| 1. |
- Gunnars, Fabian, et al.
(författare)
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Adult Education Teacher’s Perception Of Gamification Implemented In Distance Education
- 2021
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Ingår i: 4th annual International Conference of Education, Research and Innovation (ICERI), 8th and 9th of November 2021. - Barceló Sevilla Renacimiento, Sevilla, Spanien : IATED. - 9788409345496
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Konferensbidrag (refereegranskat)abstract
- This paper discusses perceptions of educational gamification and its potential opportunities for reducing student dropout and teacher workload. Interviews of nine teachers and their technology acceptance were studied in conjunction with the implementation of a gamified online system during 2019, fully designed for distance education. Results indicate perceptions of reduced workload, prevention of students from handing in late, and facilitating activity in courses. However, perceptions of clear suspicion towards Educational Gamification also related acceptance as insufficient for behavioural intent until very conclusive result demonstrations of behavioural performance are available to the teachers. Implications for lifelong learning and ethical concerns are briefly discussed.
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| 2. |
- Jedel, I., et al.
(författare)
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A Practical View of Gamifying Information Systems for the Future
- 2021
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Ingår i: International Journal of Gaming and Computer-Mediated Simulations. - 1942-3888. ; 13:4
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Tidskriftsartikel (refereegranskat)abstract
- Gamification’s role to support usability and innovation in the manufacturing industry is in its infancy. The present study displays a multi-cited ethnographical approach of a design science research project conducted between a start-up gamification firm and a manufacturing company. The case shows how different gamification design methods are used when gamifying a novel human modelling system. Furthermore, the interference from method to the design is presented and compared with conceptual views of gamification design. The findings show the need for early technical due diligence in collaborations between newer and older firms as well as the need for more comprehensive gamification frameworks to support industry design of gamification in different contexts. Copyright © 2021, IGI Global.
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| 3. |
- Jedel, Izabella, 1996, et al.
(författare)
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An industry experiment of academic performance and drop-out in gamified distance education
- 2021
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Ingår i: CEUR Workshop Proceedings. - 1613-0073.
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Tidskriftsartikel (refereegranskat)abstract
- In an experimental study with 1780 adults who participated in distance education, it was shown that gamification did not have an effect on performance, drop-out rate and pass-rate compared to a control group. Although no effect was shown, descriptive survey data suggests that the students were positive towards having similar gamification in other courses and would likely recommend the course due to the design. While previous research on gamification in online education indicates that gamification can have a positive effect, gamification researchers highlight the importance of context and design for successful implementations. The present study supports the need for context considerations and psychological design in gamifying online education. Furthermore, the present study highlights the need for a more nuanced understanding of engagement measures in gamification research and for more practical frameworks regarding the successful application of gamification in online education.
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| 4. |
- Jedel, Izabella, 1996-, et al.
(författare)
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Ett digitalt arbetssätt: organisationens väg till det livslånga lärandet
- 2023
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Det livslånga lärandet är en nyckel i det framtida arbetslivet, för både individer och organisationer i deras strävan att bibehålla sin relevans på arbetsmarknaden. Den här boken tar ett helhetsgrepp kring det digitaliserade livslånga lärandet. Den ger en översikt över digitala teknologier och deras möjligheter och begränsningar utifrån teorier om vuxnas lärande och lärande på arbetsplatsen. Författarna erbjuder även en praktisk vägledning i hur organisationer kan arbeta på ett effektivt och lönsamt sätt med ett digitaliserat lärande som gagnar både individen och organisationen i stort. Boken vänder sig till blivande personalvetare, systemvetare och ekonomer, framför allt vid universitetskurser som berör frågor om vuxnas (livslånga) lärande och organisationslärande. Den är även relevant för yrkesverksamma som på olika sätt arbetar med utbildning, kompetensutveckling och lärande i organisationer.
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| 5. |
- Jedel, Izabella, 1996, et al.
(författare)
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Factors Related to the Use and Perception of a Gamified Application for Employee Onboarding
- 2021
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Ingår i: Human Interaction, Emerging Technologies and Future Applications IV. - Cham : Springer. - 2194-5357.
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Konferensbidrag (refereegranskat)abstract
- Effective employee onboarding will be crucial for organizations to consider in the upcoming years. One approach to create scalable and engaging employee onboarding is through utilizing gamification; the use of game elements in a non-game context. In the present case, a multi-sited ethnographical approach was conducted, following the development of a gamified mobile application for the onboarding purpose of new employees at a global manufacturing company. The results showed that the use of the application had been low and that there was a lack of gamefulness, perceived ease of use and perceived usefulness. From the case, three main factors are discussed related to the use and perception of the application; conducting early user testing; considering onboarding practices; and designing for gamefulness.
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| 6. |
- Jedel, Izabella, 1996, et al.
