A Research Agenda for the Why, What, and How of Gamification Designs: Outcomes of an ECIS 2019 Panel

Schöbel, Sofia; Janson, Andreas; Jahn, Katharina; Kordyaka, Bastian; Turetken, Ozgur; Djafarova, Naza; Saqr, Mohammed; Wu, Dezhi; Söllner, Matthias; Adam, Martin; Gad, Povl Heiberg; Wesseloh, Henrik; Leimeister, J. M.

doi:10.17705/1cais.04630

Cited by 29 publications

(18 citation statements)

References 39 publications

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“…Game elements are adopted to provide real-life situations of work through gamification-based training program (York & deHaan, 2018). Gamification-based training programs are aligned to strategic objectives with the purpose of achieving organizational goals (Schöbel et al, 2020). Research reveals that gamified training programs provide a unique ecosystem of learning that creates interest among the learners and increases their engagement with the content (Landers & Armstrong, 2017; Coull et al, 2017; Pereira, Oliveira, Vieira, Lima, & Paes, 2018).…”

Section: Introductionmentioning

confidence: 99%

An empirical study on the impact of learning theory on gamification-based training programs

Kulkarni¹,

Gokhale²,

Satish

et al. 2022

OMJ

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Purpose This study aims to investigate gamification-based training program through the lens of self-determination theory and in the context of corporate training programs. It integrates the self-determination theory, game elements and learning outcomes in gamified training programs to derive insights. Design/methodology/approach Data is sourced from software development companies operating in the city of Bangalore in India. It applies the partial least square structural equation modeling to investigate the relationship between the self-determination learning theory and game elements and the impact it has on learning outcomes. Findings As a precursor to the development of a game-like learning ecosystem, the authors study the perception of trainers and human resource managers toward game-based training programs in the organization. The authors find that game-based learning makes training more engaging, immersive and contextual for the learners. Research limitations/implications The study is based on a specific sector, i.e. software development companies, and so the results may lack in generalizability. Future research, therefore, may consider other industrial sectors such as manufacturing, banking and telecom to understand the relationship between the constructs. Practical implications This study provides insights for the trainers, human resource managers and academicians on the effectiveness of gamification-based training programs. It also provides information on how the learning theory can be leveraged to understand gamification-based training programs. Social implications This work fulfills an identified need of the training industry to understand new methods of training with an aim to improve the learning outcomes among the learners. Originality/value This study provides a deep understanding on the effectiveness of training tools such as gamified training programs in enhancing and improving the learning outcomes among the learners.

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Section: Introductionmentioning

confidence: 99%

An empirical study on the impact of learning theory on gamification-based training programs

Kulkarni¹,

Gokhale²,

Satish

et al. 2022

OMJ

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“…Gamification may be defined as "the application of game design features in non-gaming contexts" (Deterding et al, 2011;Schobel et al, 2020;Zimmerling et al, 2019) that could be applied in a variety of fields, including education and learning, health, and science (Ahn & Dabbish, 2004). According to Kapp (2012), gamification in education uses game-based techniques, visuals, and game judgment to involve people, inspire action, improve learning, and assist in overcoming any obstacles and problems.…”

Section: Literature Review Gamificationmentioning

confidence: 99%

Students’ Acceptance of Gamification in Education: The Moderating Effect of Gender in Malaysia

Tamrin¹,

Latip²,

Latip³

et al. 2022

IJARBSS

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Learning through gamification has been one of the most popular techniques and methods used by today's educators because it creates a fun environment of learning that may boost student performance in their studies. This study aims to investigate gamification acceptance among students in Malaysian higher education institutions, and the moderating effect of gender. The COVID-19 outbreak has made online learning essential in all educational sector in the world; hence, the motivation for this study. The study involved a representative sample of 406 survey responses from students currently enrolled in a diploma programme at Malaysian universities. The data were analysed with Structural Equation Modelling (SEM). According to the results, only one factor substantially influenced students' acceptance of gamification: performance expectancy. Gender had a moderating effect on performance expectancy regarding the acceptance of gamification. The findings may be a guideline for future studies in response to changes in the existing learning approach.

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“…Gamification refers to the design of systems, services, and processes to provide positive and engaging experiences like the engaging experiences provided by games, commonly with the aim of motivating beneficial behaviors (Hamari, 2019;Landers et al, 2018). The scientific definition of gamification is defined as the process of applying elements of the game to contexts outside the game (Ding et al, 2018;Domínguez et al, 2013;Schöbel et al, 2020;Zimmerling et al, 2019). The elements of the game most adopted in various fields of study are levels, points, badges, leaderboards, and avatars (Barata et al, 2017).…”

Section: Gamificationmentioning

confidence: 99%

Can Gamification Help in Increasing Motivation, Engagement, and Satisfaction? A gamified experience in teaching CS to students from other disciplines

2022

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The digital revolution is causing the new generations to demand new ways of learning. Motivating students is one crucial element of the learning-teaching process to achieve students’ learning, which is the main objective of education. Using typical gaming elements in non-game environments, gamification transforms the learning process into a more motivating and enjoyable experience. Therefore, gamification offers adequate solutions for the educational needs of the new generation of students. Although most studies have found benefits from gamification, the results have not been encouraging in some cases. Several review studies suggest that more empirical studies are needed to investigate the motivating effects of using gamification in different educational settings and for specific student types. This study wants to answer whether using the proposed gamification design affects motivation, engagement, and satisfaction in teaching computer science to university students from other disciplinary areas such as journalism and audiovisual communication. The experiment consists of a gamified experience in a virtual classroom in Moodle for four weeks on general computer science content. A control group and a test group were used. The difference between the two was the use of gamified elements (points, badges, levels, task unlocking...). From the data obtained in this study, no significant differences were found in motivation and satisfaction between the different groups or the different methodologies. Our results demonstrate a specific positive correlation between engagement, motivation, and satisfaction. It is worth noting the positive values obtained in this type of course among all the students who were part of this experience and methodology.

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A Research Agenda for the Why, What, and How of Gamification Designs: Outcomes of an ECIS 2019 Panel

Cited by 29 publications

References 39 publications

An empirical study on the impact of learning theory on gamification-based training programs

An empirical study on the impact of learning theory on gamification-based training programs

Students’ Acceptance of Gamification in Education: The Moderating Effect of Gender in Malaysia

Can Gamification Help in Increasing Motivation, Engagement, and Satisfaction? A gamified experience in teaching CS to students from other disciplines

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