GaBPM: An attempt for the enhancement of BP performance through gamification

Najjar, Malek; Ghannouchi, Sonia Ayachi; Ghannouchi, Slah

doi:10.1016/j.procs.2021.01.237

Cited by 3 publications

(3 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Another study, provide steps that assists the organization in applying gamification to its business processes. The study carried by Najjar et al [24] presents the lifecycle of gamified business process management, consisting of 8 steps. These steps included analyzing the process, selecting appropriate players, identifying goals and objectives, understanding human motivation, determining game mechanisms, designing the gamified process, executing it, and managing, monitoring, and analyzing the entire process.…”

Section: Performance Managementmentioning

confidence: 99%

Exploring the Catalysts and Components of Gamification in Enterprise: A Systematic Literature Review

AlTuraif,

AlSanad,

AlSharifi

et al. 2023

ISI

View full text Add to dashboard Cite

This comprehensive review scrutinizes the body of literature on enterprise gamification from 2015 to 2023, drawing from databases such as Elsevier, IEEE, and Google Scholar. A corpus of 37 articles, bearing a close thematic affinity, were examined with an aim to discern the primary impetuses for gamification initiatives and to delineate the most prevalent elements across a broad spectrum of disciplines. It is underscored that gamification emerges as a multidisciplinary concept with far-reaching influence on an array of business operations, spanning marketing, customer engagement, management, health promotion, and software engineering, among others. The analysis discerns six primary categories of drivers prompting the adoption of gamification initiatives: enhancement of customer experience, bolstering employee engagement, process improvement, ensuring security and compliance, fostering organizational awareness and motivation, and promoting well-being. Employee engagement was recurrently cited, with objectives such as cultivating learning, augmenting engagement, and enhancing performance being predominantly highlighted. The findings also reveal an excess of 40 distinct gamification elements, with feedback mechanisms, points, badges, leaderboards, and progress bars being the most frequently employed. The review underlines the necessity of defining clear objectives and identifying pertinent stakeholders prior to the implementation of gamification strategies. Notwithstanding certain limitations, including the exclusion of particular types of publications and the potential oversight of relevant studies, this review furnishes insightful perspectives on the application of gamification in enterprises. Future research is encouraged to delve into the effects of less commonly utilized gamification elements.

show abstract

Section: Performance Managementmentioning

confidence: 99%

Exploring the Catalysts and Components of Gamification in Enterprise: A Systematic Literature Review

AlTuraif,

AlSanad,

AlSharifi

et al. 2023

ISI

View full text Add to dashboard Cite

show abstract

“…The state of the art addresses a broad spectrum of teaching and learning methods, from traditional teaching to new technologies such as virtual and augmented reality (Bittencourt et al, 2018; Randhawa & Jackson, 2020). However, gamified mobile components with built‐in artificial intelligence in education (AIEd) elements have not yet been explored for learning human anatomy (Golenhofen et al, 2020; Kurniawan et al, 2018; Najjar et al, 2021; Sandrone & Carlson, 2021; Yang et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Empowering human anatomy education through gamification and artificial intelligence: An innovative approach to knowledge appropriation

Castellano,

Contreras‐McKay,

Neyem

et al. 2023

Clinical Anatomy

View full text Add to dashboard Cite

Gamification has appeared as an alternative educational methodology to traditional tools. Specifically, in anatomy teaching, multiple technological applications have emerged in response to the difficulties of accessing cadaveric material; however, there is insufficient information about the effects of these applications on the performance achieved by students, or about to the best way to adapt learning to meet their educational needs. In this study, we investigated how teaching human anatomy through a mobile gamified technological tool containing recommendation systems can be combined with a virtual assistant to improve the learning and academic performance of medical students in the Anatomy Department at the Universidad de La Frontera in Temuco, Chile and the Anatomy Department at the Pontificia Universidad Católica de Chile. In total, 131 students participated in the experiment, which was divided into two case studies. The main findings led to the conclusion that gamified components support students in learning anatomy. In addition, the predictions and recommendations provided by the virtual assistant enabled the academic aspects that the students needed to improve to be extracted adequately. Future work is expected to support adaptive learning by incorporating new artificial intelligence in education elements that can generate personalized scenarios for studying anatomy based on the application.

show abstract

“…Particular research said gamification is a concept of changing human activity to a game-like environment, enabling cognitive, affective, social, and motivational benefits [2]. A gamification software aims for high functionality and engagement [3] because humans have an innate pleasure to play [3]. Many people think gamification is only about points and badges instead of seeing it as a practical tool or learning [4].…”

Section: Introductionmentioning

confidence: 99%

Rimigs: the impact of gamification on students’ motivation and performance in programming class

Pratama

Silitonga²,

Jou³

2021

IJEECS

View full text Add to dashboard Cite

Gamification is described as the art of changing human activity to a game-like environment to gain user engagement. Rimigs is a developed gamification system discussed in this research and was built based on Octalysis framework. This research aims to design and identify the impact of using a gamification system on students’ motivation and performance, especially in programming classes. Through Rimigs, students’ engagement and performance can be enhanced by freely choosing tasks or quests according to the rank points, completing these tasks or quests, getting experience points, getting rewards, avoiding punishment at certain times, and competing with others friends. The proposed research was done by using the iterative methodologies and consists of four phases, starting from i) literature review, which identifies the Octalysis’ core, ii) design, which identifies the game elements used in the system and designing the unified modeling language (UML) diagram of the system, iii) testing, which involve the user in the using of the system, and iv) implementation, which is the analysis step for the impact of Rimigs in students’ performance and engagement. This research finds that Rimigs as a gamification system can positively impact both students’ motivation and performance.

show abstract

GaBPM: An attempt for the enhancement of BP performance through gamification

Cited by 3 publications

References 5 publications

Exploring the Catalysts and Components of Gamification in Enterprise: A Systematic Literature Review

Exploring the Catalysts and Components of Gamification in Enterprise: A Systematic Literature Review

Empowering human anatomy education through gamification and artificial intelligence: An innovative approach to knowledge appropriation

Rimigs: the impact of gamification on students’ motivation and performance in programming class

Contact Info

Product

Resources

About