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Gamification, the idea of using game design elements to make tasks more engaging, is used in many contexts. The enthusiasm for gamification and its potential uses can be seen in different research- as well as business fields. As of this day, there exists no dominant design principle or standard on how to construct a gamified solution. However, there seem to exist generic dogmas on what a gamification solution should include, look and feel like. The theories used to explain the gamification techniques often originate from the field of game design and psychology. It is possible that more research fields could be used as a lens to magnify the effects of gamified information systems. In this report, we use the theories from environmental psychology and the servicescape methods to construct a lens to suggest improvements in gamification design for a learning management system used in higher education.

Applying game-like elements to tasks or computer systems meant for serious, non-game, activities is becoming more common, and is seen as a way to support users in learning a system or to support users in performing tasks better. Applying game-like elements requires an understanding of users, the target task, and what can motivate the target users in their tasks. As in any system development, the success of the design requires validating, and this may be done multiple times in the development cycle. Some concepts, such as usability or user experience have well-established testing methods, while gamification is still a relatively immature field and evaluation methods are still being developed. This paper follows the first evaluation of a gamification system to aid with onboarding new users into the IPS IMMA digital human modelling system, offering details on the heuristic evaluation method. So early in the process, it is inevitable that problems were found, largely to do with how the motivation of users was handled, and multiple suggestions for improvements are offered.

The engagement achieved from gamification is a phenomenon, as gamification is being seen nowadays in a lot of industries. One reason for the massive popularity of gamification is that the use can provide easy access to a sense of engagement and self-efficacy which otherwise may not deliver. By its nature, gamification present users with challenges to overcome and use narrative structure, visuals, strategic elements, and game rules to motivate the users. Gamification is widely applied to increase user engagement, but many empirical studies on effectiveness are inconclusive, and often limited to the integration of tangible game elements such as points, leaderboards or badges. In this article, we will discuss two different perspectives: (i) Ethics: Exploitation, Manipulation, Harms, and Character (ii) Diversity: Culture, Gender and Age. The discussion will lead to opportunities for professionals and researchers to acquire relevant knowledge, assess the mechanisms for the integration of gamification in the context of meaningful engagement, and outline challenges and opportunities for further research. 

Gamification has shown varied effects on student performance. In this study we examine the implementation of an agnostic gamification platform, Gamify the World ENgin (GWEN), in Google Classroom (hereafter GC) and focus on the scalability indication as well as gamification’s influence on the students and teachers perception of the course and their interaction with it. The results show an overall positive view of gamification and offer guidance to further implementations.

Gamification has shown varied effects on student performance. In this study we examine the implementation of an agnostic gamification platform, Gamify the World ENgin (GWEN), in Google Classroom (hereafter GC) and focus on the scalability indication as well as gamification’s influence on the students and teachers perception of the course and their interaction with it. The results show an overall positive view of gamification and offer guidance to further implementations.

Gamification, the idea of using game design elements to make tasks more engaging, is used in many contexts. The enthusiasm for gamification and its potential uses can be seen in different research- as well as business fields. As of this day, there exists no dominant design principle or standard on how to construct a gamified solution. However, there seem to exist generic dogmas on what a gamification solution should include, look and feel like. The theories used to explain the gamification techniques often originate from the field of game design and psychology. It is possible that more research fields could be used as a lens to magnify the effects of gamified information systems. In this report, we use the theories from environmental psychology and the servicescape methods to construct a lens to suggest improvements in gamification design for a learning management system used in higher education.

This paper reports a case study in which some students in a large-scale gamification implementation project wrote a script that automated their progression. The incident was followed with multi-sited ethnography and analysed through the lens ofGoffman’s frame analysis. Based on chat logs, mail correspondence, data on user behaviour in the learning management system, informal conversations and student interviews, the study shows that different actors have somewhat different perceptions of gamification, as they framed the incident with the script in different ways. The students saw their actions as a form of resistance and activism towards problematic game design and had a desire to uphold specific tech-student identities. The gamification designers treated the incident as an act of playfulness and display of technological skills. The university, on the other hand, framed the incident as cheating. The study highlights the need for educational institutions to be knowledgeable about games and gaming behaviour if they want to implement gamification. 

This study concerns the implementation of a gamified API in a digital human modelling simulation software, Industrial Path Solutions – Intelligently Moving Manikin (IPS-IMMA). The software has been identified as complex to learn and use, requiring a high level of expertise and involvement in order to interpret the interface and finding the correct tool for each task, causing disengagement from the users. To solve this issue, the study has looked into the concept of gamification to increase user activity by using elements and techniques from game design and applying them in a non-game context. Research on gamification in learning and training indicate increased engagement from the user, quicker on-boarding to a system as well as potential increases in learning outcome. The gamified API implementation in this project has the purpose of increasing user engagement when utilizing the tool, increase the retention rate of users, as well as smoothing the learning curve for the user, producing an optimal learning trajectory that will make the novice user become a skilled user within a shorter period of time. To achieve this, an API widget package has been connected to IPS-IMMA to create one of the first gamified interfaces for a digital human modelling software.

This paper aims at presenting an overview of how the manufacturing industry formulates business transformation and knowledge strategies, to find gaps in Industry 4.0 concepts’ impacts on the workforce. The results indicate that the industry is still focusing on the digital transformation era that was adopted at the end of the 20th century, and how to adopt computing technologies to work more efficiently in existing business processes. The approach of this article is to adopt a methodology of three areas; (a) Human resource processes, (b) Industry 4.0 pillars and (c) Process knowledge, where links between these three generate opportunities to address for further research. © 2020, IFIP International Federation for Information Processing.