Is it all a game? Understanding the principles of gamification

Robson, Karen; Plangger, Kirk; Kietzmann, Jan; McCarthy, Ian P.; Pitt, Leyland

doi:10.1016/j.bushor.2015.03.006

Cited by 633 publications

(555 citation statements)

References 12 publications

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“…Future research could focus on the optimal communication of the automated driving system's status and intentions in an informative way without being distractive or annoying. It may furthermore be possible to implement a gamification approach and to apply typical game-design elements for the purpose of forming behavior (Robson, Plangger, Kietzmann, McCarthy, & Pitt, 2015).…”

Section: Practical Application and Future Workmentioning

confidence: 99%

Introduction matters: Manipulating trust in automation and reliance in automated driving

2018

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Trust in automation is a key determinant for the adoption of automated systems and their appropriate use. Therefore, it constitutes an essential research area for the introduction of automated vehicles to road traffic. In this study, we investigated the influence of trust promoting (Trust promoted group) and trust lowering (Trust lowered group) introductory information on reported trust, reliance behavior and takeover performance. Forty participants encountered three situations in a 17-minute highway drive in a conditionally automated vehicle (SAE Level 3). Situation 1 and Situation 3 were non-critical situations where a take-over was optional. Situation 2 represented a critical situation where a take-over was necessary to avoid a collision. A non-driving-related task (NDRT) was presented between the situations to record the allocation of visual attention. Participants reporting a higher trust level spent less time looking at the road or instrument cluster and more time looking at the NDRT. The manipulation of introductory information resulted in medium differences in reported trust and influenced participants' reliance behavior. Participants of the Trust promoted group looked less at the road or instrument cluster and more at the NDRT. The odds of participants of the Trust promoted group to overrule the automated driving system in the non-critical situations were 3.65 times (Situation 1) to 5 times (Situation 3) higher. In Situation 2, the Trust promoted group's mean take-over time was extended by 1154 ms and the mean minimum time-to-collision was 933 ms shorter. Six participants from the Trust promoted group compared to no participant of the Trust lowered group collided with the obstacle. The results demonstrate that the individual trust level influences how much drivers monitor the environment while performing an NDRT. Introductory information influences this trust level, reliance on an automated driving system, and if a critical take-over situation can be successfully solved.

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Section: Practical Application and Future Workmentioning

confidence: 99%

Introduction matters: Manipulating trust in automation and reliance in automated driving

2018

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“…Similarly, another definition was provided by (Huotari & Hamari, 2011, p. 2); in this case gamification can be understood as 'a form of service packaging where a core service is enhanced by a rules-based service system that provides feedback and interaction mechanisms to the user with an aim to facilitate and support the users' overall value creation'. In the practice, Robson, Plangger, Kietzmann, McCarthy & Pitt (2015) suggested a model of gamification that contains three items: mechanics, dynamics and emotions (see Figure 2). The first item in this model concerns mechanics: it represents the objectives, rules, setting, context, interactions, and boundaries within the game, driving the action forward and generating engagement (Werbach & Hunter, 2012).…”

Section: Methodsmentioning

confidence: 99%

“…• Sensation: Game as sense-pleasure • Fantasy: Game as make-believe • Narrative: Game as drama • Challenge: Game as obstacle course • Fellowship: Game as social framework • Discovery: Game as uncharted territory • Expression: Game as self-discovery • Submission: Game as pastime In addition to the process of gamification introduced by Robson et al (2015), there are other elements that should be considered when designing serious games. These items provide the necessary educational items in serious videogames.…”

Section: Methodsmentioning

confidence: 99%

“…This motivates students to continue playing and learning until they win or fulfill the purpose of the game. In sum, this section has introduced the steps for gamification following Butler (2016), Malone (1981), and Robson et al (2015), among other authors as well as the principles of CLIL and the theories to integrate content and language (Cenoz, 2015;Coyle, 2005;Marsh, 2002). Having considered these ideas, this article focuses on the development of a possible model for the gamification of subjects and their materials in which content and language are integrated.…”

Section: Methodsmentioning

confidence: 99%

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Gamifying Content and Language Integrated Learning with Serious Videogames

Pitarch

2017

JLE

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New methods and approaches focusing on foreign language teaching are continuously being developed and applied in the classroom at different educational levels. The interest in raising learners' competences in foreign languages has been a fact in the last few decades. In this sense, approaches integrating the learning of non-linguistic content through a vehicular language that is not the learners' mother tongue have been widely used around the world. However, it seems that some benefits of those approaches integrating language and content could be further strengthened if the time of exposure to content and language was higher and if students were highly motivated to learn. To this purpose, this article suggests that serious videogames could be a suitable tool to provide learners with further teaching support and increase their motivation in a playful context and introduces a model that aims at gamifying and integrating content and language learning through serious videogames.

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“…Α commonly stated objective behind using gamification is to encourage behaviour change, in the form of increased participation, improved performance, or greater compliance (Seaborn and Fels, 2015). At the same time, gamification in a work environment can focus on business processes, or outcomes, involving participants, or players, both from outside and/or inside a firm, to improve employee satisfaction (Robson et al, 2015). When organizational goals are aligned with participants' goals, organizations can achieve their goals as a consequence of players achieving their goals, and employees can become fully engaged with new company initiatives (Dale, 2014).…”

Section: Gamification For Energy Efficiency Purposesmentioning

confidence: 99%