(författare)
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Teachers’ perception and adoption of a gamified blended learning implementation in upper secondary education
- 2021
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Ingår i: CEUR Workshop Proceedings. - 1613-0073.
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Tidskriftsartikel (refereegranskat)abstract
- The present explorative case study addresses teacher perception and adoption of a gamification implementation in five classes consisting of 127 students at an upper secondary school in Sweden. Multisession semi-structured interviews with three teachers involved in the implementation were conducted, followed by thematic analysis based on Moore and Benbasat’s model for Adoption of information technologies. The main results indicate that adoption factors should be considered when implementing gamification in the classroom. This relates to connecting the gamification design to student progress, communicating with teachers on the relative advantage of the implementation, considering teachers’ needs, such as technology support, preparation, collaboration and clarification, and visualizing the outcomes of gamification implementations to teachers
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| 7. |
- Krath, Jeanine, et al.
(författare)
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Does behaviour match user typologies? An exploratory cluster analysis of behavioural data from a gamified fitness platform.
- 2022
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Ingår i: CEUR Workshop Proceedings. - RWTH Aachen : CEUR Workshop. - 1613-0073. ; , s. 105-114
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Konferensbidrag (refereegranskat)abstract
- A promising solution to increase user engagement in gamified applications is tailored gamification design. However, current personalisation relies primarily on user types identified through self-reporting rather than actual behaviour. As a novel approach, the present study used an exploratory machine learning analysis to identify seven clusters of users in a gamified fitness application based on their behavioural data (N = 19,576). The clusters were then conceptually compared to common user typologies in gamification, identifying possible relationships between behavioural user clusters and user types motivated by achievement, sociability, and extrinsic incentives. The findings shed light on nuanced behaviour patterns of user types in the fitness context and how knowing these patterns can inform the way in which tailored gamification could be implemented to meet the needs of specific types. Thereby, they contribute to the discussion on utilising behavioural data and user typologies for tailored gamification design.
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| 8. |
- Palmquist, Adam, 1983, et al.
(författare)
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AUTOMATON : A Gamification Machine Learning Project
- 2023
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Ingår i: Encyclopedia of Data Science and Machine Learning. - : IGI Global. - 9781799892205 - 1799892204 - 9781799892212 ; , s. 3090-3101
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Bokkapitel (refereegranskat)abstract
- This article displays a design ethnographic case study on an ongoing machine learning project at a Scandinavian gamification start-up company. From late 2020 until early 2021, the project produced a machine learning proof of concept, later implemented in the gamification start-up´s application programming interface to offer smart gamification. The initial results show promise in using prediction models to automate the cluster model selection affording more functional, autonomous, and scalable user segments that are faster to implement. The finding provides opportunities for gamification (e.g., in learning analytics and health informatics). An identified challenge was performance; the neural networks required hyperparameter fine-tuning, which is time-consuming and limits scalability. Interesting further investigations should consider the neural network fine-tuning process, but also attempt to verify the effectiveness of the cluster models selection compared with a control group.
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| 9. |
- Palmquist, Adam, 1983
(författare)
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Design Elements of Conflict: A Design Study of a Gamified Smartphone Application for Employee Onboarding
- 2023
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Ingår i: Technology Knowledge and Learning. - 2211-1662. ; 28:3, s. 1133-1173
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Tidskriftsartikel (refereegranskat)abstract
- Gamification, the use of game-like elements in non-game contexts, has gained popularity in the field of human resources. However, little research has been conducted on the use of gamification in the employee onboarding process, specifically in terms of socializing and assimilating new employees into an organization. This study aimed to explore the design, development, and implementation of a gamified smartphone application for employee onboarding in a manufacturing company. Ethnographic data was collected over the course of 60 weeks through participation at various field sites and analyzed using thematical analysis with a human-centered design focus, examining the meaning attributed to the gamified application by different stakeholders within the organization. The results showed that different stakeholder groups attributed different and sometimes conflicting meanings to various design elements. The key finding was the identification of four bipolar design dimensions that both supported and hindered the design among stakeholders. These findings have both academic and practical implications for the design of future gamified employee onboarding tools in large enterprises.
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| 10. |
- Palmquist, Adam, 1983, et al.
(författare)
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Design Implications for a Gamified Recycling House
- 2022
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Ingår i: HCI in Games. - Cham : Springer. - 0302-9743 .- 1611-3349. - 9783031056369 - 9783031056376 ; , s. 289-305
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Bokkapitel (refereegranskat)abstract
- This paper encircles explorative design research in a multiple stakeholder triple helix project concerning circular economy and household recycling. Design ethnography was employed to find implications for outlining a gamification artifact that would facilitate recycling behaviors. We collected our data during 27 weeks by attending two field sites: Site A, project stakeholder meetings and a participatory design workshop, and Site B, semistructured interviews in the household stakeholders’ residences. Our thematic analysis of the sites’ collected ethnographic record extrapolated two specific categories: Stakeholder requirements and Gamification ruleset, together enfolding five key-themes and various sub-themes that could be used to inform the design of a gamification artifact aimed at recycling. Also, based on our research, we propose two research propositions regarding storytelling and understanding for further gamification design researchers to investigate.
