Designing Gamification to Guide Competitive and Cooperative Behavior in Teamwork

Vegt, Niko; Visch, Valentijn; Ridder, Huib de; Vermeeren, Arnold

doi:10.1007/978-3-319-10208-5_26

Cited by 22 publications

(20 citation statements)

References 28 publications

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“…Designers might wish to examine the real world context in which the game would take place. For instance, when designing a persuasive game which is used as part of a workplace context, the designer might choose to examine the user's current activities, relationships and daily rituals within that workplace (as in [59]). Other factors include the user's existing motivational affordance.…”

Section: Dish 2: Investigating the User's Worldmentioning

confidence: 99%

“…The designer might also specify which game elements (e.g. leader-boards, virtual rewards) or mechanics (achievement, collaboration competition) they wish to include in the game to make it appealing to the players (such as in [59]). If narrative elements are used, a description of the storyline or game metaphor could be provided.…”

Section: Dish 31 Game Concept Designmentioning

confidence: 99%

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A cookbook method for Persuasive Game Design

Siriaraya

Visch

Vermeeren

et al. 2018

IJSG

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Despite the growing interest in persuasive game design, there have been few methods which cover the complete process of game design that designers could draw upon in their practice. In this paper, the Persuasive Game Design method(PGD) is presented as a non-directive approach for designing persuasive games including a practical hand-out. To better fit with the practical constraints encountered in game design, this method adopts a “cookbook” approach. A set of essential PGD components and tools are provided from which game designers can choose from, given their specific context and resources. Designers first consider the game design steps(“dishes”) to use in creating their game and in each step, select which components(“ingredients”) to take into account and tools(“utensils”) to use. The proposed method, based on our experience as persuasive game researchers and design practitioners, is further refined using feedback from professional game designers. The paper concludes with a case study illustrating how to put the meal into practice. Overall, the method provides a useful contribution to the existing research domain by combining knowledge from game theory, game design and design methodology to create a structured yet flexible approach which covers the complete persuasive game design process for researchers, students and practitioners.

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Section: Dish 2: Investigating the User's Worldmentioning

confidence: 99%

Section: Dish 31 Game Concept Designmentioning

confidence: 99%

A cookbook method for Persuasive Game Design

Siriaraya

Visch

Vermeeren

et al. 2018

IJSG

Self Cite

View full text Add to dashboard Cite

show abstract

“…A transfer effect can be achieved in multiple ways including directly during gameplay, in the form of physical activity after the gameplay (Larsen, Schou, Lund, & Langberg, 2013), via medicine compliance (Kato, Cole, Bradlyn, & Pollock, 2008), or at a later stage such as in changes oriented at a healthy lifestyle (DeSmet et al., 2014). The Persuasive Game Design model has been applied for a number of transfer effects including increasing physical activity of dementia patients (Anderiesen, Sonneveld, Visch, & Goossens, 2015), increasing walking behavior of elderly in low socioeconomic neighborhoods (Visch, Mulder, Bos, & Prins, 2014), enhancing social interaction (Vegt, Visch, deRidder, & Vermeeren, 2015), enhancing burn-out therapy adherence (Zielhorst et al., 2015), and increasing communication between addiction therapy clients (Visch, 2013a) and dementia patients (Visch, 2013b). The core of Persuasive Game Design is to transport the users' experience from a real-world experience toward a motivating game-world experience in order to facilitate realization of the aimed-for transfer effects in the real world—see Figure 1 (Visch et al., 2013).…”

Section: Persuasive Game Design For Motivationmentioning

confidence: 99%

Warm-Up Your Audience Before Dancing With Them

Visch

2016

Empirical Studies of the Arts

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Audiences of dance performances often want to participate, but when given the possibility to do so may feel restrained. Persuasive Game Design methods were used to enhance audience participation by providing the audience with a gamified warm-up. The warm-up was designed to resolve the inhibiting factors for audience participation (e.g., social inhibition, cognitive, and physical preparedness) by using game elements imitation, fantasy, and social team building. In a between-subjects design (N ¼ 96), the effect of a gamified warm-up preceding a dance performance on audience participation during the dance performance was tested, focusing on the observed participation rate, intensity, and willingness, as well as on the audience experience of participation. Analyses showed a significant increase in participation rate, in participation intensity, and in reported liking of the participation. It is concluded that persuasive game design can be applied effectively to increase audience participation. Future research on the generalizability of the findings to other domains and on the isolated motivational effects of warm-up components is discussed.Empirical Studies of the Arts 0(0) 1-20 ! The Author(s) 2016 Reprints and permissions: sagepub.com/journalsPermissions.nav

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“…Playing is part of human nature [10,24]. Playing is fun, motivating and engaging [41,46,66], promotes competition [46] and has a positive effect on teamwork [64]. In addition, playing games is also suitable for trying out behavioral strategies and can thus serve as a consistently reduced training and educational environment [57].…”

Section: Introductionmentioning

confidence: 99%

Beyond Classical Definition: The Non-definition of Gamification

Staller

Körner

2021

SN COMPUT. SCI.

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Gamification is regularly defined as the use of game elements in non-gaming contexts. However, discussions in the context of the pedagogical value of gamification suggest controversies on various levels. While on the one hand, the potential is seen in the design of joyful learning environments, critics point out the pedagogical dangers or the problems related to optimizing working life. It becomes apparent that the assumptions guiding action on the subject matter of gamification in educational contexts differ, which leads to different derivations for pedagogical practice—but also allows for different perspectives on initially controversial positions. Being aware of these assumptions is the claim of a reflexive pedagogy. With regard to the pedagogical use of gamifying elements and their empirical investigation, there are three main anchor points to consider from a reflexive stance: (a) the high context-specificity of the teaching undertaken and (b) the (non-)visibility of the design elements and (c) the (non-)acceptance of the gamified elements by the students. We start by providing a discussion of the definitional discourse on what is understood as gamification leading to our argument for a non-definition of gamification. We describe the potential of this non-definition of gamification and exemplify its use in a gamified concept of teaching police recruits professional reflexivity. The concept features the narrative of a potential crime that has been undertaken and that students decide for themselves if they want to engage with it.

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Designing Gamification to Guide Competitive and Cooperative Behavior in Teamwork

Cited by 22 publications

References 28 publications

A cookbook method for Persuasive Game Design

A cookbook method for Persuasive Game Design

Warm-Up Your Audience Before Dancing With Them

Beyond Classical Definition: The Non-definition of Gamification

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