SGI: A Framework for Increasing the Sustainability of Gamification Impact

AlMarshedi, Alaa; Wills, Gary; Wanick, Vanissa; Ranchhod, Ashok

doi:10.20533/iji.1742.4712.2015.0123

Cited by 28 publications

(20 citation statements)

References 21 publications

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“…Following the SDT framework, this study re‐coded active users’ interviews to analyze their self‐determination motivation and behaviors in RB, as shown in Appendix C. First, both extrinsic ranking and intrinsic self‐efficacy caused by RB satisfied students’ desires for success in competition and academic performance and need for competence, a sense of mastery for performing better at something (AlMarshedi, Wanick Vieira, & Ranchhod, 2015; Bell, 2018; Pink, 2009). Also, active users reported that they liked RB thanks to its effectiveness in their reading abilities and academic performance.…”

Section: Discussionmentioning

confidence: 99%

Exploring the effects of gamification pedagogy on children’s reading: A mixed‐method study on academic performance, reading‐related mentality and behaviors, and sustainability

Li¹,

Chu²

2020

Brit J Educational Tech

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On the other hand, the ubiquity of digital entertainment (eg, digital games and online videos) occupies children's attention and energy, resulting in a recent decline in children's print reading for pleasure (Flood, 2015). Many children rarely read for enjoyment outside school because they lack reading motivations (Flood, 2015). Motivation is an important Abstract Gamification is becoming increasingly popular in primary education due to the widespread use of digital technology. However, gamified reading is new, and there is little empirical evidence regarding its effectiveness. The sustainability of the effects of gamification pedagogy is also in doubt as some scholars think that such effects are short-term and not sustainable. This paper presents the results of three sub-studies of examining the effects of an online gamified reading platform and the sustainability of these effects. Study 1 examined the change in students' academic performance between two groups divided based on their different participation levels. Study 2 addressed the question of how students/parents/teachers perceive students' motivation and gaining in the use of the gamified platform. Study 3 explored the sustainability of the effects of the gamified platform from a longitudinal perspective. Findings suggest that students' deep engagement in the gamified e-learning platform can help increase their reading motivation and improve their reading abilities. Such effects can be sustained for several semesters.

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Section: Discussionmentioning

confidence: 99%

Exploring the effects of gamification pedagogy on children’s reading: A mixed‐method study on academic performance, reading‐related mentality and behaviors, and sustainability

Li¹,

Chu²

2020

Brit J Educational Tech

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“…Yet, many existing gamified applications and services focus only on extrinsic motivation [ 40 ]. However, it is known that extrinsic motivation solely does not create a sustainable gamification affect [ 41 ]. The Wheel of Sukr considers both types of motivation (intrinsic and extrinsic).…”

Section: Discussionmentioning

confidence: 99%

Gamifying Self-Management of Chronic Illnesses: A Mixed-Methods Study

AlMarshedi¹,

Wills²,

Ranchhod³

2016

JMIR Serious Games

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BackgroundSelf-management of chronic illnesses is an ongoing issue in health care research. Gamification is a concept that arose in the field of computer science and has been borrowed by many other disciplines. It is perceived by many that gamification can improve the self-management experience of people with chronic illnesses. This paper discusses the validation of a framework (called The Wheel of Sukr) that was introduced to achieve this goal.ObjectiveThis research aims to (1) discuss a gamification framework targeting the self-management of chronic illnesses and (2) validate the framework by diabetic patients, medical professionals, and game experts.MethodsA mixed-method approach was used to validate the framework. Expert interviews (N=8) were conducted in order to validate the themes of the framework. Additionally, diabetic participants completed a questionnaire (N=42) in order to measure their attitudes toward the themes of the framework.ResultsThe results provide a validation of the framework. This indicates that gamification might improve the self-management of chronic illnesses, such as diabetes. Namely, the eight themes in the Wheel of Sukr (fun, esteem, socializing, self-management, self-representation, motivation, growth, sustainability) were perceived positively by 71% (30/42) of the participants with P value <.001.ConclusionsIn this research, both the interviews and the questionnaire yielded positive results that validate the framework (The Wheel of Sukr). Generally, this study indicates an overall acceptance of the notion of gamification in the self-management of diabetes.

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“…There are distinct types of frameworks of gamification (AlMarshedi et al, 2015;Kappen and Nacke, 2013;Marache-Francisco and Brangier, 2013;Raftopoulos, 2014;Robson et al, 2015) that adapt per the context. Some gamification frameworks highlight sustainability of the desired impact of gamified applications such as flow, purpose, mastery and relatedness (AlMarshedi et al, 2015). Others include a framework of the design dimensions of gamification when used in online surveys to make them more engaging to complete (Harms et al, 2014).…”

Section: Frameworkmentioning

confidence: 99%

“…There have been suggested designs that allow users to become more cognizant of how apps use their data, and how developers can be legally compliant when they create their apps (Hatamian, 2020). For example, AlMarshedi et al (2015) introduced an app permission manager, which nudges users about app permissions. Because of this manager, 98% of participants reassessed their permissions while 58% restricted some of theirs (AlMarshedi et al, 2015).…”

Section: Ethics and Privacymentioning

confidence: 99%

A preliminary investigation of gamification from the young consumer’s perspective

Hass

Joseph

2021

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Purpose Over the past decade, gamification’s popularity has broadened into many industries and has become embedded in consumers’ lives. As privacy protection and how firms utilize users’ data has been at the forefront of consumers’ minds, practitioners and academics alike need to understand consumers’ perceptions of the ethics of gamification. This paper aims to explore and provide preliminary evidence on young consumers’ perceptions of gamification and the ethics involved in these strategies used by firms. Design/methodology/approach The authors conducted two studies using a mixed-methods approach to gain a foundational understanding of young consumers’ perceptions of gamification. In Study 1, interviews provided initial insights and helped inform an exploratory survey administered in Study 2 to 161 young consumers attending a university in the southwest region of the USA. Findings The findings indicate that consumers have positive attitudes toward gamification tactics as long as the rewards are sufficient. Further, consumers do not find gamification as unethical as long as they have control over having the ability to opt-in. Originality/value Previous research has examined gamification from several contexts including health care, education and the workplace. However, there is little research that focuses on gamification from the consumers’ perspective, specifically the young consumer. As more firms are using gamification tactics such as on their mobile applications, it is critical to understand how young consumers perceive gamification and how that can impact the consumer-brand relationship. This research offers two studies as a first step in investigating young consumers’ perceptions of gamification tactics firms use and offers several future directions.

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SGI: A Framework for Increasing the Sustainability of Gamification Impact

Abstract: Abstract

Cited by 28 publications

References 21 publications

Exploring the effects of gamification pedagogy on children’s reading: A mixed‐method study on academic performance, reading‐related mentality and behaviors, and sustainability

Exploring the effects of gamification pedagogy on children’s reading: A mixed‐method study on academic performance, reading‐related mentality and behaviors, and sustainability

Gamifying Self-Management of Chronic Illnesses: A Mixed-Methods Study

A preliminary investigation of gamification from the young consumer’s perspective

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