Gamification design frameworks: a systematic mapping study

Azouz, Omar; Lefdaoui, Youssef

doi:10.1109/icmcs.2018.8525900

Cited by 19 publications

(7 citation statements)

References 36 publications

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“…(2) cognitive tasks need to engage participants for the long term, but existing frameworks have not been designed for this purpose [54,55]; and (3) they have not specified how game elements should be added to a particular context. Incorporating game elements in cognitive tasks may jeopardize data quality by imposing an additional cognitive load to these tasks [56].…”

Section: Challenges With Designing Gamification For Cognitive Assessment or Trainingmentioning

confidence: 99%

A Gamification Framework for Cognitive Assessment and Cognitive Training: Qualitative Study

Khaleghi¹,

Aghaei²,

Mahdavi³

2021

JMIR Serious Games

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Background Cognitive tasks designed to measure or train cognition are often repetitive and presented in a monotonous manner, features that lead to participant boredom and disengagement. In this situation, participants do not put forth their best effort to do these tasks well. As a result, neuropsychologists cannot draw accurate conclusions about the data collected, and intervention effects are reduced. It is assumed that greater engagement and motivation will manifest as improved data quality. Gamification, the use of game elements in nongame settings, has been heralded as a potential mechanism for increasing participant engagement in cognitive tasks. Some studies have reported a positive effect of gamification on participant performance, although most studies have shown mixed results. One reason for these contrasting findings is that most studies have applied poor and heterogeneous design techniques to gamify cognitive tasks. Therefore, an appropriate gamification design framework is needed in these tasks. Objective This study aimed to propose a framework to guide the design of gamification in cognitive tasks. Methods We employed a design science research (DSR) approach to provide a framework for gamifying cognitive assessments and training by synthesizing current gamification design frameworks and gamification works in cognitive assessment and training, as well as incorporating field experiences. The prototypes of the framework were iteratively evaluated with 17 relevant experts. Results We proposed a framework consisting of 7 phases: (1) preparation; (2) knowing users; (3) exploring existing tools for assessing or training a targeted cognitive context and determining the suitability of game-up and mapping techniques; (4) ideation; (5) prototyping using the Objects, Mechanics, Dynamics, Emotions (OMDE) design guideline; (6) development; and (7) disseminating and monitoring. Conclusions We found that (1) an intermediate design framework is needed to gamify cognitive tasks, which means that game elements should be selected by considering current cognitive assessment or training context characteristics since game elements may impose an irrelevant cognitive load that, in turn, can jeopardize data quality; (2) in addition to developing a new gamified cognitive task from scratch, 2 gamification techniques are widely used (first, adding game elements to an existing cognitive task and second, mapping an existing game to a cognitive function or impairment to assess or train it); and (3) further research is required to investigate the interplay of cognitive processes and game mechanics.

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Section: Challenges With Designing Gamification For Cognitive Assessment or Trainingmentioning

confidence: 99%

A Gamification Framework for Cognitive Assessment and Cognitive Training: Qualitative Study

Khaleghi¹,

Aghaei²,

Mahdavi³

2021

JMIR Serious Games

View full text Add to dashboard Cite

show abstract

“…Even though there are several gamification frameworks (Azouz and Lefdaoui 2018), only a few of them are developed for the educational context (Toda et al 2019). To help designers, teachers and instructors select and understand how game elements can be used in the educational context; Toda et al (2019) created a gamification taxonomy composed of twenty-one game elements that could be used in gamified educational environments, organizing them in five dimensions.…”

Section: Gamification Taxonomymentioning

confidence: 99%

The relationship between user types and gamification designs

Santos

Oliveira

Hamari

et al. 2021

User Model User-Adap Inter

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Gamification has been discussed as a standout approach to improve user experience, with different studies showing that users can have different preferences over game elements according to their user types. However, relatively less is known how different kinds of users may react to different types of gamification. Therefore, in this study ($$N=331$$ N = 331 ) we investigate how user orientation (Achiever, Disruptor, Free Spirit, Philanthropist, Player, and Socializer) is associated with the preference for and perceived sense of accomplishment from different gamification designs. Beyond singular associations between the user orientation and the gamification designs, the findings indicate no comprehensive and consistent patterns of associations. From the six user orientations, five presented significant associations: Socializer orientation was positively associated with Social, Fictional, and Personal designs, while negatively associated with Performance design; Player orientation was positively associated with Social (Accomplishment), Personal, and Ecological designs, while negatively associated with the Social design (Preference); Disruptor orientation was positively associated with Social design; Achiever orientation was positively associated with Performance and Social designs; and Free Spirit orientation was negatively associated with Social design. Based on the results, we provide recommendations on how to personalize gamified systems and set further research trajectories on personalized gamification.

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“…Other works focus on gamification applied in domains such as software engineering, like in Pedreira et al [17], information systems like in Schlagenhaufer et al [18], or gamification design frameworks (Azouz et al [19]). None of these tackle the dimension of collaborative software projects.…”

Section: Related Workmentioning

confidence: 99%

Adaptive gamification in Collaborative systems, a systematic mapping study

Ayastuy

Torres

Fernández

2021

Computer Science Review

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Mass collaboration mediated by technology is now commonplace (Wikipedia, Quora, TripAdvisor). Online, mass collaboration is also present in science in the form of Citizen Science. These collaboration models, which have a large community of contributors coordinated to pursue a common goal, are known as Collaborative systems. This article introduces a study of the published research on the application of adaptive gamification to collaborative systems. The study focuses on works that explicitly discuss an approach of personalization or adaptation of the gamification elements in this type of system. It employs a systematic mapping design in which a categorical structure for classifying the research results is proposed based on the topics that emerged from the papers review. The main contributions of this paper are a formalization of the adaptation strategies and the proposal of a new taxonomy for gamification elements adaptation. The results evidence the lack of research literature in the study of adapting gamification in the field of collaborative systems. Considering the underlying cultural diversity in those projects, the adaptability of gamification design and strategies is a promissory research field.

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Gamification design frameworks: a systematic mapping study

Cited by 19 publications

References 36 publications

A Gamification Framework for Cognitive Assessment and Cognitive Training: Qualitative Study

A Gamification Framework for Cognitive Assessment and Cognitive Training: Qualitative Study

The relationship between user types and gamification designs

Adaptive gamification in Collaborative systems, a systematic mapping study

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