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| 11. |
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| 12. |
- Palmquist, Adam, 1983, et al.
(författare)
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Gamification design predicaments for e-learning
- 2021
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Ingår i: Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics). - Cham : Springer International Publishing. - 0302-9743 .- 1611-3349.
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Konferensbidrag (refereegranskat)abstract
- We introduce how gambling techniques slurred as gamification can be abusive and how adapting it for HCI can lay a practical basis for unethical designs, both in the commercial and applied research sectors. Based on the original notion of game theory, we argue that these techniques can be pervasive in our everyday sociotechnical ecosystem. The digital technology industry’s commercial underpinnings frequently promote irrational user-behavior and using these design techniques in educational technology could foster negative user learning behaviors. Given the complexity of these concepts’ legal issues, it is not always easy to ensure that one does not cross the line. This study presents four gamification design predicaments that demand attention when designing gamification in (e)learning. The research has both theory and practical implications.
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| 13. |
- Palmquist, Adam, 1983
(författare)
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Gamification was not the problem : A case study exploring factors affect teachers approvement of gamification
- 2021
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Ingår i: ACM International Conference Proceeding Series. - New York, NY, USA : ACM.
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Konferensbidrag (refereegranskat)abstract
- This case study concerns two schools using a similar gamification design in identical learning management systems. The two implementations produced different outcomes despite similar teacher and student demographics, learning methodologies, and learning context. Semi-structured interviews with ten participants involved in the projects were conducted, followed by thematic analysis. The case analyses identify vital factors affecting gamification implementations in a learning environment. Also, the study identifies the teachers as imperative for gamification practitioners to recognize as they may facilitate gamification implementation in the learning environment. The findings challenge previous studies on gamification acceptance in learning environments that describe gamification as a unanimous instrument, which disregards fundamental didactical and contextual factors.
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| 14. |
- Palmquist, Adam, 1983, et al.
(författare)
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Gamified learning analytics: An initial outline of design concept synergies from two fields
- 2021
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Ingår i: Proceedings of the Nordic Learning Analytics (Summer) Institute (NLASI 2021). - Stockholm, Sweden, 2021.. - 1613-0073. ; 2985
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Forskningsöversikt (refereegranskat)abstract
- Technology advancement has dynamically improved the ability to conduct research on large mounts of data and produce innovative ways to engage students. This work-in-progress paper presents tentative research proposals devised from two related and emerging fields: learning analytics and educational gamification. We highlight three shared concepts – processes and elements of development (design), institutional actors and practitioners (stakeholders), and perceptions about usability and adoption (acceptance). We explore the unique nature of each field pertaining to these concepts. Further, we explore how these fields intersect and present opportunities for implementing design that can be beneficial to researchers and practitioners currently working at the interaction between the fields. We also want to bring awareness to the potential synergies that the combination of these fields presents
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| 15. |
- Palmquist, Adam, 1983, et al.
(författare)
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Influence of Gender, Age, and Frequency of Use on users’ attitudes on Gamified Online Learning
- 2021
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Ingår i: Advances in Intelligent Systems and Computing, volume 1378. - Cham : Springer. - 2194-5357. - 9783030732707
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Konferensbidrag (refereegranskat)abstract
- Given the disruption of the global workforce’s desired skill categories, there is a need to facilitate individual lifelong learning. One suggested solution is gamification. However, gamification has been accused of a novelty effect on the user, meaning that the user’s engagement is likely to decrease significantly over time. The present study investigates adult learners’ attitudes towards a gamification implementation, considering factors such as gender, age, and visit frequency in the Learning management system (LMS). The main findings indicate that the perception of the game element Badges differs depending on age and that the user’s attitude toward gamification is positively affected by user’s frequency of use of the gamified LMS.
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| 16. |
- Palmquist, Adam, 1983
(författare)
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Lost in translation: A study of (mis)conceptions, (mis)communication and concerns when implementing gamification in corporate (re)training
- 2021
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Ingår i: Proceedings of the Annual Hawaii International Conference on System Sciences. - 1530-1605.
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Konferensbidrag (refereegranskat)abstract
- This exploratory study concerns companies in the manufacturing industry that consider implementing gamification in their online training to satisfy the accelerating demand for workforce upskilling. Through participation in different gamification design workshops with a gamification studio and its clients, this study aims to identify what topics are discussed and should be considered when designing a gamified solution for training in the manufacturing industry. The study raises the propositions that gamification needs 1) a more robust definition in business to business exchange; 2) a better explanation of how performance outweighs effort; 3) consideration of the senior users and/or the social norms that exist in the manufacturing industry.
