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Software development is sometimes considered a boring task. To avoid this fact we propose an approach based on the incorporation of game mechanics into Scrum framework, in order to change its use to a more amusing task, by taking advantage of the gamification trend. Gamification is applied to non-game applications and processes, trying to encourage people to adopt them. This work shows a suggestion of Scrum gamification together with an evaluation of the proposed approach in a case study of a software house. The use of this concept can help the software industry to increase the team productivity in a natural way.

One of the more complex topics to teach to Software Engineering students is the conceptual modeling design, which has several concepts that students must learn in order to specify the structural, behavioral and interaction views of software systems. Learning the design of class diagrams is of paramount importance since these diagrams are used to guide concrete development tasks such as programming and testing, and, consequently, to avoid defective software products. Applying novel teaching/learning techniques in this topic may help students to reduce the defects that are committed at the moment of designing a class diagram. One interesting technique is the use of serious games, since they provide learning environments free of risks and pressure for students, allowing the students to know the topics that they must learn in a funny way. Serious games have been widely used in programming courses. We aim to investigate the feasibility to replicate this experience for conceptual modeling of class diagrams at Software Engineering courses. In this paper, we present a role-playing game especially focused on the class diagram, which is called Classutopia. This serious game provides modeling challenges, comprehension and correction of diagrams with different complexity levels for learning conceptual modeling design.

Gamification is determined as an efficient tool for monitoring the behavioral nature during daily physical activities. A recommender system for monitoring the players’ activity is achieved by modeling a gamified system. This research concentrates on modeling and efficient Gamified Recommender System (GRS) to acquire the behavior of the individual player by a fitness assessment. Here, the scaling of individual player performance is done with two diverse normalization methods known as Standard and Xcorr normalization to reduce the dependency over the environmental condition during fitness measurements. Unaffected by the weather, a revolutionary machine learning approach is intended to categorize each athlete’s individual stride. Here, an adaptive boosting ($a-BA$) algorithm is designed to measure the individual strides of an athlete, and Linear Support Vector Machine ($l-SVM$) is adapted to classify and generalize the individual fitness activities. The dataset collected from the athletes utilizing internet resources is used to extract the feature subsets. The outcomes show that the suggested approach is effective and workable for developing the Gamified Recommender System in particular. Some statistical difference among the individual performance is provided based on gamified and personalized functions. The positive values of these statistical measures (Wilcoxon statistical measure) help attain the athletes’ preference and motivation level. Moreover, the qualitative outcomes show that the features are efficient for computation and a capable recommender system is designed to attain the fitness goal based on environmental features. MATLAB 2018b is used to run the simulation and the outcomes demonstrate how the GRS model stacks up against several approaches, such as NB, MLP, and the k-star model.

Gamification, the idea of inserting game dynamics into portals or social networks, has recently evolved as an approach to encourage active participation in online communities. For an online community to start and proceed on to a sustainable operation, it is important that members are encouraged to contribute positively and frequently. We decided to introduce gamification in an online community that we designed and developed with the Australian Government's Department of Human Services to support welfare recipients transitioning from one payment to another. We first defined a formal model of gamification and a gamification design process. In instantiating our model to the online community, we realised that our context applied a number of constraints on the gamification elements that could be introduced. In this paper, we outline the design and implementation of a gamification model for online communities and its instantiation into our context, with its specific requirements. While we cannot comment on the success of gamification to drive user engagement in our context (for lack of the possibility of a controlled experiment), we found our implementation of badges-based gamification a helpful way to provide a useful abstraction on the life of the community, providing feedback enabling us to monitor and analyze the community. We thus show how feedback provided by such gamification data has a potential to be useful to community providers to better understand the community needs and addressing them appropriately to maintain a level of engagement in the community.

This paper concentrates on the possibilities offered by gamification in practice-based innovation activities. It addresses the following research questions: How does gamification enhance creativity in practice-based innovation? How can gamification be modified into a method that facilitates experiences of gamefulness? A case study presented in the paper examines the impact of gamification in co-creating a value-adding network for open innovation processes between organizations. The results indicate that gamification can be developed into a successful method that enhances creativity and interaction among collaborators.

