1,720,978 research outputs found
GamiDOC: A Tool for Designing and Evaluating Gamified Solutions
No full textGamified solutions provide similar experiences and motivations as games do; in recent years, they have been increasingly used to motivate and engage users in several domains. Despite their wide use, the results after the use of gamified solutions are not always as good as expected. This can be due to several factors: there isn’t a standard procedure for gamification design, there’s a lack of methodological rigor and control over the data collection and data analysis. In this work, we present GamiDOC, a web-based solution to support designers during the software design, development and analysis through the use of a gamification design model and its review, a methods design control, an aid in the code generation, and an exhaustive list of standardized UX questionnaire according to the context of use
Gamification for behavior change: A scientometric review
Full text linkGamification, which refers to the use of game design elements in non-game contexts, provides similar experiences and motivations as games do; this makes gamification a useful approach to promote positive behaviors. As a useful tool for keeping users motivated, engaged and active, there is a wide interest in adopting gamification solutions for supporting and promoting positive behaviors and behavior change (e.g. quit smoking, ecological behaviors, food choices, civic engagement, mental healthcare, sustainability, etc.). In this study, we use the CiteSpace software to examine 984 publications and their 46,609 unique references on gamification applied for behavior change. The corpus of studies was downloaded from the Scopus database and refers to studies published between 2011 and the beginning of 2022. Several methods were used to analyze these data: (1) document co-citation analysis (DCA) was performed to identify the pivotal researches and the research areas; (2) author cocitation analysis (ACA) was performed to identify the main authors; (3) and keyword analysis was performed to detect the most influential keywords and their change over time. The results of the analysis provide an overview of the influential documents, authors and keywords that have given shape to the literature of the field, and how it has evolved, showing an initial interest in motivational and persuasion techniques, and in the gamification design, and subsequently in the development of more rigorous methodologies for both design and use. As the first scientometric review of gamification applied to behavior change, this study will be of interest to junior and senior researchers, graduate students, and professors seeking to identify research trends, topics, major publications, and influential scholars
Gamification- and Virtual Reality-Based Learning Environment for UML Class Diagram Modeling
No full textIn the realm of conceptual and system design, mod-eling stands out as a pivotal activity, emphasizing the significance of mastering modeling languages such as the Unified Modeling Language (UML). Despite the existence of numerous interactive UML learning applications and the emergence of gamification-based alternatives designed to enhance learner engagement, a gap persists in providing an immersive learning environment ca-pable of significantly increasing interactivity during the learning process. Current approaches fall short in creating a sense of presence that could positively impact learning outcomes, and the full potential of gamification remains underexplored. To address this gap, this paper introduces an innovative so-lution-a gamification-based UML learning environment within Virtual Reality (VR), named GaMo Vr.This immersive platform is specifically tailored for practicing the creation of class diagrams in an interactive manner, incorporating mini games to support the learning process. The study conducted to evaluate GaMo Vrinvolved 16 participants and utilized the MEEGA360 question-naire. In comparison to a similar desktop application, the results of the evaluation revealed that GaMo Vrsignificantly enhanced learners' motivation, enjoyment, and engagement, along with a perceivable improvement in the overall learning outcome. This groundbreaking approach not only bridges the existing gap in UML learning applications but also harnesses the potential of VR and gamification to revolutionize the way modeling is taught and learned
How to Foster Sustainable Behaviors through Multi-Campaigns Rewarding Mechanisms: The AIR-BREAK Experience
Full text linkThe primary objective of the AIR-BREAK mobility campaigns is to disseminate information to the general public and increase their awareness of the sustainable mobility services available. This is intended to promote the adoption of alternative, more environmentally friendly, mobility practices. Due to human heterogeneity, different individuals are motivated by different factors and for this reason the effect of intrinsic and extrinsic rewards vary from subject to subject. Depending on the citizen’s personality and preferences, specific rewarding mechanisms can have different impacts in terms of behavior change. The goal of this article is to report the rewarding mechanisms developed in the context of the project to raise citizens’ awareness, encourage participation, break bad habits and promote behaviour change towards more sustainable lifestyles. It also presents an analysis assessing the impact of the implemented rewarding systems to evaluate their real influence on eco-sustainable behaviors. The results indicate that every campaign successfully achieved its objective of modifying user behavior. Furthermore, the implementation of incentivizing mechanisms proved to be a pivotal factor in attaining this goal, exerting an impact on both the experienced fun and the behavioral outcome
Time and numerosity estimation in peripersonal and extrapersonal space
