Knowledge discovery of game design features by mining user-generated feedback

Bharathi, Ajay Karthic B. Gopinath; Singh, Abhinav; Tucker, Conrad S.; Nembhard, Harriet Black

doi:10.1016/j.chb.2016.02.076

Cited by 28 publications

(7 citation statements)

References 48 publications

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“…Points were the third most used gamification technique among researchers, while Leaderboards, Levels, Social interactions, Challenges, Feedback, Competitions and Progress followed, in that order. The results are in line with the findings of Hamari et al (2014), Dicheva et al (2015) and Bharathi et al (2016). These elements often overlap, as seen between Rewards and Badges.…”

Section: Gamification Elements Used In the Studiessupporting

confidence: 92%

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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Section: Gamification Elements Used In the Studiessupporting

confidence: 92%

Gamification in for-Profit Organisations: A Mapping Study

Szendrői

Dhir

Czakó

2020

Business: Theory and Practice

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“…The two earliest identified relevant works were published in 2014 [14,15]. Both were conference papers, the first journal papers appearing only two years later [16][17][18]. The number of published conference papers surpassed the number of journal articles in every considered year.…”

Section: Distribution Of Studies In Timementioning

confidence: 99%

Machine Learning in Gamification and Gamification in Machine Learning: A Systematic Literature Mapping

Swacha,

Gracel

2023

Applied Sciences

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Albeit in different ways, both machine learning and gamification have transfigured the user experience of information systems. Although both are hot research topics, so far, little attention has been paid to how these two technologies converge with each other. This relation is not obvious as while it is feasible to enhance gamification with machine learning, it is also feasible to support machine learning with gamification; moreover, there are applications in which machine learning and gamification are combined yet not directly connected. In this study, we aim to shed light on the use of both machine learning in gamification and gamification in machine learning, as well as the related topics of using gamification in machine learning education and machine learning in gamification research. By performing a systematic literature mapping, we not only identify prior works addressing these respective themes, but also analyze how their popularity evolved in time, investigate the areas of application reported by prior works, used machine learning techniques and software tools, as well as the character of research contribution and the character of evaluation results for works that presented them.

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“…The fulfil the need for competence, we provided relevant feedback, such as using badges or stars to indicate the players achievement level (Wong et al, 2020). To create sense of relatedness, we incorporated collaborative learning, allowing players to track the progress of classmates who were also playing the game (Gopinath Bharathi et al, 2016;Wang & Huang, 2021). Lastly, drawing from the work of Bavelier and Green (2019) the game displayed the player's current performance status sand goal achievements, while offering challenges, in-game choices or decision-making opportunities to enhance player autonomy (Bavelier & Green, 2019).…”

Section: Game Designmentioning

confidence: 99%

A Video Game to Help the Fight Against the Vicious Tapeworm in Africa

Trevisan,

Joris,

Ercos

et al. 2023

ECGBL

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The pork tapeworm, Taenia solium, is the agent causing the most important parasitic infection worldwide due to its substantial economic and health impacts, disproportionally affecting low-income countries. Health education should form a core component in control efforts and sustain control strategies proposed by the World Health Organization (WHO), such as human treatments. Traditional health education methods have shown to be less effective. Therefore, in the field of tropical medicine, new, engaging ways to teach affected populations are needed. Within the project ‘Gaming 4 Health’ we developed an educational video game aimed at instructing school-going children in low-income countries about the tapeworm and how to prevent it. Building on the principles of gamified learning and the self-determination theory, we created the educational video game the ‘Tapeworm game’. The game was developed by a multidisciplinary team, following the game design research cycle which included five steps: game planning, game design, prototyping, play testing and evaluation. The Tapeworm game is a multi-player video game set in an African village. The game’s objective is to educate players about the tapeworm and how to prevent the the spread of disease. Players create their own avatar and learn about disease prevention by exploring the village, engaging in minigames and preforming complementary actions, such as washing hands and visiting the toilet. Points are earned by playing the minigames and performing the actions correctly within a given time. The more points a player accumulates, the higher they climb on the leader boards. Rewards are unlocked based on performance and competence and displayed as stars, badges, and avatar customizations. This makes the game exiting and keeps children fully immersed, motivating them to learn, improve and continue playing the videogame. With this videogame our goal is to educate, raise awareness and advance the control of the pork tapeworm as part of the WHO’s 2030 goals for Neglected Tropical Diseases.

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Knowledge discovery of game design features by mining user-generated feedback

Cited by 28 publications

References 48 publications

Gamification in for-Profit Organisations: A Mapping Study

Gamification in for-Profit Organisations: A Mapping Study

Machine Learning in Gamification and Gamification in Machine Learning: A Systematic Literature Mapping

A Video Game to Help the Fight Against the Vicious Tapeworm in Africa

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