 Computational Thinking 273
12.3 Developing Learning Activities 274
12.4 The Proposed Framework 277
12.4.1 The Pillars of the Constructivist Learning Theory 278
12.4.2 Gamification Elements 279
12.4.2.1 Elements of Behavior Category 279
12.4.2.2 Elements of Progression Category 282
12.4.2.3 Elements of Feedback Category 282
12.4.3 Teacher’s Guideline of Gamification Elements 283
12.4.4 Computational Thinking Skills 284
12.4.5 Dispositions and Behaviors of Computational Thinking 285
12.4.6 Computational Thinking Vocabulary 285
12.5 Use of Proposed Framework 286
12.6 Application Scenarios 287
12.6.1 First Scenario 287
12.6.2 Second Scenario 292
12.6.3 Third Scenario 295
12.6.3.1 Activity 1 296
12.6.3.2 Activity 2 297
12.7 Conclusions and Future Work 299
References 301
Chapter 13: Educational Gamified Science Simulations 303
13.1 Introduction and Motivation 303
13.2 Background 304
13.2.1 Educational Simulations in Science Education 304
13.2.2 Motivation and Learning 305
13.2.3 Games and Gamification in Education 306
13.2.3.1 Designing Instructional Environments with Game Elements 308
13.2.4 Game Design and Gamification Strategies 309
13.2.4.1 Game Design Elements 309
13.2.4.2 Gamification Strategies 309
13.2.4.3 Game Mechanics in more Detail 310
13.3 Gamification of Simulations and Simulation Games 311
13.3.1 Towards a Definition 311
13.3.2 Educational Simulation Games 313
13.3.2.1 Analyzing Successful Examples 313
13.3.2.2 Educational Simulation Game Design 314
13.3.3 Educational Gamified Simulations 314
13.3.3.1 Analyzing Successful Examples 314
13.3.3.2 Educational Gamified Simulation Design 315
13.3.4 Analyzing Design Characteristics of Gamified Simulations 315
13.4 Design Principles for Educational Gamified Simulations 316
13.4.1 Design Elements 316
13.4.2 Design Process 317
13.4.3 Gamification Strategies 318
13.4.3.1 Integrate Game Elements into the Existing Simulation 319
13.4.3.2 Build a Gamification Framework Around the Existing Simulation 319
13.5 Case Study: Gamified TEALsim 320
13.5.1 Integrate Game Elements into the Existing Simulation 320
13.5.2 Build a gamification framework around the existing simulation 322
13.6 Conclusions 323
References 323
Chapter 14: From Market Place to Collusion Detection: Case Studies of Gamification in Education 326
14.1 Introduction 326
14.2 Case Studies 328
14.2.1 Case Study One: Peer Tutoring (The Price of Helps) 328
14.2.1.1 Discussion 330
14.2.2 Case Study Two: Pairwise Competition on Programming Tasks 331
14.2.3 Case Study Three: Fair Grouping Issue 333
14.2.4 Case Study Four: Simulated Market (An Outsourcing Game) 334
14.2.5 Case Study Five: Preventing Cheating (Sharing Answers) During Exams 335
14.3 Discussions 336
14.4 Concluding Remarks and Future Studies 337
References 338
Chapter 15: Physical Skills and Digital Gaming: The Relationship between Basketball and an Augmented Reality Adaption 340
15.1 Introduction 340
15.2 Transferability between real and digital worlds 341
15.3 Transfer effects, transfer layers and forms of transfer 343
15.4 Theories of schemes as explanatory models for (sport motoric) transfers 345
15.5 Transfer and transformation 347
15.6 Intermondial transfer by the example of basketball 349
15.6.1 Experimental Setup 353
15.6.2 Results 354
15.7 Summary and Outlook 358
References 359
Additional Reading Section 362
Chapter 16: Storytelling to Immersive Learners in an Authentic Virtual Training Environment 363
16.1 Introduction 363
16.2 Realism and Authenticity 365
16.2.1 Realism Through Technology 366
16.2.2 Authentic Assessment in nDiVE 366
16.3 Integration of Gamification Mechanics 367
16.3.1 Ghost Images and Rewind 368
16.3.2 Time and Space Controls 368
16.3.3 Save Points and Multiple Lives 369
16.4 An Interactive Story 369
16.4.1 Nonlinear Narratives in Unrestricted Learning Spaces 369
