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Gamification and its effect to student motivation in physics
Published in Yuli Rahmawati, Peter Charles Taylor, Empowering Science and Mathematics for Global Competitiveness, 2019
Physics helps us to understand how the world around us works. It deals with fundamentals, and helps us to see the connections between seemly disparate phenomena. Its application is overwhelming. Despite the overwhelming significance of Physics to our educational system and to our advancing society, still many students find the subject abstract and difficult, thus achieving poor grades. Consequently, a number of studies have been done to address this concern in physics education both locally and internationally. Among the most recent innovations explored internationally is the implementation of gamification in a classroom setting. Gamification is the use of game-based mechanics, aesthetics and game-thinking to engage people, motivate action, promote learning and solve problems. This technique started off as a form of re-ward system and gained grounds in the business world, eventually penetrating the field of education.
The gamification of education
Published in Ataur Rahman, Vojislav Ilic, Blended Learning in Engineering Education, 2018
Much of the gamification of education involves game-based learning where games are used as tools for delivering knowledge and learning content, to enhance the learning experience (Killi, 2005) and to develop skills that then transfer to non-game applications (Tobias et al., 2014). Others have gamified the curriculum by adding social elements or altering the content to make it more game-like. This type of gamification can be referred to as content gamification (Kapp, 2013). Examples of content gamification include learning games, simulations, role-play and case-based learning. The structure of the course can also be made more game-like in what is referred to as structural gamification by adding game mechanics such as points, levels and leaderboards to the learning experience (Kapp, 2013).
Validation of a gamified measure of safety behavior: The SBT
Published in Stein Haugen, Anne Barros, Coen van Gulijk, Trond Kongsvik, Jan Erik Vinnem, Safety and Reliability – Safe Societies in a Changing World, 2018
C.B.D. Burt, L. Crowe, K. Thomas
Given the importance of employee safety behavior, an ideal way to assess it would be to use a work sample approach where the job applicant can demonstrate their behavior. However, there are clear ethical reasons why job applicants’ can not be placed into a risky situation to measure how they will respond. A way to avoid this ethical issue is to use a simulation, and as such this study reports on the development of a measure of safety behavior that uses a work simulation developed using the gamification paradigm which is rapidly growing in its application across a number of areas (e.g., Chen et al. 2015, Rodrigues, Costa & Oliveira, 2016, Singh, 2012). Gamification can be defined as the use of game design elements in non-game contexts, and is predominantly used to make real world activities more engaging (Deterding et al. 2011, Shrofeld, 2010). Organizations have also started applying gamification to their selection procedures (Chamorro-Premuzic, 2015). The popularity of gamification in the work place is likely due to the positive impact it has on engagement and motivation (Gagne & Deci, 2005, Harter et al. 2013). Within the area of safety behavior measurement during employee recruitment gamification has considerable potential to avoid measurement bias.
Attitudes towards gamification advertising in Vietnam: a social commerce context
Published in Behaviour & Information Technology, 2023
Hai Ho Nguyen, Bang Nguyen-Viet, Yen Thi Hoang Nguyen
In recent years, a growing number of gamification applications have emerged in multidisciplinary areas such as commerce, environmental and ecological behaviour, machine learning, software development, innovation, health and medicine, politics, education, tourism, finance and funding, energy, mobility and transportation, accessibility, fashion, usability, risk management, and marketing (Baptista and Oliveira 2019). Gamification, which has been employed in a range of contexts including learning, work, e-commerce, cognitive activities, crowdsourcing, and health, involves the integration of game design features into an existing context or system to accomplish the desired objectives (Jahn et al. 2021). E-commerce companies use gamification to enhance their engagement with platform users (García-Jurado et al. 2021).
Strong tie or weak tie? Exploring the impact of group-formation gamification mechanisms on user emotional anxiety in social commerce
Published in Behaviour & Information Technology, 2022
Manning Li, Dongming Xu, Guanghui Ma, Qianqian Guo
Through teaming-up with strong-tie relational members, people tend to feel more secure, positive, easy to open-up and be united to work towards a common goal (Beller 2002; Morschheuser, Maedche, and Walter 2017). Having shared knowledge, values and attitudes among team players during a gamification initiative helps to reduce their cognitive load, enables them to play before full mastery of a game, and supports them to positively shape their sense of identity and values (Arastoopour et al. 2012; Morris et al. 2013). Thus, with a high level of support and trust, strong-tie group members are considered to experience lower levels of effort cost anxiety and relative reward anxiety while participating in the social mobile marketing games. While the stable strong-tie relationships with common values and beliefs potentially give users more assurance, it can also help to reduce their privacy anxiety, manipulation anxiety and social image anxiety in the gamification process.
Different people, different incentives? Examining the public acceptance of smartphone-based persuasive strategies for sustainable travel using psychographic segmentation
Published in International Journal of Sustainable Transportation, 2022
Rafael A. dos Reis, Susan Grant-Muller, Robin Lovelace, Frances Hodgson
Previous research states that reward schemes are more influential to travel behavior than charging (Tillema et al., 2013). Direct cash payments or discount vouchers for retail stores, public transport tickets or public attractions (financial incentives) were used in multiple projects (Spitsmijden, INSINC) and the results were positive for peak hour avoidance. The reviewed projects did not use financial rewards for choosing alternative transport modes. This was probably due to the difficulty in tracking the use of different travel modes using smartphone technologies. The Spitsmijden rewarded people for replacing the car but depended on previous in-vehicle detection equipment to be installed (Ben-Elia & Ettema, 2009) and no empirical evaluation of this experiment has been published to date. Rewarding does not always mean monetary prizes. The use of points and other gamification techniques has been popular on recent projects such as CommuteGreener and SUNSET. Gamification is a recently created concept and is defined as “the use of game design elements in non-game contexts” (Deterding et al., 2011). The application of this technique has considerably increased since 2010 and it has shown satisfactory results in motivation and personal engagement across multiple contexts. Examples of an application include motivating students (Denny, 2013), incentivising people to engage in physical exercises (Hamari & Koivisto, 2013) and stimulating people to reduce energy consumption (Gustafsson et al., 2009).