Gamification in the Social Environment: a tool for Motivation and Engagement
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Track 10.Teacher Education for ICT integration in classroom Authors: Staling Cordero Brito and Juan Mena https://youtu.be/3gO6wpkWKV4
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Gamification in the Social Environment: a tool for Motivation and Engagement
- 1. TECHNOLOGICAL ECOSYSTEMS FOR ENHANCING MULTICULTURALITY (TEEM´18) Gamification in the Social Environment: a tool for Motivation and Engagement Salamanca, 24-28 October 2018 Staling Cordero-Brito Facultad de Educación Universidad de Salamanca Pº de Canalejas, 169, 37008, Salamanca (España) stalingcordero@usal.es Juanjo Mena Facultad de Educación Universidad de Salamanca Pº de Canalejas, 169, 37008, Salamanca (España) Juanjo_mena@usal.es
- 2. Motivation 2
- 4. 1. Introduction 2. Methodology 3. Results 4. Conclusions 4 •Research context 1. Introduction 1 Research objectives Gamification is the use of game elements in a non-game context (Deterding, Dixon, Sicart, Nacke, & O’Hara, 2011; Marache-francisco & Brangier, 2012)(Domínguez et al., 2013)(Giannetto et al., 2013)(Hamari, 2013)(Simon J.D, 2013)(Schoech et al., 2013) (Silva et al., 2013) (Simões et al., 2013) (de-Marcos et al., 2014)(Bista et al., 2014) (Codish & Ravid, 2014)(Conaway & Garay, 2014) (Dichev et al., 2014)(Ibanez et al., 2014) (Kickmeier-Rust, Hillemann, & Albert, 2014) (Lucassen & Jansen, 2014a) (Morford et al., 2014)(Bunchball Inc., 2010)(Oprescu et al., 2014)(Attali & Arieli-Attali, 2015)(Azmi & Singh, 2015)(Chen, Burton, Vorvoreanu, & Whittinghill, 2015)(Dicheva et al., 2015)(Flores, 2015)(Hanus & Fox, 2015)(Korn & Schmidt, 2015)(Walton, White, & Ross, 2015)(Robson et al., 2015) (Urh et al., 2015)(Sigala, 2015)(Mekler et al., 2015) (Olsson, Mozelius, & Collin, 2015)(Ruhi, 2015) (Lieberoth, 2015)(Gatautis, Banyte, et al., 2016)(Santhanam et al., 2016)(T. W. Kim & Werbach, 2016)(Stavljanin, Milenkovic, & Sosevic, 2016)(Pesare et al., 2016) (Maican et al., 2016) Gamification, refer to efforts to redesign life activities by drawing inspiration from methods in game design (Kapp 2012) 2
- 5. 1. Introduction 2. Methodology 3. Results 4. Conclusions 5 •Research context Problem solving Social environment Behavior modification (motivation and engagement) Gameful design 1
- 6. Research objectives 1. Introduction 2. Methodology 3. Results 4. Conclusions 6 ● To analyze which components of gamification are investigated in a sample of studies in the disciplines of Education, Health, Services and Social Learning ● To systematically review the main components and their application of gamification in the social environment in order to improve the achievement of proposed objectives and the acquisition of habits in activities that are tedious or difficult to perform General: Specific: 2
- 7. 2. Methodology 1. Introduction 2. Methodology 3. Results 4. Conclusions 7 • Sample extraction and presentation of results1 • Choice of the content2
- 8. 1. Inroduction 2. Methodology 3. Results 4. Conclusions 8 Scope Search Selection Analysis and presentation of results • Sample extraction and presentation of results1 Caponetto, (2014) and Rickinson & May, (2009)
- 9. 1. Introduction 2. Methodology 3. Results 4. Conclusions 9 SCOPE Search Title: “Gamification” Latitude: Research context: Social (Social science) Articles y reviews Duration: 2011 - mid 2016 Web of Science Scopus Selection Analysis and presentation of results Articles and reviews Duplicates Data processing: Mendeley 1.12, Excel 2007 and Nvivo 10 Organization by content section Sample
- 10. 1. Introduction 2. Methodology 3. Results 4. Conclusions 10 •Choice of the content2
- 11. 3. Results 1. Introduction 2. Methodology 3. Results 4. Conclusions 11 •Search and choice results1 •Implementation of gamification2
- 12. 1. Introduction 2. Methodology 3. Results 4. Conclusions 12 •Search and choice results ● Journals with the largest number of publications: Computers in Human Behavior (n = 15); Computers in Education (n = 5); Procedia- Social and Behavioral Sciences (n = 5); IEEE Intelligent Transportation Systems Magazine (n = 4); International Journal of Engineering Education (n = 4); International journal of Game-based learning (n = 3); and Journal of eLearning and Knowledge Society (n = 3). Figure 1. Sample selection process (adapted from the Miller & Campbell scheme, 2006) Table 1. Keywords of the articles, with three or more results, published in the Web of Science and Scopus databases: Social Scope (n = 136), in the period (2011-mid 2016) 1
- 13. 13 1. Introduction 2. Methodology 3. Results 4. Conclusions • Education • Health • Services • Social learning •Implementation of gamification Table 2. Components of the gamification that have been studied in the sample of selected (2011-mid 2016). Note: x = not present; v = present 2
- 14. 1. Introduction 2. Methodology 3. Results 4. Conclusions 14 Education DimensionU ™ Duolingo Facebook Edugames Schoolcube Voki Ribbon Hero Classdojo Applications
- 15. 1. Introduction 2. Methodology 3. Results 4. Conclusions 15 Health Re-Mission SilverPromenade Bolos VI Motivotion60 SisterMatch Dolor Squad Nike + Fit Game Stepbystep Applications
- 16. 1. Introduction 2. Methodology 3. Results 4. Conclusions 16 Services Chore Wars Tripadvisor Foursquare E-Banking Blablaclar Sharetribe Applications