16.4.2 The Gamified Nudge 370
16.5 Future Developments in nDiVE 373
16.6 Conclusions 375
References 375
Chapter 17: Shaping Behaviours Through Space and Place in Gamified Virtual Learning Environments 378
17.1 Introduction 378
17.2 Literature Review 379
17.2.1 Gamification 379
17.2.2 Structure of Collaborative Virtual Space 380
17.2.3 Policy 380
17.3 Case Study 381
17.3.1 The Critical Incident 382
17.3.2 Data Sources 383
17.3.3 The Drunken Avatar Encounter 383
17.3.3.1 Timeline 383
17.3.4 Perceptions and Reality 384
17.4 Gamification Elements in the 2D and 3D Collaborative Virtual Environments 385
17.4.1 Reflections on the Incident 385
17.5 Reconceptualising Virtual Environments 389
17.5.1 Creating a Team Place 389
17.5.2 Behaviour-Mapping Model for Space and Place Incorporating Aspects of Policies and Gamification 391
17.5.2.1 The Individual Place 391
17.5.2.2 The Sphere of Space 392
17.5.2.3 The Sphere of Place 392
17.5.2.4 The Policy Dimension 393
Orientation Policy 393
Location Specific Policy 393
More Considerations Supporting Adherence to Policy 395
Further Mediating Roles 395
Technical Support for Compensating Policy Dimension 395
17.5.2.5 The Gamification Dimension 396
A Meaningful Gamification Design 396
The Dark Side of Gamification 398
17.6 Conclusion 398
References 399
Chapter 18: The Development and Assessment of a Team-­Based Management Game 402
18.1 Introduction 402
18.2 Learning Theory and Experiential Learning Models 404
18.3 Preliminary Surveys of Games of the TBMR Genre 407
18.3.1 Hypermarket Game 407
18.3.2 Software Stores Control 407
18.3.3 Xing Game 408
18.4 The SGIBS Game Design and Development Process 408
18.4.1 Feedback 411
18.5 The SGIBS Game: Characteristics and Features 412
18.6 The Game Development Process 413
18.6.1 The Decision Input Mechanism 413
18.6.2 Progression Through the Game Session: A Snapshot 416
18.6.3 Decision Tracking Features 419
18.7 The SGIBS Game Assessment Trials 422
18.7.1 Results of Test Measurements and Perception Surveys 422
18.7.2 Survey of Students’ Perception of Game Value 423
18.7.3 Synthesis of Game Design with Reference to Suggested Models and Frameworks 425
18.7.3.1 de Freitas et al. (2009) 4-D Framework 425
18.7.3.2 The Keller (1984) Four Step ARCS Model 426
18.7.3.3 The Four Types of Participants Suggested by Schwan (2006) 427
18.8 Conclusions 427
18.9 Future Developments 428
References 429
Chapter 19: Gamification in Virtual Worlds for Learning: A Case Study of PIERSiM for Business Education 431
19.1 Introduction 431
19.2 Gamification 432
19.3 Gamification of Education 433
19.4 Virtual Worlds and Gaming 435
19.5 A Case Study: PierSim 435
19.5.1 Why PierSim? What’s Wrong With Business Education? 435
19.5.2 What is PierSim 437
19.5.3 Sample 440
19.6 Results 440
19.6.1 Descriptive Statistics 441
19.7 Teach About Business 441
19.8 Interpretation 443
19.9 Conclusion 444
19.10 Appendix: Questionnaire 445
References 446
Chapter 20: Theoretical Considerations for Game-Based e-Learning Analytics 448
20.1 Introduction 448
20.2 Big Data and Complexity Science 449
20.3 Data from Game-Based and Gamified e-Learning 452
20.4 Atomistic Data Challenges 453
20.5 Holistic Data Challenges 456
20.6 Summary 459
References 460
Chapter 21: Critical Perspective on Gamification in Education 462
21.1 Introduction 462
21.2 Basics of Learning 463
21.3 Technology 463
21.4 Educational Change and Technology 464
21.5 Gaming 465
21.6 Scholarship of Teaching and Learning 467
21.7 Conclusion and Future Directions 470
References 472
Chapter 22: Implementing Gamification: Requirements and Gamification Platforms 476
22.1 Introduction 476
22.2 The Gamification Process 477
22.2.1 Business Modeling 478
22.2.2 Requirements 479
22.2.3 Design 479
22.2.4 Provisioning 480
22.2.5 Implementation 481
22.2.6 Test 481
22.2.7 Deployment 481
