Gamification

This study examines how gamification mechanics could be used in online retailers' loyalty programs. In other words, this article attempts to create a conceptual model for the relationship between gamification mechanics and customer loyalty elements. We used a field study to conduct our research. In order to validate the survey, 450 customers from one of the greatest online stores in Iran were questioned. The results of this survey were used to validate our 11 phrases on the relationship between gamification mechanics and customer loyalty. The results were analyzed using confirmatory factor analysis, path analysis, and model fitness tests in structural equations modeled in the Lisrel software. According to the research findings, the relationship between variables and the proposed conceptual model was confirmed. Based on the performed analysis, all 11 phrases were verified .

According to Gartner’s Hype Cycle, gamification is poised for large-scale adoption in the coming years. The construct of gamification has received considerable interest, especially in the context of learning. Over the past five years, research in the area has grown. The current study looks at consolidating the conducted research and attempts to provide a snapshot of the work carried out in the last five years. The chosen studies have explored the role of gamification in learning activities and have attempted to provide empirical evidence to support gamified learning. The purpose of the study is to review existing literature, in terms of the outcomes, outcome variables, context of the study, and research methodology used. This would not only add to the knowledge in the field but would also guide future research. Additionally, practitioners would benefit from a consolidated view of five years of research into the practice of gamification.

Accelerating digital transformation and the basic needs of businesses to adapt to environmental transformations and complexities have doubled the necessity for extensive stakeholder interactions. Gamification is a powerful tool that facilitates stakeholder interaction and a common understanding of the vision and contributes to the sustainability of businesses. Businesses' sustainability in the digital transformation age depends on the continuous interaction of stakeholders and a comprehensive understanding of all the business pillars, which will be possible through the flow of ideas inside and outside the workplace and by providing innovative processes. In this regard, this study explores the effect of gamification on corporate sustainability by explaining the role of digital transformation, open innovation, and value co-creation. The statistical population of this study comprises top managers and experts in e-businesses who use gamification in their processes. The statistical sample included 117 managers and experts active in this field, and they were selected through convenience sampling. The data collection tool was a questionnaire reliability of which was 0.763 using Cronbach's alpha. Using Smart PLS software, the gathered data were analyzed by structural equation modeling (SEM). Gamification, with a factor of 74%, has a positive effect on open innovation, while a factor of 85% has a positive effect on digital transformation. Gamification, both directly and indirectly, creates value co-creation in businesses, and finally, value co-creation at 78% affects corporate sustainability.

Gamification is an innovative pedagogical approach where digital games are used in an educational setting which provides tools to consider the instructions from the engagement aspects. Accordingly, since language classes are not always attractive for learners, instructors are looking for new strategies and techniques to provide opportunities to increase learners’ communication and cooperation skills in classrooms. Therefore, nowadays, teachers try using gamification tools to enhance learners’ communication skills. In this case, the present study aimed to investigate the effect of gamification, as one of the motivating ways, on Iranian EFL learners’ willingness to communicate and cooperate. A total of 50 Iranian intermediate EFL learners were chosen through convenience sampling and categorized into two groups (experimental and control groups). The classes were held online on the Adobe Connect platform. Two gamification websites (Flippity & Wordwall) were applied in the experimental group as the treatment, and the traditional method was used for the control group to teach three chapters of American English File book 1. In the experimental group, in the middle of the class, a link was given to the learners. They were randomly grouped through the spin wheel of the Flippity app and were asked to click on the link to start the game that appeared on their screen through the Wordwall and Flippity applications. The results demonstrated that gamification as a treatment in the experimental group was effective and applying gamified activities had a significant effect on Iranian intermediate EFL learners’ willingness to communicate and cooperate. However, there was not any significant difference between male and female willingness to communicate and cooperate using gamification. The results of this study can aid teachers and students in better implementation of gamified tools.

The present research has been done with a view to identifying gamification components in association with users' experience in the services of digital libraries. Typically, the research method has been a developmental and systematic review, and essentially an analytic one. The data collection was carried out based on three major components: gamification, user experience, and digital library services. 164 resources related to the three components have been found. After filtering the resources in three phases, 12 resources in the first phase and 41 resources in the second phase were omitted and the remainder exactly 37 resources which were more closely related to the gamification components in the interaction with the user`s experience of digital library services, were identified, ranked and analyzed. The Findings show that gamification elements for digital library services include: certificate, achievement, membership law, ranking, digital products, signs, status and position, money, lottery, the Boss game, reward, present, feedback, navigation pages, Avatar, score, badges, narratives, prizes and badges collections and finally the results arising from the investigation of these components and analysis of the conceptual connection among them, show that the use of gamification elements for any digital library services develop the components “dynamism” and “gamification stimulants” such as competitiveness, attractiveness, excitement, hopefulness, challenge, victory and, etc in the users and that ultimately leads to the utilization of digital library services and user`s satisfaction.

