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 27 publications

(13 citation statements)

References 76 publications

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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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“…Resultados relevantes por dos razones. Una, la investigación sobre el valor de gamificación es escasa y no concluyente en relación con los efectos positivos sobre la motivación, el compromiso y la mejora del aprendizaje, tal y como lo entienden Toda et al (2018), Nolan y McBride (2014) y Almeida et al (2023). La otra razón, es que este cuestionamiento es ajeno al profesorado de Educación Primaria y Secundaria, como evidencia el tipo de material que están dispuestos a compartir, principalmente fichas para apoyar el aprendizaje en Instagram, en Twitter su presencia es escasa.…”

Section: Discusión Y Conclusiónunclassified

“…No obstante, existen corrientes críticas que identifican efectos negativos, como una disminución del rendimiento académico (Toda et al, 2018), falta de comprensión, problemas éticos en el juego, irrelevancia curricular, así como una excesiva competitividad e impulsividad (Almeida et al, 2023). Aunque se indica que la gamificación tiene efectos positivos si se aplica correctamente en el aula.…”

Section: Introductionunclassified

Gamificación-educación: el poder del dato. El profesorado en las redes sociales

Barroso Moreno,

Mendoza Carretero,

Sáenz-Rico de Santiago

et al. 2023

RIED

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Las redes sociales son espacios de intercambio de contenido para el profesorado sobre nuevos planteamientos metodológicos en torno a la gamificación. Nos preguntamos sobre la integración de la gamificación en las tendencias digitales presentes y futuras. La presente investigación tiene como objetivo determinar comportamientos de las publicaciones con contenido de gamificación en las redes sociales de Twitter, Instagram y TikTok. Las técnicas de «Web scraping» para Instagram y TikTok, junto con la API de Twitter, recopilan 189.414 publicaciones con las palabras clave de gamificación y educación en español e inglés, durante el año 2022. Estos grandes volúmenes de datos se ponen a disposición de los interesados mediante Power Business Intelligence de Microsoft. Mediante un muestreo deliberativo profundizamos en el análisis sobre las 100 publicaciones más virales de cada red social para responder al objetivo de investigación. Los resultados destacan la presencia del profesorado en las redes sociales, predominante en Instagram para la etapa de Educación Primaria, y la influencia del género en las publicaciones. El género masculino dispone de un número mayor de seguidores y publicaciones, pero el femenino tiene seguidores con mayor apoyo en «like». Los intereses mercantiles en la temática gamificación se ven acentuados en las tendencias digitales, aunque son menores en comparación con compartir recursos sin fines lucrativos. Se concluye que los docentes usuarios de las redes sociales se convierten en agentes emergentes de diseño de materiales y, por tanto, en mediadores entre el Curriculum y la práctica.

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

Cited by 27 publications

References 76 publications

Gamekins: Gamifying Software Testing in Jenkins

Gamekins: Gamifying Software Testing in Jenkins

Continuous learning at work: the power of gamification

Gamificación-educación: el poder del dato. El profesorado en las redes sociales

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