22.2.8 Monitoring 481
22.3 Requirements 482
22.3.1 General Gamification Requirements 482
22.3.1.1 Basic Concepts (L1) 482
22.3.1.2 Gamification Rules (L2) 483
22.3.2 Functional Requirements 485
22.3.3 Non-Functional Requirements 486
22.4 Gamification Solutions 486
22.4.1 Achievement Systems 487
22.4.2 Integrated Solutions 488
22.4.3 Generic Gamification Platforms 489
22.4.4 Others 491
22.5 Requirements Mapping 491
22.6 Application 493
22.7 Summary 494
References 494
Chapter 23: Workplace Psychology and Gamification: Theory and Application 496
23.1 Theory and Definitions 496
23.1.1 Engagement in the Workplace 497
23.1.1.1 The Job Demand-Resource Model 498
23.1.1.2 Psychological Capital and Positive Emotions 501
23.1.2 Engagement in Games 501
23.1.2.1 Mastery 502
23.1.2.2 Positive Emotions and Personal Resources 502
23.1.2.3 Social Components 502
23.1.2.4 Purpose 503
23.2 Research Model 503
23.3 Application 506
23.3.1 Use Case 506
23.3.2 Evaluation Results 508
23.4 Summary and Outlook 510
23.5 Appendix 1: Model Estimations 511
23.6 Appendix 2: Questionnaire Items 512
References 513
Chapter 24: The Gamification as a Resourceful Tool to Improve Work Performance 517
24.1 Introduction 517
24.2 How Gamification Works 519
24.3 Gamification’s Technical Limitations 520
24.4 Gamification’s Solution to Business and Technical Problems 521
24.4.1 Marketing 521
24.4.2 Community 522
24.4.3 Sales 523
24.4.4 Support 523
24.4.5 Product 524
24.4.6 HR/Learning 524
24.5 The Limitations of Gamification: Problems, Implications, and Managerial Caveats 525
24.6 Assessment of Gamification’s Success 526
24.7 Conclusion 527
References 529
Chapter 25: Gamification in the Enterprise: Differences from Consumer Market, Implications, and a Method to Manage Them 533
25.1 Introduction 533
25.1.1 The Notion of Games 534
25.1.2 Game Mechanics 536
25.1.3 Levels of Gamification 536
25.1.4 Areas of Application in Consumer and Enterprise Markets 537
25.1.5 Why Gamification in the Enterprise is Different to Consumer-Focused Gamification? 537
25.1.6 Next Sections 538
25.2 Differentiating Gamification in the Consumer and Enterprise Market 538
25.2.1 Discussion of the Differences 541
25.2.1.1 Purpose of Gamification 541
25.2.1.2 Reasons for Engagement 541
25.2.1.3 Design of Gamified Environment 541
25.2.1.4 Creative Freedom 542
25.2.1.5 Factors of Motivation 542
25.2.1.6 Impact of Failure 542
25.2.1.7 Design of the Work 542
25.2.1.8 Conflict of Interest 543
25.3 Leveraging Theories and Research in Existing Areas for Gamification 543
25.3.1 Motivation 543
25.3.2 Persuasion 545
25.3.3 Engagement 546
25.4 A Framework for Gamification in the Enterprise 547
25.4.1 Need for the Framework 547
25.4.1.1 Set the Goals and Objectives 547
25.4.1.2 Understand the Challenges in Attaining the Set Objectives 549
25.4.1.3 Analyze the Factors for Motivation and Management of Challenges 549
25.4.1.4 Designing Gamified System 550
25.4.1.5 Measure and Improve 551
25.4.1.6 Engagement Boosters 551
25.5 Case Studies 551
25.5.1 Sustainable Innovation Program 551
25.5.2 Experiential Learning Program 553
25.5.2.1 Learning 553
25.6 Conclusion 554
References 554
Chapter 26: Designing Gamification to Guide Competitive and Cooperative Behavior in Teamwork 556
26.1 Introduction 556
26.2 Goals, Conflicts, and Behavior in Non-game Teamwork 558
26.2.1 Goals and Task Design 559
26.2.2 Conflict Management 560
26.2.3 Compete or Cooperate 560
26.3 Gamification and the Persuasive Game Design Model 562
26.3.1 Gamification 562
26.3.2 The Persuasive Game Design Model 563
26.4 Game Design Elements: Rules and Goals 564
26.5 A Framework for the Gamification of Teamwork Situations 566
26.5.1 Game Goals 568
26.5.2 Interaction Design 568
26.5.3 User Characteristics and User Experience 569
26.5.4 Applying the Framework 570
26.6 Illustrative Design Cases 571
