Driven to drive? Investigating the effect of gamification on learner driver behavior, perceived motivation and user experience

Fitz-Walter, Zachary; Johnson, Daniel; Wyeth, Peta; Tjondronegoro, Dian; Scott‐Parker, Bridie

doi:10.1016/j.chb.2016.08.050

Cited by 73 publications

(36 citation statements)

References 6 publications

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“…Gamification has been defined as a process of enhancing services with affordances in order to invoke gameful experiences and further behavioural outcomes (Hamari, 2013). It is a new and powerful strategy to influence and motivate groups of people (Cheong, Cheong, & Filippou, 2013;Domínguez, et al, 2013;Fitz-Walter, Johnson, Wyeth, Tjondronegoro, & Scott-Parker, 2017;Lee & Hammer, 2011;Lessel, Altmeyer, & Krüger, 2015).…”

Section: Review Of the Literature On Gamificationmentioning

confidence: 99%

Gamification experience in the subject of descriptive geometry for architecture

et al. 2019

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The hasty changes in the curricula that have occurred in recent years in the School of Architecture of XXX have generated some problems in the subject of Descriptive Geometry that have been added to others that had been ongoing for many years. A Teaching Innovation Project (TIP) seeks to provide a solution to the problems raised with new methods of teaching inside and outside the classroom and greater interaction between the students and the professor. This way, geometry is no longer something abstract, unrelated to the professional practice of the architect. Thereby, it is intended to structure a new subject that provides students not only with graphic and spatial techniques but also with teamwork, cooperation, training, sufficiency and autonomy resources that help them in the development of their future career. In order to carry out this new methodology for teaching, a course based on gamification has been designed, which allows the students to focus on the subject from a more playful point of view with the aim of motivating and involving them. Based on a three-year experience of comparative work between the traditional and the proposed systems, the conclusions obtained with regards to the withdrawal rate, academic performance and perception of the teaching method are presented in this paper. The incorporation of techniques based on games had a motivating effect on the students, who discovered a way of learning by playing what they previously perceived as a tedious subject.

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Section: Review Of the Literature On Gamificationmentioning

confidence: 99%

Gamification experience in the subject of descriptive geometry for architecture

et al. 2019

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“…A number of studies show that the effects of gamification vary significantly among participating learners (Barata et al, 2017;Fitz-Walter, Johnson, Wyeth, Tjondronegoro, & Scott-Parker, 2017;Lister, West, Cannon, Sax, & Brodegard, 2014;Rothrock & Freivalds, 2018). Although several researchers (Hamari, Huotari, & Tolvanen, 2015;Huotari & Hamari, 2017;Nicholson, 2015;Rigby, 2014) have suggested that various contextual factors may modify gamification's impact, little has been explored yet with regard to how other factors, such as the activity importance, level of effort, learner self-efficacy, selfesteem, etc.…”

Section: Related Workmentioning

confidence: 99%

Gamifying learning for learners

Dichev

Dicheva

Irwin

2020

Int J Educ Technol High Educ

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The majority of user models in gamification are based on user’s gamer personality. However, the motivations driving individuals’ learning behavior differ from their motivations when playing. There is no evidence that learners’ experiences in gamified activities are described by these models. Thus, an alternative model capturing learners’ motivational experiences and relating them to the motivational mechanisms of gamification design is needed. To fill this gap we propose a context-specific typology which groups learners based on their type of motivation and perceived ability associated with a learning activity. The purpose of this proposal is to provide a framework for connecting each learner’s type to a set of motivational affordances to which that type is susceptible. Facilitating the task of selecting motivational affordances matching learner’s type aids the design of customized gamified learning.

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“…The growing literature on gamification covers a wide range of areas, including innovation management (Roth et al, 2015), human resource management (Dale, 2014), sustainability promotion (Morford et al, 2014;Huber & Hilty, 2015;Kim, 2015), and local regional development (Fekete, 2018). Other specific areas are also examined by many authors, such as the establishment of surveys (Sillaots, 2014), the improvement of vegetable intake for young adults (Nour et al, 2018), alcohol interventions for college students (Boyle et al, 2017, standing in public transportation (Kuramoto et al, 2013) or gamified application for learner drivers (Fitz-Walter et al, 2017). A large number of gamification articles are written in the context of improving education (Buckley & Doyle, 2017;Eynard et al, 2017;Yildirim, 2017).…”

Section: Gamification In Different Areasmentioning

confidence: 99%

Gamification in for-Profit Organisations: A Mapping Study

Szendrői

Dhir

Czakó

2020

Business: Theory and Practice

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This study reviews prevailing trends in “for-profit” business-related gamification. It examines the current literature, focusing on gamification elements, industries and variables that is of interest to researchers in different business environments. A systematic mapping approach was applied to this study. Articles were selected from different databases in a two-step screening process, subject to sets of inclusion and exclusion criteria. A total of 25 articles were further for: (1) represented industries, (2) orientation of the gamified system, (3) types of implementation, (4) gamification elements analysed, (5) impact on companies, and (6) company variables analysed. Results confirmed that the number of empirical studies on gamification in for-profit organisations is growing. Researchers have placed greater emphasis on analysing customer-related gamification environments than on employee-oriented gamification. This finding is consistent with the prevailing trend of increasing demand from practitioners to gamify customer-related processes. This is likely due to the potential for higher positive impact on the performance of companies. Most frequently deployed gamification elements are badges, rewards, and leader boards. The literature suggests that over all, gamification has a positive effect on various company variables, such as motivation, engagement of employees, brand loyalty, and customer experience. This paper highlights the particular areas of business-related gamification that have already been examined and possible future directions.

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Driven to drive? Investigating the effect of gamification on learner driver behavior, perceived motivation and user experience

Cited by 73 publications

References 6 publications

Gamification experience in the subject of descriptive geometry for architecture

Gamification experience in the subject of descriptive geometry for architecture

Gamifying learning for learners

Gamification in for-Profit Organisations: A Mapping Study

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