L’apprentissage du vocabulaire est une tâche de longue haleine, mais nécessaire à la pratique aisée d’une langue. Ce processus pourrait être facilité par la gamification, qui a pour but d’augmenter la motivation envers l’accomplissement de diverses tâches parfois désagréables, et dont une variante accessible est l’utilisation des jeux numériques en ligne. Afin d’étudier la conception des étudiants iraniens envers les jeux numériques en général, l’utilisation de la gamification dans l’enseignement du vocabulaire en particulier, et les éventuels problèmes rencontrés, la plateforme d’enseignement virtuel de l’université de Téhéran (Elearn), basée sur le système MOODLE, a été utilisée. Le vocabulaire correspondant à quatre thèmes différents a été implémenté dans cinq jeux disponibles sur la plateforme qui ont été ensuite incorporés à un cours en licence. Après avoir joué à ces jeux, 14 étudiants ont complété un questionnaire et pris part à un entretien. L’analyse statistique du questionnaire a montré une corrélation significative entre trois variables de perception de facilité, de perception d’utilité et d’intention comportementale d’utilisation avec le niveau de français et l’habitude à jouer. Les étudiants rapportent des ressentis positifs de l’expérience et la majorité soutient l’utilité de la gamification pour l’apprentissage du vocabulaire. Cependant, un moindre pourcentage (35.7%) affirme avoir l’intention de répéter l’expérience. En conclusion, l’introduction des jeux numériques de la plateforme MOODLE est envisageable dans l’enseignement du vocabulaire. Il faudrait pourtant adapter les jeux, en fonction des avis et des propositions des étudiants, surtout concernant les questions, le vocabulaire utilisé, et le niveau de français.

The importance of training in organizations cannot be overlooked. This has motivated organizational decision-makers to look for new ways for achieving proper training in order to reach their organizational goals. Nowadays, one of new approaches to realize the training and gaining an effective output is gamification. Many factors can influence the use of this new approach in organizational training. Therefore, the present research seeks to identify and model the factors affecting on success and failure of gamification in organizational training. Accordingly, qualitative research method is used in this research. Also, three processes is conducted to collect data needed to answer the research question. In the first step, semi-structured interview is used to identify the factors affecting on gamification of organizational training. In the second step, the Interactive Management (IM) method is used to identify and extract the most important factors among the identified factors of the previous step. Finally, Interpretive Structural Modelling (ISM) software was used to model the factors and determine the causal relationships among them. The results demonstrate seven important factors which are respectively staff demographic characteristics, availability of infrastructure and facilities, staff information literacy, staff attitudes toward gamification, management attitudes towards gamification, gradual inclusion of gamification in the training process, and rich (learning) content. At the end, the research findings have been discussed.

This study aimed to investigate the influence of a gamification-enhanced language classroom within the context of Moodle in promoting extrinsic and intrinsic motivational attributes of language learners. A total of 220 language learners from different universities in Iran were recruited as the participants and randomly assigned to the gamification-enhanced (n= 114) and control groups (n= 106). Over the eight weeks of treatment, the experimental group members were taught using various gamified tasks and activities through the gamified Moodle LMS. A motivational orientation scale was administered before and after the intervention. The results of ANCOVAs demonstrated a significant boost in the extrinsic motivation of language learners, including external, introjected, and identified regulation. Furthermore, the study confirmed that the integration of gamification has resulted in a higher level of intrinsic motivation for the participants in the areas of knowledge, accomplishment, and stimulation. The relevant pedagogical implications and directions for future studies are discussed.

