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93 results for “Gamification”
Results of Survey on Playertypes by Gamification User Types Hexad Framework in Higher Education
<p>Survey on playertypes via the validated quesitonaire published in Krath, J., von Korflesch, H.F.O. (2021). Player Types and Game Element Preferences: Investigating the Relationship with the Gamification User Types HEXAD Scale. In: Fang, X. (eds) HCI in Games: Experience Design and Game Mechanics. HCII 2021. Lecture Notes in Computer Science(), vol 12789. Springer, Cham. https://doi.org/10.1007/978-3-030-77277-2_18</p> <p>Between 25.01.23 and 08.02.23 students of the University of Lübeck, Germany were invited to fill out an online questionnaire. The acquisition was done by sending an email to the students. No incentive was offered for participation, except to find out at one's own expression at the end of the survey. In addition to the validated questions, this also included questions about gender and study area. All participants agreed to anonymous data collection and publication. Participants were also asked to confirm that they were completing the survey for the first time, otherwise the return was removed from the result set. </p> <p>The result set is formatted as CSV. Questions and identifiers of the data are shown in the first line.</p>
Gamification in Software Engineering: The Mediating Role of Developer Engagement and Job Satisfaction
<p>Replication package with covariance matrices (instead of original dataset) and R script.</p>
Rather Multifaceted than Disruptors: Exploring Gamification User Types of Crowdworkers
<p>Dataset employed for the statistical analysis presented in the paper "Rather Multifaceted than Disruptors: Exploring Gamification User Types of Crowdworkers." </p> <p>The dataset corresponds to the demographic data, HEXAD user type scores, and performance score (mean_score) for 481 crowdworkers who participated in a user study conducted via Microworkers and Amazon MTurk. The dataset is presented in a CSV file.</p> <p>The dataset only includes the data of crowdworkers who pass all the reliability checks described in the paper.</p> <p><strong>The paper can be cited as:</strong></p> <p>E.Gamboa, M. Bauer, M. Reham Khawaja, and M. Hirth, “Rather Multifaceted than Disruptors: Exploring Gamification User Types of Crowdworkers,” Human Factors in Virtual Environments and Game Design. AHFE International, 2022. DOI: 10.54941/ahfe1002069.</p> <p> </p> <p> </p>
Gamification for Enhancing Soft Skills Development: a Systematic Mapping Study (supplementary material) - Temporary Repository
<p>This TEMPORARY repository contains supplementary material for the manuscript "Gamification for Enhancing Soft Skills Development: a Systematic Mapping Study":</p> <ul> <li>Gamification for Enhancing Soft Skills Development.CSV: Meta-data and raw data extracted from papers inlcuding in the mapping study</li> </ul>
BRAIN Journal-Pros and Cons Gamification and Gaming in Classroom-Figure 3. Number of platform visits/week during first and second semester
<p>Figure 3 shows the number of course/activities accesses, per week, for the first and the second semester. Combining this with a lower rate of activities completion (not shown here) for the second semester, it is empirically proved that the introduction of the ranking block did not have the assumed motivational effect for students. A good explanation could be the fact that the top 4 students were at the end of semester far ahead from the others, which, most probably weakened the group motivation. </p>
BRAIN Journal-Pros and Cons Gamification and Gaming in Classroom-Figure 2. Course categories within UVAB University Moodle platform, (portal-eifr.ub.ro)
<p>A study was conducted aiming to assess the impact of introduction of ranking block plugin as a gamification element within Moodle learning management system (Ranking block Moodle, 2017). We mention that the Moodle platform, version 3.2 is dedicated to extramural and distance learning. It supports various gamification elements such as avatars, badges, leaderboard, levels, displaying quiz results or progress bars. The ranking block plugin was introduced and configured to be available for procedural programming course activities, at the beginning of the first semester of 2016, which starts in October. It displays a course leaderboard visible to all users as a way of obtaining recognition from other users. It is based on points instead of badges and it can monitor included activities based on accumulated points. The experiment involved first year bachelor students in computer science (32 students, extramural education) from UVAB University (www.ub.ro) who are using the Moodle platform in their tutorial based activities. The main page of UVAB Moodle platform is presented in Figure 2. </p>
BRAIN Journal-Pros and Cons Gamification and Gaming in Classroom-Figure 1. Game-design elements and motives (Blohm, I. & Leimeister, J. M., 2013).
