Negative effects of gamification in education software: Systematic mapping and practitioner perceptions

Almeida, Cláuvin; Kalinowski, Marcos; Uchôa, Anderson; Feijó, Bruno

doi:10.1016/j.infsof.2022.107142

Cited by 18 publications

(3 citation statements)

References 76 publications

(102 reference statements)

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“…In contrast to prior work, our approach differs as gamification is integrated into the development process via CI, and it uses different gamification elements. However, gamification elements do not universally resolve the lack of motivation; a recent systematic mapping study identified negative effects such as lack of motivation and effectiveness in some cases [1]. In our study, such effects mainly occurred when there were technical issues with Gamekins.…”

Section: Related Workmentioning

confidence: 53%

Gamekins: Gamifying Software Testing in Jenkins

Straubinger,

Fraser

2022

2022 IEEE/ACM 44th International Conference on Software Engineering: Companion Proceedings (ICSE-Companion)

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Testing plays a crucial role in software development, and it is essential for software engineering students to receive proper testing education. However, motivating students to write tests and use automated testing during software development can be challenging. To address this issue and enhance student engagement in testing when they write code, we propose to incentivize students to test more by gamifying continuous integration. For this we use Gamekins, a tool that is seamlessly integrated into the Jenkins continuous integration platform and uses game elements based on commits to the source code repository: Developers can earn points by completing test challenges and quests generated by Gamekins, compete with other developers or teams on a leaderboard, and receive achievements for their test-related accomplishments. In this paper, we present our integration of Gamekins into an undergraduate-level course on software testing. We observe a correlation between how students test their code and their use of Gamekins, as well as a significant improvement in the accuracy of their results compared to a previous iteration of the course without gamification. As a further indicator of how this approach improves testing behavior, the students reported enjoyment in writing tests with Gamekins. CCS CONCEPTS• Software and its engineering → Software testing and debugging; • Social and professional topics → Software engineering education.

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Section: Related Workmentioning

confidence: 53%

Gamekins: Gamifying Software Testing in Jenkins

Straubinger,

Fraser

2022

2022 IEEE/ACM 44th International Conference on Software Engineering: Companion Proceedings (ICSE-Companion)

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“…The ability to influence outcomes is perceived as vital to individuals: its absence can sabotage employees' autonomy and moral character (Kim and Werbach, 2016). Almeida et al (2023) further reinforces these concerns, as their qualitative study links many gamification elements to the negative effects experienced by the interviewees, highlighting the worsened performance of the tools in response to a lack of control over their gamified learning experiences.…”

Section: Requirements and Problems Of Gamificationmentioning

confidence: 86%

Continuous learning at work: the power of gamification

Torresan,

Hinterhuber

2023

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PurposeThis literature review explores the potential of gamification in workplace learning beyond formal training. The study also highlights research gaps and opportunities for scholars to develop new theories and methodologies to enhance the understanding and application of gamification in workplace learning. It provides guidance for managers to use gamification to enhance learning and engagement. Ultimately, this review presents gamification as a promising field of study to increase individual and organizational performance.Design/methodology/approachLiterature review of 6625 papers in the timeframe 1990–2020, with an update to include papers published in 2023.FindingsThis article examines the impact of gamification beyond formal learning and its potential to enhance employee productivity and well-being in the workplace. While there has been extensive research on gamification in formal learning contexts, little is known about its impact on informal learning. The study argues that the context of gamification is crucial to extending its effects and discusses the role, antecedents and consequences of game design elements in the workplace. The article also explores how the learning context relates to employee learning during work. Further research is necessary to investigate the impact of individual characteristics on work experience and performance.Research limitations/implicationsIntended contribution of the present study is the development of a theoretical framework exploring the benefits of gamification in a work context.Practical implicationsFor practicing managers, this paper shows how to use gamification to increase workplace learning and employee engagement, not just in the context of formal learning—as some companies already do today—but also systematically, in the context of informal learning.Originality/valueThis study explores the impact of gamification on informal workplace learning and emphasizes the significance of the context of gamification in extending its effects to improve individual and organizational performance.

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“…For example, increased engagement and interest have been documented across all levels of education [11]. However, not all those advantages have been realized [12,13]. For instance, the games have several drawbacks, mainly because of their less engaging interfaces and dearth of content specifically tied to learning objectives [14], confirmed by one study [15].…”

Section: Introductionmentioning

confidence: 98%

Gamification in Online Education: A Visual Bibliometric Network Analysis

Yazdi,

Karimi,

Mystakidis

2024

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This study applies bibliometric and network analysis methods to map the literature-based landscape of gamification in online distance learning. Two thousand four hundred and nineteen publications between 2000 and 2023 from the Scopus database were analyzed. Leading journals, influential articles, and the most critical topics on gamification in online training were identified. The co-authors’ analysis demonstrates a considerable rise in the number of nations evaluating research subjects, indicating increasing international cooperation. The main contributors are the United States, the United Kingdom, China, Spain, and Canada. The co-occurrence network analysis of keywords revealed six distinct research clusters: (i) the implementation of gamification in various learning contexts, (ii) investigating the application of gamification in student education to promote the use of electronic learning, (iii) utilizing artificial intelligence tools in online learning, (iv) exploring educational technologies, (v) developing strategies for creating a playful learning environment, and (vi) understanding children’s learning processes. Finally, an analysis of the most cited articles identified three research themes: (a) gamification-based learning platforms, (b) measurement of users’ appreciation and satisfaction, and (c) 3D virtual immersive learning environments. This study contributes to the subject discipline by informing researchers about the latest research trends in online education gamification and identifying promising research directions.

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Negative effects of gamification in education software: Systematic mapping and practitioner perceptions

Cited by 18 publications

References 76 publications

Gamekins: Gamifying Software Testing in Jenkins

Gamekins: Gamifying Software Testing in Jenkins

Continuous learning at work: the power of gamification

Gamification in Online Education: A Visual Bibliometric Network Analysis

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