Gamification is a paradigm and process innovation premised on applying game mechanics to non-game settings with benefits of creative games designs and disruptive effects challenging conventional learning approaches. The purpose of this study is to review the literature on gamification-as-innovation. Applying the systematic review methodology, this study examines 96 articles and identifies developments in gamification-as-innovation in literature. Insights from the review suggests three main perspectives on gamification-as innovation in processes that reveal problems (investigation), stimulate novel behavior (induction) or transform processes (intervention) for improved effectiveness and engagement. The review also captures the state-of-the-art in gamification research underscoring advances in multi-level models, strategic initiatives and digital platforms. The review concludes by highlighting future research directions that advance gamification scholarship and practice.

A meaningful gamified solution design is not limited to the use of points and rewards, but rather focuses on the intrinsic motivations for a more engaging user experience. Furthermore, the implementation of this concept is subject to difficulties given the lack of unified, effective, and efficient tools that are integrated into a process that covers the life cycle of a product or a service. Indeed, the existing gamification frameworks are limited to guidelines and recommendations that set up game elements for specific needs and contexts. However, the methods and the best practices that can lead to a meaningful gamified solution still cannot be concluded. Moreover, the user experience is currently a fundamental concept that has changed the focus on the processes of a generation of products and services; putting the user at the center of the design process. The main objective of this paper is to study the relevance of adapting or adopting UX design elements to improve the design of gamified products. To this end, a systematic mapping of the literature was carried out with a selection of 77 articles published between 2010 and March 2021. The results obtained enabled the identification of the adaptation or adoption proposals related to the following three levels: (1) UX design process and framework, (2) UX design process phases, in particular the phase of understanding the user need and usability testing, and (3) user’s research tools such as the persona, the journey map, and the questionnaire. The adaptation of these design elements was not systematic and depended on the context of the study.

In contemporary Tourism industry, DMOs are necessary to adopt and offer innovative experience in order to attract contemporary tourists. Gamification, combined with Augmented Reality and all the relevant to this technology innovations are examined in this paper. Efforts should rely on the demands and needs of generation Z tourists as up and coming generation. However, there are specific implications such as the use of augmented reality smart glasses, incentives and personal data protection that occur. This paper contributes in understanding the new Generation called “Z”, under the light of tourism and the effective use of augmented reality for tourism purposes, combined in one travel-product experience.

With the rapid change in the society, education must evolve to adapt to the digital native students of the 21st century. A change in the current educational paradigm is thus necessary. Information and Communication Technology (ICT) is a vehicle to achieve this objective of paradigm shift in education [2]. In this paper, we propose gamification approach [3] via a virtual reality (VR) through a report of a didactic experience. A mixed method research design was adopted for this study in which students’ classification of polyhedral will be reported for the two different learning experiences using either wooden polyhedral or a VR tool within an immersive learning environment. The VR environment allows the learning of geometry in three-dimensional with a friendly interface that offers a multitude of options. It is worth highlighting the benefits of this VR tool in the teaching-learning process of geometry, making explicit the fundamental role played by ICT in meaningful learning of mathematics.

What does game design theory offer for efforts to reconfigure social value exchange using emerging blockchain technologies in Scotland’s Creative Industries? Blockchain ecosystems are platform co-operatives that combine digital networking systems with blockchain peer-to-peer authentication technologies. While digital networks such as these can successfully co-ordinate self-interest for mutual benefit, they are not by their nature public services and need to be designed accordingly in order to help manage their societal impact, while also promoting their public benefits. In this chapter, we present a manifesto for the application of game design principles within blockchain ecosystems for social value transformation. As we argue, game design strategies can help to manage tensions between creativity and sustainability, individual versus collective concerns, and quantified versus priceless values. Such speculative opportunities for playful co-operation are considered here within the context of Scotland’s creative collectives. The unique contribution of this study is to develop a preliminary exploration for the playful engineering of crypto-based co-operative economies.

