More than just Software Surprises: Purposes, Processes, and Directions for Software Application Easter Eggs

Lakier, Matthew; Vogel, Daniel

doi:10.1145/3512949

Cited by 5 publications

(1 citation statement)

References 21 publications

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“…Easter eggs (veľkonočné vajíčka) alebo sa aspoň potešia z ich objavenia. Ide o termín, ktorý neprekvapujúco do populárnej kultúry preniká z prostredia digitálnych hier (Lakier & Vogel, 2022) a rýchlo si našiel miesto aj v teórii adaptácie (Bourdaa, 2013, s. 212). Pôvodne označoval ukrytú funkciu softvéru.…”

Section: 5unclassified

Pohyb ku kognitívnym adaptačným štúdiám: adaptácia ako hra

Getlík

2022

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Hlavným cieľom monografie „Pohyb ku kognitívnym adaptačným štúdiám: adaptácia ako hra“ bolo orientovať súčasný výskum adaptačných štúdií vektorom empiricky zodpovednej kognitívnej vetvy neradikálneho konštruktivizmu. Tento zámer vyplýva z prudkej progresívnej diferenciácie výskumu adaptačných štúdií, ktorá sa v tejto oblasti prejavila hlavne v posledných dvoch dekádach. Modelom adaptácie ako hry v kognitívnovednej perspektíve sa poskytuje možnosť predikcie charakteru (aj v širšom zmysle) zážitku experientov adaptácií. Keďže podoba tohto zážitku výrazne formuje produkty adaptačného procesu do ich výslednej podoby, model adaptácie ako hry možno aplikovať aj v štandardnom umenovednom úsilí pri interpretácii jednotlivých adaptácií. Model adaptácie ako hry sa v monografii syntetizuje na základe poznatkov rozmanitých disciplín. V okruhu kognitívnych vied pomáhajú východiská filozofie, lingvistiky, informatiky, psychológie, antropológie, biológie či neurovedy – obzvlášť afektívnej neurovedy, ktorá sa zaoberá aj emočným rozmerom hry. V prieniku s podstatnými interdisciplinárnymi zložkami výskumu adaptácií sa vo veľkej miere využívali aj poznatky klasických i kognitívnovedných variácií literárnej vedy, filmovej vedy (miestami aj teatrológie) či mediálnych štúdií. Konzistentne s inými podobnými výsledkami kognitívnych vied sa dokazuje, že aj zdanlivo seriózne adaptácie, podobne ako je to v mnohých aspektoch našej kultúry, majú ludický základ.

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Section: 5unclassified

Pohyb ku kognitívnym adaptačným štúdiám: adaptácia ako hra

Getlík

2022

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Easter eggs: Signaling quality via intrinsic motivation

Fuchs

2024

Mark Lett

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Easter eggs are initially hidden elements of a consumer experience that have little direct commercial benefit for the brand. While Easter eggs may have been present in video games and software since the 1970s, they are now found in more and more consumer products such as cars, fashion, and fast food. This work explores the possible motivations for brands to include Easter eggs in their experiences by testing their effects on consumers during the post-purchase experience. It is found that Easter eggs serve as a new type of quality signal and positively affect perceived quality. The positive effect of Easter eggs on perceived product quality appears to be mediated by increased perceived intrinsic motivation of the brand’s employees. One study on Amazon.com reviews data on video games, and three online experiments on fashion, candy, and cars lend support to these hypotheses.

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A gamified approach for improving the learning performance of K-6 students using Easter eggs

Takbiri

Bastanfard

Amini

2023

Multimed Tools Appl

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Gamification is mainly used to increase user engagement and motivation, hence increasing the user base and user activity. Defined by applying game elements to non-gaming contexts, gamification is mostly integrated with software applications in order to provide a gameful experience for users. Education has been one of the areas where gamification studies have focused a lot during the last decade. Young students with the age range of 7–12 years old (K-6) require different teaching methods to use their full potential. However, the methods and principles presented in studies on gamification and its application in education are not dedicated to K-6 students. Furthermore, the evolution of video games has brought new opportunities to develop new gamification elements and principles. In this research, the easter egg element has been implemented as a gamification element. Easter eggs can trigger children’s curiosity by encouraging them to find all the Easter eggs, promising special rewards and perks. Additionally, a gamified approach is proposed for implementing a gamified software application for K-6 students. Based on the proposed approach, Science Island is implemented as an online gamified web application for K-6 students. In order to assess the proposed approach, a group of 47 sixth-grade students was selected to use the application for an observation period of 2 months. Feedbacks from students showed that more than 82% of the students agreed with the effectiveness of gamification in their educational performance. Additionally, the results from the data analysis revealed that students’ learning performance was improved significantly after applying gamification elements; showing an increase of 0.63 in average quiz score from the second month compared to the first month. Furthermore, the user activity rate at the end of the observation period showed increased motivation among students for using the software application.

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More than just Software Surprises: Purposes, Processes, and Directions for Software Application Easter Eggs

Cited by 5 publications

References 21 publications

Pohyb ku kognitívnym adaptačným štúdiám: adaptácia ako hra

Pohyb ku kognitívnym adaptačným štúdiám: adaptácia ako hra

Easter eggs: Signaling quality via intrinsic motivation

A gamified approach for improving the learning performance of K-6 students using Easter eggs

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