Psychological Perspectives on Motivation through Gamification

Sailer, Michael; Hense, Jan; Mandl, Heinz; Klevers, Markus

doi:10.55612/s-5002-019-002

Cited by 137 publications

(25 citation statements)

References 11 publications

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“…There are several important factors that may have contributed to this outcome, including individual interests and the design of the gami ed paradigms. The effectiveness of gami cation can vary depending on individual preferences and interests (7). The gami ed elements might not have been appealing or motivating enough, thus not impacting performance.…”

Section: Discussionmentioning

confidence: 99%

“…Gami cation represents one promising solution to improve BCI systems for pediatric users by making the training process more engaging and enjoyable. By incorporating elements of game design, such as points, quests, and meaningful stories, gami cation can help maintain interest and motivation throughout training sessions (7). This increased engagement can potentially lead to better focus and sustained attention, which are crucial for effective BCI use.…”

Section: Introductionmentioning

confidence: 99%

“…This increased engagement can potentially lead to better focus and sustained attention, which are crucial for effective BCI use. Moreover, gami cation can create a sense of progression and achievement, further enhancing the intrinsic motivation of the child (7). By catering to the unique needs of children, gami ed BCI systems can potentially reduce the barriers associated with traditional BCI training paradigms and improve overall performance.…”

Section: Introductionmentioning

confidence: 99%

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Exploring the Impact of Gamification on BCI Performance in Children: The Case for Personalization

Kelly

Irvine

Kinney‐Lang

et al. 2023

Preprint

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Background A major challenge with BCI use is the requirement for subject-specific calibration, which is often tedious and unengaging, but necessary to improve performance. This is especially true for children, whose limited attention and motivation may restrict the duration of endurable calibration periods. Several studies have shown that the addition of scoring systems and rewards to tasks, a process known as “gamification”, can increase motivation, attention, and task performance in children. This randomized, prospective, cross-over study aimed to address this challenge by comparing the effects of gamified versus non-gamified calibration environments on classification accuracy and BCI performance on utility-driven tasks. Methods Thirty-two typically developing children (14 female, mean age 11.9 years, range 5.8–17.9) attended two sessions lasting between 1.5-2 hours, to perform two standard paradigms: spelling using visual P300 event-related potentials (P300) and cursor control using sensorimotor rhythm (SMR) modulation, following gamified and non-gamified calibration. Gamified paradigms incorporated elements of game design, such as meaningful stories, quests, points and sounds. The primary outcome was BCI performance, which included performance of the classification model and online accuracy. Motivation, tolerability, and mental workload (NASA-TLX) were evaluated following each paradigm. Results For the P300 paradigm, mean classification accuracy was similar after gamified (96.81 ± 3.46%) and non-gamified (96.52 ± 2.42%) calibration. Mean classification accuracy for the SMR paradigm was 61.81 ± 13.35% with gamification and 59.84 ± 11.36% without gamification (n.s.). Mean online accuracy for SMR cursor control was 63.23% for both conditions. For the P300 spelling task, online performance was significantly lower following gamified training (p < 0.01). There were no significant differences found between classification accuracy, online BCI performance, motivation, tolerability, or perceived mental workload. Conclusion To our knowledge, this is the first study to investigate the effects of gamified calibration paradigms on classification accuracy and BCI performance in children. Our results reinforce the ability of typical children to control advanced BCI systems with performance comparable to adults. Gamified calibration environments may not enhance BCI classification and performance in children though the gamified environments utilized in this study may not have been engaging enough. This work underscores the need for further research to optimize BCI training paradigms for pediatric use.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Exploring the Impact of Gamification on BCI Performance in Children: The Case for Personalization

Kelly

Irvine

Kinney‐Lang

et al. 2023

Preprint

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“…We respond to the call for more empirical evidence in off-line settings (Sailer et al 2013). We study an underexplored area and examine the impact of badges on off-line shopping engagements.…”

Section: Badge and Self-determinationmentioning

confidence: 99%

“…The literature states that badges motivate competence, autonomy, and relatedness. First, collected badges provide competencerelevant feedback, enhancing the competence from task accomplishments (Sailer et al 2013). Badges can serve as system-certificated statuses for competence without user bragging (Antin and Churchill 2011).…”

Section: Badge and Self-determinationmentioning

confidence: 99%

Fun Shopping: A Randomized Field Experiment on Gamification

Liu

Wang

2023

Information Systems Research

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Spotlight Gamification is an emerging digital strategy to engage users across different business domains. Gamification, defined as using game-design elements in nongaming contexts, shows great potential across domains such as education, business, and health. The significance of gamification is highlighted by a $7.17 billion global market in 2019 and is projected to reach more than $40 billion by 2024. This study examines two popular badges and leaderboards that utilize self-determination and social-comparison mechanisms to promote user engagement. We conduct a randomized field experiment (A/B testing) to quantify these effects in one of the largest shopping malls in Asia and further contrast the two games against coupons regarding various shopping outcomes. Quantitatively, badging and leaderboarding promote sales by 21.5% and 22.5% in the treatment period, respectively, whereas couponing delivers a more potent effect of 31.7%. In the posttreatment period, the gamification impacts remain significant, whereas the influence of couponing fades out. Besides, the additional analyses document the salient heterogeneous treatment effects across gender, age, and income. We also zoom in on the contrast between badges and leaderboards, showing that badging is a balanced tool for attracting the general public and leaderboarding is a double-edged sword that could encourage self-reinforcing or self-banishing. Finally, gamification encourages consumers to do more exploration, leading to significant increases in sales.

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