The combination of Virtual Reality (VR) and Gamification techniques can be used to produce fun applications, including virtual space and education content. A previous study developed a prototype interactive training application for Full-color Powder-Based three dimensional printing (3DP) in universities. The purpose of this study is to address problems encountered in the previous study related to teaching, training and practicing 3DP, including complicated operating processes, respiratory tract discomfort caused by the dust produced by the 3DP process, a lack of space in which to conduct multi-person training, and the high cost of consumables. This study therefore developed a 3DP virtual laboratory integrating immersive virtual reality technology and pedagogical 3DP content knowledge.

After user evaluation of the prototype, the authors decided to integrate gamification technologies into the 3DP virtual laboratory prototype, based on user recommendations of how to improve and enhance user motivation.

This study applies the systematic development phases of engineering gamified software in order to integrate the gamification into the 3DP virtual laboratory prototype. Moreover, user evaluations of the game elements designed for the prototype yielded positive feedback with further comments.

How to apply digital archive in the preservation of cultural heritage and the use of sustainable management is a major issue. This study provides a solution for cultural tourism and sustainable development through Location-Based Augmented Reality (LBAR) technology, which is an approach of the design, development, and application of the LBAR game for cultural tourism. The main purpose of research is to improve people’s motivation for exploring cultural heritage, and to understand the effectiveness of LBAR in enhancing people’s awareness of cultural heritage.

First of all, the pilot study was undertaken as a closed experimental field at the 228 Peace Memorial Park, then a LBAR game “Explore Memory in Reality” was developed to analyze self-assessment of field historical knowledge, Attention, Relevance, Confidence, and Satisfaction (ARCS) learning motivation scale and system log. The results indicated that LBAR had a significant impact on awareness improvement. Thus, a well-designed LBAR experience would not only enhance the motivation of exploring and learning cultural heritage but also effectively improve awareness.

Secondly, an open field experiment based on the results of the pilot study was conducted by, using the Wanhua District of Taipei as the experimental field. We developed a LBAR game “Memory Mender” to measure the player’s awareness improvement using the pre- and post-test method. We performed an analysis by using the Player Experience of Need Satisfaction (PENS) scale, Place Attachment (PA) scale and system log. The total number of subjects tested was 77, of which 50 were valid as completing all game levels. The results suggested that the LBAR game had a significant effect on the awareness improvement of cultural heritage knowledge. In addition, if the PENS provided by the LBAR game was improved, so was the PA. This is consistent with the arguments presented in this study.

This study has verified the feasibility of LBAR in cultural heritage application, which provides a good reference for the digital preservation and management of cultural heritage, and valuable suggestions for future research.

This study contributes to the current understanding of museum/exhibition Chabot by providing insights from both gamification and wayfinding mechanisms applied in the research project of a self-guided exhibition in the Museum of World Religions ‘G.A.M.E. (Gamifying Aware Museum Experience). In the research on digital museum Chatbot docent, “Wayfinding” is an information system proposed by Kevin Lynch to guide people through a physical environment and enhance their understanding and experience of the space. Chatbot’s real-time interaction mechanism provides users a guided tour of the exhibition site through the digital communication service. Furthermore, by applying a gamification design in the exhibition Chabot can also activate and engage the visitors to experience the extrinsic motivational properties designated on specific items and paths during their visit.

In this technological era, programming skill has become highly valuable across IT and non-IT sectors. Teaching programming can be challenging, requiring a deep understanding of the subject and effective communication skills. Traditional pedagogy, focused on lectures, textbooks, and written assessments, tends to emphasize content over student-centered learning, resulting in limited practical application and knowledge retention. This chapter explores the potential of “Game-Based Learning” (GBL) and gamification as an alternative pedagogy to improve learner’s engagement, problem-solving skills, and learning skills. This chapter provides insights on GBL and its application in programming education, which enables instructors to make better decisions in their teaching practices for programming courses and improve students’ learning experiences.