- 17. 1. Introduction 2. Methodology 3. Results 4. Conclusions 17 Social learning Schoooools Gafu Sap SamEx Jeopardy Socrative Lego Applications
- 18. Gamified systems in the studies reviewed show better results than traditional systems, considerably increasing the participation of users ● Although, adding gamification components to an application is not sufficient to fully motivate: we need to choose an attractive design framework, accompanied by a catching narrative and an appropriate context 4. Conclusions 1. Introduction 2. Methodology 3. Results 4. Conclusions 18 A good gamification systems try to create the basis for the development of self-determined behavior. ● To move from the game components that increase extrinsic motivation to those that really provide an intrinsic motivation
- 19. 1. Introduction 2. Methodology 3. Results 4. Conclusions 19 Gamification has been proven to be an effective strategy to increase motivation and engagement. ● Participants remain immersed in the experience and often return to share content and influence the community, developing the collaboration and socialization of the members The components of gamification with more presence in the areas mentioned before are the rewards (points, badges), levels, and classification tables, mainly, because they influence extrinsic motivation quickly, but less effective than intrinsic motivation. On the other hand, social recognition and social networks do not have the same repercussions, because they are less used in the framework of the chosen sample.
- 20. References 20
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Editor's Notes
- Our motivation to make this article is beacuse many people spend a lot of hours playing on consoles, portable and mobile devices. Many of these players are digital natives, inclined towards the use of games [23] as well as social networks, in order to find a state of FLOW that allows them to source motivation and commitment focused on learning
- 5) The context of investigation is about how gamification can modify behavior in the social envirionment, using the game dynamics and mechanics, adding a convincing narrative with the purpose of solving social problems, taking advantage of the inherent characteristics of the game to apply them in situations with a lack of motivation and commitment
- The literature review was carried out by the end of July 2016. The selection of the scientific articles was conducted by the following methodological steps applied by Caponetto et al. [4] and Rickinson & May
- All the keywords were selected for the elaboration of the sections, then processed in the Nvivo 10 program.
- 12, This was the results to get to the sample 12) To achieve greater efficiency, two databases with the highest incidence of published scientific articles (Web of Science and Scopus) were consulted. The search was carried out in both databases and 136 works were selected 12B) This was the result to make to the section of the content
- 13a) It seems that not all the components are studied equally in the disciplines mentioned (see table 2). In addition, table 2 makes a relationship between the Gamification elements most used by the aforementioned disciplines, divided into present or not present. At the same time, the components of extrinsic motivation have more presence in the Services and in Education field than those of intrinsic motivation in Health and in Social Learning field
- 14) Education In the educational field, modern applications use gamification mechanics to motivate participation and knowledge acquisition, allowing students to form their own goals and failures. Adjusting the feedback (positive or negative), depending on the circumstance [Points and badges are used as external symbolic award elements [24], influencing students’ classroom behaviors. Challenges and competitions serve to create a competitive atmosphere where the ego and reputation come together to develop a more self-determined behavior.
- 15) Health: In the field of health (exergames), the use of video games with gamification elements has driven initiatives in healthy lifestyles [13]. Many health systems recognize the potential of games to prevent illness and help patients recovering from illness by making positive adjustments in their lifestyles. Most external motivators help to reinforce intrinsic motivation by using points and badges as primary rewards.
- 16) Services: In the service field, gamification is commonly used as a management-by-objectives approach. Under this approach, the purpose is to maximize the loyalty and motivation of the customers and employees. Customers’ motivation is assessed by a series of external rewards, serving as marketing entities of the product, by receiving a good service.
- 17) Social Learning: Game components are used in social learning through the promotion of interactive and collaborative situations [23]. Their persuasiveness is determined by social recognition and rewards [18]. In other words, using the mechanics and dynamics of the game, being influenced by the objectives of the community to which it belongs. For its part, social influence provides the context to develop social interaction, taking into account how the participant reacts to a group and how the group can help establish an influential relationship