26.6.1 Leadership game RANJ 571
26.6.2 Red Team Game 571
26.7 Future Research on Transfer Effects 572
26.7.1 Direct Effects 572
26.7.2 Transfer Effects 573
26.8 Conclusion 573
References 574
Chapter 27: Gamification and Law 577
27.1 General Information About This Chapter and Introduction 577
27.2 Laws and Regulations, Selected Cases and Best Practices 580
27.3 Civil Law: Contract Law (Terms of Service) 580
27.3.1 Bragg vs. Linden Lab 581
27.3.2 Peter Ludlow vs. Electronic Arts 583
27.4 Civil Law: Liability and Measurability 584
27.5 Copyright Law 585
27.5.1 Betamax Case 586
27.6 Unfair Competition and Consumer Protection Law 589
27.6.1 Example: Picknplay 590
27.7 Conclusion and Final Remarks 591
References 594
Chapter 28: How to Avoid the Dark Side of Gamification: Ten Business Scenarios and Their Unintended Consequences 595
28.1 Introduction 595
28.2 Recruitment 596
28.2.1 Scenario One 596
28.2.1.1 Potential Problems 596
28.2.2 Scenario Two 597
28.2.2.1 Potential Problems 598
28.2.3 Scenario Three 599
28.2.3.1 Potential Problems 599
28.3 Onboarding 600
28.3.1 Scenario Four 600
28.3.1.1 Potential Problems 600
28.3.2 Scenario Five 601
28.3.2.1 Potential Problems 602
28.4 Training 602
28.4.1 Scenario Six 602
28.4.1.1 Potential Problems 603
28.4.2 Scenario Seven 603
28.4.2.1 Potential Problems 604
28.5 Performance 604
28.5.1 Scenario Eight 604
28.5.1.1 Potential Problems 604
28.5.2 Scenario Nine 605
28.5.2.1 Potential Problems 605
28.5.3 Scenario Ten 606
28.5.3.1 Potential Problems 606
28.6 Conclusions 607
References 608
Chapter 29: Gamification of Survey Research: Empirical Results from Gamifying a Conjoint Experiment 611
29.1 Introduction 611
29.1.1 Background and Motivation 611
29.1.2 Application of Gamification 612
29.1.3 Gamification of Work 613
29.1.4 Gamification of Surveys 613
29.1.5 Respondent Engagement in Survey Research 614
29.1.6 Conjoint Experiments 615
29.2 Methodology 616
29.2.1 Conjoint Experiment Design 616
29.2.2 Measurement of Engagement 616
29.2.3 Applicability of Gamification to Conjoint Analysis 617
29.2.4 Experimental Design 618
29.2.5 Effect of the Game Setting on Engagement 619
29.2.6 Additional Motivating Factors 620
29.3 Description of Game Versions 620
29.3.1 Version 1.0: Simple Choice Sets 620
29.3.2 Version 2.1: Salesperson: No Correct Answers 621
29.3.3 Version 2.2: Salesperson: With Correct Answers 621
29.3.4 Version 3: Monsters: With Correct Answers 621
29.4 Experimental Results 623
29.4.1 The Research Setting 623
29.4.2 Drop-Off Rate 624
29.4.3 Time Taken 624
29.4.4 Self-Reported Engagement 625
29.4.5 Number of Choice Tasks Completed 627
29.4.6 Minimum Efforts 628
29.4.7 Reliability of Results 628
29.5 Summary and Conclusions 629
References 631
Chapter 30: Project Knowledge Management While Simply Playing! Gaming Mechanics in Project Knowledge Management Systems 634
30.1 Motivation or Why Gamification is Needed in Project Knowledge Management 634
30.2 Research on Gamification 636
30.2.1 Definition 637
30.2.2 Realization of Gamification 637
30.2.3 Design and Implementation 639
30.2.4 Effects and Influencing Factors of Gamification 640
30.3 Gamification in Project Knowledge Management 642
30.3.1 Issues of Knowledge Management in Companies 643
30.3.2 Design of a Project Knowledge Management System 644
30.3.2.1 Requirements and Design of our Project KMS 645
30.3.2.2 Design Choices from a Gamification Perspective 647
30.4 Conclusion 652
References 652
Chapter 31: How Gamification Can Help Companies to Become More Sustainable: A Case Study on Ride Sharing 656
31.1 Introduction 656
31.2 Gamification Framework 657
31.3 Applied Gamification: Gamifying Ride Sharing for Better Sustainability 658
31.3.1 Define Business Objectives 659
31.3.2 Delineate Target Behaviors 661
31.3.3 Describe Your Players 662