Cognitive abilities are brain-based skills needed to carry out any task. These are measured using cognitive tests generally designed to be administered by an expert, which consequently makes experience less engaging. Gamification, or the application of game elements in a non-game context improves the experience and the engagement of the user while doing mundane tasks. RoboKuma is a serious game platform that incorporates gamified cognitive tests to measure a person’s cognitive abilities to improve the engagement and overall experience when taking the tests. This study evaluates the effectiveness of the system for use in measuring a person’s cognitive ability. Upon the deployment of the system, the collected data from select participants were observed and analyzed to assess the system’s replay value and effectiveness as a clinical tool. Based on the analysis performed, it can be concluded that the system is an effective tool in measuring a person’s cognitive abilities.

Examination is significant for education. Effective style of examination makes students learn better. We propose a new type of machine learning based gamified examination system which benefits from the intelligence of machine learning algorithm and attractiveness of gamification. The new type of examination system helps students learning happily and effectively.

The term “gamification” is increasingly and widely used in business. Globally, businesses are adopting gamification as the primary method in transforming business operations. Gamification incorporates game concepts into non-game environments, such as a corporate website, online community, or company intranet, to boost employee engagement. Gamification aims to engage and motivate customers, staff members, and partners to encourage cooperation, sharing and interaction. Businesses utilize game elements, such as leaderboards, badges and rewards, to recruit, onboard, and train new employees; to motivate compliance with administrative requirements, such as filing travel and expense reports; to engage remote teams; and to improve employee performance. Gamification can further help organizations by encouraging the desired employee behaviour. This book considers the application of gamification and its implementation in the business context across global enterprises. It aims to explain the importance and applications of gamification in the business context in areas including marketing, human resource management, and financial services, as well as provide an understanding of the essence of gamification in organizations and its role in the present-day context. The chapters in this book are based on interdisciplinary areas. Furthermore, this book presents practical, real-world examples of application-based gamification for organizations.

Gamified mobile apps can help brands achieve their marketing objectives by providing them with a vehicle to facilitate superior customer experiences and achieve a competitive advantage in the process of shaping the customer journey. Even though gamification has advanced as a significant strategy to influence and maintain customer experience, engagement, and loyalty in online retail settings, there remains a dearth of research evidence complementing this notion in hedonic industrial contexts, particularly through longitudinal studies. This chapter utilizes a systematic approach to map 52 game elements to tap and explore the potential of gamification in context of beauty retail across the mobile apps of two countries, i.e., India and the United Kingdom, through an event study spanning a period of 14 days. The data have been analyzed from the perspectives of the User types hexad and the Octalysis framework, both of which are well-established gamification frameworks. The findings discuss how game designers and marketing managers work in synchronization to introduce different game elements throughout the buying journey depending on the stages (i.e., discovery, onboarding, scaffolding, and endgame) the consumers encounter on the gamified app, rather than embedding all the game elements at the same time, and also discuss the significant role of consumers’ cultural dispositions in making gamification a successful marketing technique.

This chapter answers a key question on how to engage employees globally using gamification. The chapter sets out an agenda of the requirement of global engagement for organizational productivity. The idea is to create a global engagement framework and propose guidelines for executing it. This chapter also provides primary real-world vignettes to give instances of real-life gamification usage for engaging stakeholders. These vignettes may be used as best practices by other organizations. The challenges listed may help organizations take precautionary measures and prevent a potential loss of revenue.

Gamification is defined differently in both research literature and among people. The purpose of this book chapter is to provide a detailed scoping review of the future of gamification in organizations. The first section provides an overview of the future of gamification in the business context. The second section provides an overview of the scoping review methodology and the third section illustrates the thematic analysis of gamification in organizations. The final section discusses the conclusion by providing implications for future researchers in the area of gamification in organizations. Gamification science is distinct not only from game science but also from non-scientific forms of gamification research. The purpose of gamification science is not to denounce nonscientific approaches to the study of gamification; instead, it establishes precise limits on the scope of the subfield. Gamification scientists seek to comprehend how games can be utilized to affect the attitudes, behaviors, and other states of being of humans. To further elucidate this position, we also provide a research agenda and framework for the study of gamification science.