GradeCraft

Holman, Caitlin; Aguilar, Stephen J.; Fishman, Barry J.

doi:10.1145/2460296.2460350

Cited by 46 publications

(7 citation statements)

References 5 publications

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“…Economic meaning that the outcome is closely related to concept that benefit economic or organizational performance, purchasing being one of them [14,44], but also concepts that are closely approximate to the economic performance, brand equity, brand love or brand attitude [10,45,53] or some tourism research that includes experiences and brand awareness [98]. Cognitive and emotional performances are more specifically mental performances, in terms of knowledge, learning and attitudes [11,72,74], or anxiety reduction [99,107]. It must be noted that these outcomes differ in relation to psychological mediators, as these are crucial for stimulating subsequent outcomes and that these intermediaries are closely linked to gamification mechanics and their effect on people.…”

Section: Discussionmentioning

confidence: 99%

An interdisciplinary perspective on gamification: Mechanics, psychological mediators and outcomes

Helmefalk

2019

IJSG

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As gamification literature has matured, the gap between how different domains apply the theory has widened. This has positioned gamification as being more dependent on context, rather than being an independent theory per se. To address this notion, three concepts are identified as being central for how a gamificator, the one responsible for gamifying, gamifies a process. These are mechanics, mental mediators and desired outcomes. Following this logic, a review was conducted using 77 (n) articles across seven disciplines, namely health and wellness, crowdsourcing, sustainability, computer science, software development, business, and tourism. The findings highlighted potentially causal and correlational relationships between several concepts when gamifying a situation, context, service or/and process. This research presents an alternative and uniform perspective on the broad gamification research to better understand how gamification functions and can be employed to impact various outcomes. Furthermore, this research contributes to this rather eclectic domain, presenting a more categorized view in showing domain-specific mechanics and how these can be employed for empirical testing. Lastly, the conceptual model can be modified, employed and adjusted to investigate various effects of gamification on outcomes.

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Section: Discussionmentioning

confidence: 99%

An interdisciplinary perspective on gamification: Mechanics, psychological mediators and outcomes

Helmefalk

2019

IJSG

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“…Individuals can make their own decisions and learn inductively (Prince & Felder, 2006), strengthening enthusiasm and competitiveness through creativity and innovation (Prince, 2004;Caponetto et al, 2014). It is then expected to contribute to behavior change in the future (Holman et al, 2013). In line with the study of entrepreneurship, this is a framework for analysis to show that this effect is present and is expected to answer the challenges of the middle-income trap with a gamification strategy model that results in changes in entrepreneurial behavior in psychological effects and entrepreneurial motivation.…”

mentioning

confidence: 83%

Gamification Model as a Business Strategy for MSMEs in Indonesia

Saputra

Rahmatia

2021

JASF

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Gamification is a game design in a non-game context that can be applied to the Micro, Small, and Medium Enterprises (MSMEs) business. This study aims to see how the role of gamification can be a model in MSMEs business activities and performance. The sample is 13 of 34 MSMEs business managed by students at the Provincial level in Indonesia who are student representatives at the Branch Leaders, Branch Managers, and Regional Leaders in a hierarchical structure. First, the root of the problem is viewed from secondary data through theoretical studies (literature reviews, reports, and reputable media data) and observations of empirical aspects (observation and interviews). In the next stage, the data is processed using the Nvivo 12 application with coding similarity analysis. Then the results of the study are used as a reference and conclusions through the data obtained. Based on the analysis results, the study agenda was prepared to answer the challenge of demographic bonuses and the middle-income trap on the contribution of MSMEs in facing changes in the economic order in the new normal era. The implication is to become a business model for MSMEs in overcoming human capital problems by encouraging creative and innovative attitudes and traits. Furthermore, the application of gamification as a business strategy shows an interconnected and supportive soul as a solution with an impact on behavior change, motivation, and psychological effects of entrepreneurship. Thus, users, such as managers, employees, dan customers, to be involved in the selling process through gamification.

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“…Students were instructed on the first day of class to plan out their semester using a “GradePredictor” tool in GradeCraft, a web-based learning management system (Holman, Aguilar, & Fishman, 2013). The students were reminded to update their projections following each exam.…”

Section: Methodsmentioning

confidence: 99%

Increasing Student Engagement Within the Core Nutritional Sciences Curriculum: A Gameful Learning Approach

Bridges

Hisamatsu

Anderson

2018

Pedagogy in Health Promotion

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Innovative learning strategies are constantly developed to increase student engagement and application of course content to improve learning outcomes. Gameful Learning pedagogy is one such strategy that builds students’ intrinsic motivation, confidence, and engagement to course material by allowing them to choose from a menu of optional assignments to earn points toward a grade. Little is known about student perceptions and outcomes from applying this pedagogy to dietetics and nutritional sciences graduate-level curricula. This article describes the implementation of Gameful Learning to an Accreditation Council for Education in Nutrition and Dietetics–accredited nutritional sciences graduate degree course and evaluates student perceptions and outcomes. Two student cohorts from 2016 (pre–Gameful Learning) and 2017 (implementation of Gameful Learning) who were enrolled in a nutritional sciences graduate-level course were compared. Student teaching evaluations were compared across cohorts. Specific items measuring student perceptions of fairness, knowledge gained, and workload were analyzed. Mann–Whitney nonparametric tests compared groups and Spearman’s rank correlation coefficient measured associations. There was a positive correlation between total points and optional points (Pearson’s r = 0.513, p = .0001). There was an overall increased perception toward the excellence of the course (3.82 to 4.13; 5-point Likert-type scale), improved sense of fairness (3.79 to 4.17; p = .036), and increased perception of workload (2.35 to 2.20; where 1 student indicated more work and 5 indicated less work). Although challenges in workload exist, Gameful Learning strategies aid in improving student outcomes and perceptions of course material by facilitating student autonomy and engagement with course content.

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GradeCraft

Cited by 46 publications

References 5 publications

An interdisciplinary perspective on gamification: Mechanics, psychological mediators and outcomes

An interdisciplinary perspective on gamification: Mechanics, psychological mediators and outcomes

Gamification Model as a Business Strategy for MSMEs in Indonesia

Increasing Student Engagement Within the Core Nutritional Sciences Curriculum: A Gameful Learning Approach

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