31.3.4 Devise Activity Cycles 665
31.3.5 Don’t Forget About the Fun 666
31.3.6 Deploy Appropriate Tools 668
31.4 Creating the Narrative: The Personification of Anti-Objectives 669
31.5 Building the Relationships: Getting Cooperation into Motion 671
31.6 Making Progress: Green Feedback, Skill Unlocking, Gifting 673
31.7 Selecting the Ride: Joyfully and Autonomously Picking the Driver 674
31.8 Discussion 674
31.9 Summary 675
References 676
Chapter 32: Gamification-supported Exploration and Practicing for Automotive User Interfaces and Vehicle Functions 678
32.1 Introduction 678
32.1.1 Motivation 678
32.1.2 Contribution 679
32.1.3 Chapter Overview 680
32.2 Elements and Mechanics of Gamification 680
32.3 Gamification in the Automotive Domain 681
32.3.1 Gamified Automotive Applications outside Vehicles 681
32.3.1.1 Automotive Marketing with Gamified Applications 681
32.3.1.2 Gamified Speed Monitoring Applications 682
32.3.2 Gamified Automotive Applications in Vehicles 683
32.3.2.1 Navigation and Efficient Driving 683
32.3.2.2 Safe Driving 683
32.3.2.3 Eco-Driving 684
32.4 Gamified Learning and Exploration 685
32.4.1 Gamified Learning 685
32.4.2 Gamified Tutorials, Training and Exploration 685
32.5 Potential Limitations and Challenges of Gamification 687
32.6 Gamification-Based Framework for Automotive User Interface Training 688
32.6.1 Purpose of the Framework 688
32.6.2 General Functionality 688
32.6.3 Sample Scenarios for the Gamified Automotive Training Framework 689
32.6.3.1 Interactive Tutorial for Car Buyers 689
32.6.3.2 Guidance for Rental Car and Car Sharing Users 691
32.7 Evaluation of the Offline Mode Prototype 692
32.7.1 Evaluation Setting and Methodology 692
32.7.1.1 Tasks 692
32.7.1.2 Participants 693
32.7.2 Results 694
32.7.2.1 Results of Driving Experiment 694
32.7.2.2 Results related to the Mobile Application 696
32.7.3 Discussion 696
32.7.3.1 Influence of Gamification on the Training Motivation (RQ1) 696
32.7.3.2 Influence of Gamification on the Driving Performance (RQ2) 696
32.7.3.3 Influence of Gamification on Recommendations (RQ3) 697
32.7.3.4 Negative Aspects of Gamification (RQ4) 697
32.8 Towards Guidelines for Gamification in the Automotive Domain 698
32.9 Conclusion and Future Work 699
References 700
Chapter 33: Application of Game Thinking and Game Elements in New Joiner Induction and On-Boarding Process 703
33.1 Preface 703
33.2 The Game 704
33.3 Induction and On-Boarding 705
33.4 The Team 706
33.5 Approach 706
33.6 Business Need 706
33.7 Design and Develop 707
33.8 Pilot-Run 709
33.9 Game Day 710
33.10 Learning and Next Steps 710
33.11 Participant Feedback 711
Chapter 34: Gamification: The Measurement of Benefits 712
34.1 Overview 712
34.2 Measurement Construct 712
34.3 Goal Setting 713
34.4 Exercise 713
34.5 Establishing KPIs 714
34.6 KPIs by Business Environment 714
34.7 Using the Right Data to Get the Metrics 717
34.8 Data Considerations: Categorizations 718
34.8.1 Action Naming Convention 718
34.8.2 Segmentation 718
34.8.3 Contextual Tags and Metadata 719
34.8.4 Verifying the Measurement Plan: Silent Tracking 719
34.9 Analysis 721
34.10 Conclusion 725
34.11 Appendix: Measurement and Learning Plan 726
Reference 727
Index 728

Produkt-Details

• Erscheint lt. Verlag: 22.11.2014
• Zusatzinfo: LIV, 710 p. 189 illus., 106 illus. in color.
• Verlagsort: Cham
• Sprache: englisch
• Themenwelt: Geisteswissenschaften
• Themenwelt: Mathematik / Informatik ► Mathematik ► Wahrscheinlichkeit / Kombinatorik
• Themenwelt: Sozialwissenschaften ► Pädagogik
• Themenwelt: Technik
• Themenwelt: Wirtschaft ► Allgemeines / Lexika
• Themenwelt: Wirtschaft ► Volkswirtschaftslehre
• Schlagworte: Adaptive Systems • Complex Systems • Education • Forecasting • Game Theory • Gamification
• ISBN-10: 3-319-10208-7 / 3319102087
• ISBN-13: 978-3-319-10208-5 / 9783319102085