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| 17. |
- Palmquist, Adam, 1983
(författare)
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Plug & Play? Stakeholders’ co-meaningmaking of gamification implementations in workplace learning environments
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation discusses the implementation process of gamification in organisations’ workplace learning environments, focusing on four stakeholder groups: Administrators, Leaders, Providers and Users. These stakeholder groups are represented across the dissertation’s five articles, which present the results of my investigation of the groups’ meaning attributions to the gamification implementations in their organisations’ learning environments. The empirical materials include assembled ethnographic records, surveys and event logs from the implemented technological artefacts in different settings. In the included studies, I focused on various sequences in gamification implementation. In Study I, I portrayed various design workshops by employing a participatory observation approach to amplify the voices of the Administrators and Providers. In Study II, I provided an account of a whole gamification implementation project using a design ethnography approach to give voice to the four stakeholder groups. In Study III, I utilised a mixed-methods approach, examining the Users’ notions and opinions of gamification implementation in their online corporate course. In Study IV, I identified and explained Users’, Administrators’ and Leaders’ miscellaneous gamification design preferences using a sequential mixed-methods approach. Through Study V’s blended research design, I displayed how a low level of technological maturity in an organisation undertaking gamification implementation raises concerns that threaten to jeopardise the entire project due to the unforeseen and spiked resource demand. Although the previously given design frameworks for gamification for learning have downplayed the positions of organisational stakeholders and the importance of the implementation procedure, the results of this dissertation indicate a circumstance that contradicts the downplayed representation of both stakeholders and the implementation phase in real-world gamification projects. The results of the five dissertation studies display bipolar yet interdependent connections between the four stakeholder groups’ meaning attributions to gamification in the workplace learning environment. Dissimilar meaning attributions to gamification influence the implementation process to a high degree. Based on this premise, the dissertation emphasises the importance of identifying stakeholders’ meaning attributions to gamification in the learning environment as a way to facilitate its implementation in the organisation’s ecosystem. The implications of the PhD project’s findings served as the basis for the project’s primary contribution: a model for analysing and understanding organisational stakeholders’ requirements for gamification in the learning ecosystems of large enterprises. The STAkeholder-centred GAmification (STAGA) model comprises a set of constructs highlighting the relationships among central stakeholders’ meaning attributions to and aspirations regarding gamification in the workplace learning context. STAGA is a process model intended for continually analysing and understanding organisational stakeholders and interpreting their meaning attributions to gamification. The model intends to aid and influence decision-making in the design and development process of gamification to facilitate its integration into the routines and practices of the workplace learning environment.
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| 18. |
- Palmquist, Adam, 1983
(författare)
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Stakeholders' design preferences for instructional gamification
- 2023
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Ingår i: Behaviour & Information Technology. - 0144-929X.
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Tidskriftsartikel (refereegranskat)abstract
- There is increasing interest in incorporating game design elements in workplace learning, known as instructional gamification. Despite initial positive indications, there is still a need for a deeper understanding of how organisational stakeholders play a role in implementing instructional gamification. This study employed an explanatory sequential mixed-methods approach to identify and understand stakeholders' instructional gamification design preferences and how these preferences might impact their endorsement of instructional gamification. A survey of 231 individuals at a software company was conducted to gather data on stakeholders' preferences for instructional gamification. This was followed by in-depth interviews with eight employees to further enhance the understanding of stakeholders' instructional gamification design preferences. The quantitative findings revealed four interrelated factors concerning the instructional gamification design preferences of the three stakeholder groups. However, the qualitative findings revealed that the stakeholder groups interpreted the items differently. By integrating the quantitative and qualitative findings, the study provides a comprehensive understanding of the factors that enable or hinder stakeholders' endorsement of instructional gamification in workplace learning. The study also presents four design propositions that facilitate stakeholder endorsement of gamified learning artifacts. The findings have both theoretical and practical implications for designing and implementing instructional gamification in workplace learning environments.
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| 19. |
- Palmquist, Adam, 1983, et al.
(författare)
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Toward a successful badge design in gamified e-learning: A literature review
- 2021
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Ingår i: Proceedings of the European Conference on Games-based Learning. - 2049-0992.
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Konferensbidrag (refereegranskat)abstract
- This study reviews a sole entity in the gamification design, badges, to determine best practices regarding design and implementation in digital environments. By cond0ucting a literature review covering ten experimental publications that examined the badge isolated in a gamified digital environment, this study concludes that existing research gives varied results in implementing badges. The study's key finding is that due to similar population, context and game attributes, the game element Badges seems to be most effective when used as signs and steppingstones steering the generated user activity towards the intended end-goal of the design. This study has both practical and theoretical implications.
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