Full text linkThe representation of space, time and number is believed to rely on a common encoding system developed to support action guidance. While the ecological advantage of such a shared system is evident when objects are located within the region of space we can act on (known as peri-personal space), it is less obvious in the case of objects located beyond our arms' reach. In the current study we investigated whether and to what extent the distance of the stimuli from the observer affects the perception of duration and numerosity. We first replicated Anelli et al.'s (2015) experiment by asking adult participants to perform a duration reproduction task with stimuli of different sizes displayed in the peri- or extra-personal space, and then applied the same paradigm to a non-symbolic numerosity estimation task. Results show that, independently of size, duration estimates were overestimated when visual stimuli were presented in the extra-personal space, replicating previous findings. A similar effect was also found for numerosity perception, however overestimation for far stimuli was much smaller in magnitude and was accounted by the difference in perceived size between stimuli presented in peripersonal or extrapersonal space. Overall, these results suggest that, while the processing of temporal information is robustly affected by the position of the stimuli in either the peri- or extra-personal space, numerosity perception is independent from stimulus distance. We speculate that, while time and numerosity may be encoded by a shared system in the peri-personal space (to optimize action execution), different and partially independent mechanisms may underlie the representation of time and numerosity in extra-personal space. Furthermore, these results suggest that investigating magnitude perception across spatial planes (where it is or is not possible to act) may unveil processing differences that would otherwise pass unnoticed
Lost in Gamification Design: A Scientometric Analysis
No full textGamification represents a solution to motivate and engage users by introducing elements and characteristics of video games in non-playful activities. To help designers in the definition of these gamified systems, researchers are developing a consistent amount of gamification design frameworks. Through the current scientometric review, we analyzed a total of 1,751 results and 64,109 unique references and identified the most impactful publications in the domain of gamification design frameworks, the most relevant authors, and how research trends have changed over time. On the basis of the analysis, we also provide four suggestions for the future agenda. As a pioneering scientometric examination of the gamification design frameworks literature, this study will appeal to a diverse audience including academic researchers at various stages of their careers, graduate students, and professors seeking to discern research trends, pertinent subjects, major publications, and key scholars within the field
The role and scope of gamification in education: A scientometric literature review
No full textGamification – the use of game elements in non-game contexts – represents a promising solution to enhance motivation and engagement in education. Traditional lecture-based teaching has been increasingly viewed as insufficient for effective learning, promoting interest in gamified education to sustain student engagement and foster a positive learning environment. This study presents a comprehensive scientometric literature review on the use of gamification in education, analyzing 9163 manuscripts and over 300,000 references from the Scopus database. Through document co-citation analysis, author co-citation analysis, and keyword co-occurrence analysis, the review identifies the most influential publications, authors, and research trends shaping the field. The findings reveal a research trend that initially focused on game design and best practices but has shifted towards systematic literature reviews and evaluations of gamification's educational effectiveness. Six key research clusters emerged: gamified learning experience, student learning, K-12 education, science education, gamification effectiveness, and gaming elements. The study highlights the growing application of gamification in STEM and formal K-12 education, as well as the increasing relevance of online and personalized learning environments. The review also emphasizes significant research gaps, particularly concerning the long-term impact of gamification, the isolated effects of individual game elements, and the need for improved research methodologies. This review offers a research agenda for future studies, calling for more rigorous, context-sensitive research that better addresses the complexity of gamified learning environments
How to merge gamification efforts for programming and modelling: a tool implementation perspective
No full textGamification, that is the use of gaming elements into non-game contexts, has gained a lot of interests in all those settings where the engagement of target users needs to be stimulated. Education and training have been historically struggling with keeping “students” motivated to pursue the completion of their learning paths. Lately these issues have been exacerbated by distance education: on the one hand, virtual participation to courses makes education far more accessible than requiring students to seat in the same classroom (and at the same time); on the other hand, the missing “community building” conveyed by physically attending the same course remarkably reduces students’ engagement. In this respect, gamification has been applied as an engagement tool, e.g. in programming courses, by introducing challenges, awards, leader boards, and so forth, with the aim of motivating the students in keeping their efforts for completing their studies.In this paper we describe and compare our experiences in gamification solutions for programming and modelling. In particular, we distinguish some desirable features to have in gamification solutions for modelling courses, and illustrate our experiences in realizing them concretely. Our observations testify that while in principle many of the gamification elements coming from programming courses could be suitable also to engage students in modelling, there exist still remarkable obstacles in realizing them in practice
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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