<p>Presenting gamification mechanics during classes by implementing them into grade system can be easily obtained by using eLearning environments hybridized with immersive interactive scenarios, like in Lifesaver- a learn by doing model to teach the basic steps in responding to a situation where a person suffers a heart attack or choking (Gamification in eLearning, 2017). The proper use of narrative layers can improve engagement of user and points can be gained using short assignments (missions). The students can choose the assignments as they like to obtain enough points to pass the classes. Obviously, for harder tasks they will get more points, but none of the tasks are obligatory. </p> <p>Other gamification elements include avatars, badges, levels, reputation level, tasks, etc. Details are presented in Figure 1. Making the rewards for accomplishing tasks visible to other players or providing leaderboards are ways of encouraging players to compete. </p>
Extended data integration of motivational aspects in gamification and game-based learning educational designs
<p>This is the extended data for a systematic review article about the integration of motivational aspects in gamification and game-based learning educational designs related to teacher´s training and teacher´s professional development.</p>
Pre-service and In-service Teachers' Views on Gamification [Dataset & Supplementary Materials]
<p>Dataset, survey, and demographic information for <em>Pre-service and In-service Teachers’ Views on Gamification</em>.</p>
Data SRL Gamification
<p>Systematic literature review data (2014-2021) on "gamification" and "teacher training", "teacher education", "training for teachers" or "teacher professional development". WoS, Scopus and Dialnet databases.</p>
Dataset Gamification experiment 1
<p>The dataset showed the pre-post result</p>
Supporting material for the paper " Test Smells Learning by a Gamification Approach"
<p>Table reporting the frequencies of answers to the 31 questions (1 = Strongly Disagree, 5 = Strongly Agree) to the survey about the use of the TSGame tool.</p> <p>Figures reporting:</p> <ul> <li>the architecture of the TSGame tool</li> <li>Detection Game Web page</li> <li>Refactoring Game Web page</li> <li>Solution Sharing Web page</li> </ul>
Gamification of Student Development Projects in Software Engineering Education - Master's Thesis Dataset
<p>This dataset contains all questionnaire results of the Master's Thesis <em>Gamification of Student Development Projects in Software Engineering Education</em>. The thesis will be linked to this set as soon as it is completed and publically available.</p> <p>In total, five questionnaires were conducted. To analyze users and requirements, a questionnaire with students and project supervisors was conducted. The implemented tool was evaluated using a pre-, mid-, and post-study questionnaire. This dataset contains a folder for each questionnaire including results in CSV format, results in HTML format, which is more human readable, and the questionnaire in PDF format. Due to the used survey tool, <em>lamapoll</em>, some parts of the files are in German. However, the questions and responses are all in English.</p> <p>Additionally, the scripts folder contains the Python scripts that were used to produce the graphics of the thesis. The Python libraries <code>matplotlib</code>, <code>pandas</code>, <code>scipy</code>, <code>numpy</code>, and <code>plot_likert</code> are required to run the scripts. Some of them use the two provided files <code>evalutation_concat_raw_excel.csv</code>, which is a concatenation of the results of the three evaluation questionnaires, and <code>sprint_stats.csv</code>, which contains statistics of the sprints relevant to the user study.</p>
SmartLife smart clothing gamification to promote energy-related behaviours among adolescents
<p>Inactivity and high sedentary behavior among adolescents are main societal problems. Unhealthy lifestyles place a large burden on society and promoting healthy lifestyles is thus key for health, wellness and economic prosperity. These non-communicable diseases and unhealthy lifestyles furthermore occur more often among lower socio-economic groups, which indicates a need for healthy lifestyle promotion programs to help reduce health inequalities and improve social inclusion. The SmartLife project aims to create a mobile game that requires lower body movement, and is personalized by physiological feedback measured by smart textiles. Personalization via smart textiles can present a game challenge achievable for the current fitness level of the player and can adjust this based on activity levels during game play. This approach can improve current exergames to achieve a higher level of intensity in physical activity, needed to create a health impact, and can do so considering what is achievable for the person and hence reduce drop-out and injury risks.</p>
Replication package for the paper: "Towards Effective Gamification of Existing Systems: Method and Experience Report"
<p>This is the replication package for the paper: "Towards Effective Gamification of Existing Systems: Method and Experience Report", submitted to Software Quality Journal.</p> <p>It contains all the artifacts used to conduct our study.</p>
Empirical primary studies where gamification is used to study energy behavior
<p>The data set is used to conduct a literature review on primary studies where gamification is used to study energy behavior; it contains original search results and after-filter results. The data set also includes a Bib file for all reviewed studies.</p>
Efficacy of Gamification in Enhancing User Engagement
ClinicalTrials.gov study NCT05422339. IPD Sharing: YES. Countries: 1. Publications: 3.
Gamification-Augmented Home-Based Exercise for Peripheral Artery Disease
ClinicalTrials.gov study NCT04536012. IPD Sharing: NO. Countries: 1. Publications: 2.
Gamification in Knee Replacement Rehabilitation
ClinicalTrials.gov study NCT03717727. IPD Sharing: NO. Countries: 1. Publications: 2.
Evaluation Methods for Gamification Use Case to SPI - Database
<p>This document presents the dataset of the definition of evaluation methods, detailed in the work "Reporting the Application of a Gamification Evaluation Framework to Solve Software Process Improvement Problems"</p>
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OpenNeuro
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