This study aims to explore the use of gamification in enhancing employee engagement within entrepreneurial firms, examining employees' perceptions, effective gamification strategies, the impact on engagement, and implementation challenges. This qualitative research employed semi-structured interviews with 20 participants from various entrepreneurial firms. Purposive sampling ensured that participants had relevant experience with gamification. Interviews were conducted until theoretical saturation was achieved, each lasting between 45 and 60 minutes. Data were transcribed verbatim and analyzed using NVivo software, following a systematic coding process to identify themes, categories, and concepts. The analysis revealed four main themes: Perceptions of Gamification, Gamification Strategies, Impact on Employee Engagement, and Challenges in Implementation. Positive attitudes included enjoyment and increased productivity, while negative attitudes encompassed frustration and stress. Effective strategies included goal setting and rewards, interactive elements, and social engagement. Gamification positively impacted motivation, behavior, social dynamics, job satisfaction, retention, work-life balance, and innovation. Challenges identified were technical issues, employee resistance, resource constraints, and difficulties in measuring effectiveness and sustaining engagement. Gamification significantly enhances employee engagement in entrepreneurial firms by making work more enjoyable and motivating. However, successful implementation requires addressing technical issues, employee resistance, and resource constraints while ensuring continuous innovation. The study provides practical recommendations for leveraging gamification to foster a more engaged and productive workforce.

Today, gamification is being used in various areas such as education, health, and business to enhance engagement and increase the system's efficiency. Despite significant scholarly interest, in many cases, undesirable results have been achieved using gamified solutions. This highlights the need for further research to explore these challenges through innovative methodologies and to devise new solutions. Addressing this gap, we conducted a systematic review of the literature on the emerging and growing subject of gamification using the PRISMA methodology and proposed a novel model for the strategic development of future gamification studies. The research led to the identification of 48 qualified empirical studies which have been analyzed to outline the existing views, gaps, and consequently the implications for future research. Through the analysis, we delineate the impact and effectiveness of gamification, highlighting its potential to transform user experience positively when implemented with strategic finesse. Consequently, we propose a novel model for the strategic development of future gamification studies, presenting it in three main dimensions: Contexts, Users, and Elements, and for each dimension, significant and less-paid topics are discussed. In addition, we represent six main suggestions for the design of the entire gamified system: Decision-Making Methods, Success Factors, Validation Methods, Dynamic Design Approach, Timeframe, and Modern Technology. Our proposed model not only facilitates a deeper understanding of gamified systems but also offers actionable insights and guidelines for both academics and practitioners. It is meticulously designed to assist researchers and practitioners in crafting more effective gamified systems that are customized to meet specific user needs and environmental contexts. By doing so, it aims to maximize the sustainable benefits of gamification, ensuring that these systems deliver significant and lasting impacts. This strategic approach integrates the latest advancements in technology and dynamic design principles, establishing a robust framework for the future of gamification research and application.

Although there are several development processes for creating entertainment games, serious games, and gamified solutions, there is a need for a new consolidated process capable of developing different types of computer games and digital gamified solutions. This study covers the topic of computer games and gamified solutions design and development processes. First, processes of computer entertainment game production are introduced and investigated. Second, the paper describes gamification and serious game development processes. Finally, this study presents a new process called (DG)2DP to develop entertainment and serious computer games as well as digital gamified solutions. Two methods have been employed to evaluate the proposed game development method. First, the proposed process is assessed by 42 game development practitioners through an 8-factors questionnaire. Second, 16 experts that have applied the process are requested to rate the extent to which they would recommend the (DG)2DP to other game developers. The evaluation results show a 28.39% higher score for (DG)²DP than other processes. Furthermore, in comparison with other development processes, 81.25% of respondents agreed and strongly agreed to recommend the (DG)2DP to other game developers.

It is argued that in our current digital era, MALL (mobile-assisted language learning) is an indispensable mode either for independent self-learning or for integrating with the school curriculum. The present study explores the possibility of using gamification as a home assignment in English as a foreign language course for students of non-English majors at a university in Vietnam. Data was collected and analyzed using 69 questionnaire responses and 41 essays written by students in a class of General English. The questionnaire and essay topic prompt required students to provide an evaluation of their personal experience learning English with Duolingo outside the classroom, as part of the compulsory home assignments during a 15-week semester. The questionnaire items were in Vietnamese and the essays were either in Vietnamese or English for students’ convenience. The results showed detailed benefits and problems of learning English with Duolingo as perceived by the students. The key benefits include the fact that Duolingo is a valuable resource: rich and free; the limitation is mainly learners’ lack of experience with the application. It is suggested that with teachers’ guidance, Duolingo could be used as an effective and motivating tool for independent learning.