Recently, business organizations have increasingly turned to a novel form of non-monetary incentives—that is, “gamification,” which refers to a motivation technique using video game elements, such as digital points, badges, and friendly competition in non-game contexts like workplaces. The introduction of gamification to the context of human resource management has immediately become embroiled in serious moral debates. Most notable is the accusation that using gamification as a motivation tool, employers exploit workers. This article offers an in-depth analysis (...) of the moral charge of exploitation. This article maintains that there are no clear grounds for believing that gamification of labor is exploitative and that if gamification of labor involves a wrong or vice, it must be something other than exploitation. (shrink)

Gamification offers us many benefits, but not without important trade-offs. Nguyen (2021) argues that gamification can alter the nature of the gamified activity in ways that may undermine the game-user’s original aims. Another trade-off is the risk of “value capture”: the exchange of rich, subtle, and personalized values for simplified, often quantified, values that often fail to reflect individuals’ unique circumstances (Nguyen, 2024). How can we harness the benefits of gamification while resisting value capture? In this article, (...) I argue that the virtue of perspective, as outlined by Vallor (2016) is particularly apt for resisting value capture in a gamified world. In doing so, I extend Vallor’s account of perspective through exploring the ways in which it fits into the Aristotelian framework of a mean between excess and defect. I then show how the agent who possesses the virtue of perspective not only resists value capture in gamified contexts, but can use gamification to foster practical wisdom. (shrink)

Gamification in education is still a very new concept in South Africa. Being a 21st-centuryinvention, it has already established itself in the world within the environs of the corporatemarket, marketing, training and the social world. This article will first discuss gamification(and all its other designations) and its applications in general; thereafter, the focus will be onthe application of gamification within the environment of education, and more specificallywith an emphasis on assessment. The burning question for South Africa is (...) whethergamification can enhance a module or course on the level of higher education so much that aneducational institution cannot do without it anymore, knowing that we are working withstudents belonging to the ‘Digital Wisdom generation’. This article would like to open theway for the implementation of gamification as a transformative online assessment tool inhigher education. (shrink)

Game-based approaches are emerging in many fields, such as education, social sciences, marketing and government. Most studies debate its role in consolidating learning, guided by both internal and external rewards. These approaches are also being applied in rehabilitation, where patients must undergo a re-learning process of motor gestures after an injury to a body structure. In physiotherapy, much importance is given to analytical-functional movement aspects, but less to the recovery of the complete experience, including motivation, perception, and emotional experience of (...) the patient during the process. The aim of this narrative review is to investigate the role of subjective experience in the application of gamification in physiotherapy, considering the added value it provides to recovery by involving neural structures, not just motor functions. By analyzing the most investigated aspects in using gamification in rehabilitation, we will outline the primary methods of investigation into the engagement and emotions involved in the process. Through a selection of scientific articles found on main databases, we identified articles investigating the patient’s experience. The analysis of these articles was based on aspects related to the recovery of movement, the technology used, as well as the methods of investigation and collection of qualitative data regarding the emotions and perceptions of patients during the gamification experience. The results are divided into two primary topics. Overall, this review supports the idea that gamification could represent a rehabilitation approach integrating physiotherapy, more suitable for the final stages of recovery, such as returning to work or sports. (shrink)

Political participation lies at the heart of normative democratic theory. To foster participatory interactions between citizens, some advocates and designers are resorting to gamification as the use of psycho-motivational involvement strategies from games in non-game contexts. The hope is that through gamification mechanisms, citizens will be drawn more easily towards participation platforms, apps, and digital services, as well as remain there longer, thereby effectively enhancing participation numbers and time. In this article, I will explore the potential problems of (...) these involvement strategies, namely the worry that they may be able to undermine citizen’s individual and political autonomy by manipulating them into participating. Depending on the severity of the psycho-motivational effect as well as the covertness of the mechanism, gamification may constitute inadmissible forms of paternalism. (shrink)

The aim of this article is to explore the benefits of a genealogical approach of gamification in our understanding of government and its history. Since gamification is as much a discourse on the game as a project of governmentality, to make its genealogy in the field of the history of ideas is about understanding to which problems such discourses are aimed to answer and how. To point out the value of this historicization, the first part will expose some (...) difficulties that appear from the confrontation of the idea of gamification and “traditional” definitions of game that insist on its “separate” feature. This presentation shows how problems associated with gamification are generally understood according to a psychologizing understanding of the game. In the face of this psychological reification, the second part will show the relevance of the game’s discourses inscription within a governmental genealogy. To do that, it exposes a global understanding of the rupture in Western culture with the Aristotelian concept of game. The last part, built on the Foucauldian analysis of neoliberalism, explores the reelaboration within neoliberalism of the “game rule” notion through this genealogical approach in order to show in which historical transformation of the game concept gamification is inscribed. (shrink)

Gamification calls for cogent philosophical analysis and is a valuable opportunity to explore manipulative design, in which users are manipulated into doing something by using an artifact just as it is designed to be used. This chapter analyzes gamification as the implementation of inducements to striving play in artifacts that are not themselves games. Implementing such inducements is a species of a more generic form of design in which users are provided with tools for reasoning, along with scaffolding (...) that putatively justifies using those tools in particular ways and for particular purposes. This chapter further argues that gamification, and this more generic mode of design, is manipulative when, and because, using these tools in such ways serves the designers' hidden purposes. Finally, this chapter argues that using manipulatively gamified or designed artifacts typically hinders us in making our lives more meaningful. (shrink)

Abstract“Gamification” refers to adding game-like elements to non-game activities so as to encourage participation. Gamification is used in various contexts: apps on phones motivating people to exercise, employers trying to encourage their employees to work harder, social media companies trying to stimulate user engagement, and so on and so forth. Here, I focus on gamification with this property: the game-designer (a company or other organization) creates a “game” in order to encourage the players (the users) to bring (...) about certain outcomes as a side effect of playing the game. The side effect might be good for the user (e.g., improving her health) and/or good for the company or organization behind the game (e.g., advertising their products, increasing their profits, etc.). The “players” of the game may or may not be aware of creating these side effects; and they may or may not approve of/endorse the creation of those side effects. The organizations behind the games, in contrast, are typically directly aiming to create games that have the side effects in question. These aspects of gamification are puzzling and interesting from the point of view of philosophical analyses of agency and responsibility for outcomes. In this paper, I relate these just-mentioned aspects of gamification to some philosophical discussions of responsibility gaps, the ethics of side effects (including the Knobe effect and the doctrine of double effect), and ideas about the relations among different parties’ agency. (shrink)

The increasing popularity of digital games has also led to a concomitant rise in the popularity of gamification-based marketing strategies. The integration of gamification into marketing strategies has emerged as a potent method to engage both existing and prospective customers, thereby exerting a transformative influence on brand identity. Despite the expanding role of gamification, a lacuna persists in the extant academic literature concerning gamification in marketing, particularly with regard to the forms of gamification employed and (...) their efficacy in influencing customer purchase intentions. This article expounds on the merits of employing marketing games and the categories of games that are utilized to enhance customer interaction with a brand. The text provides concrete examples to illustrate the various types of games, along with detailed descriptions of the game mechanics and their respective purposes. Polish brands have demonstrated a marked inclination to employ advergames, which are predominantly characterized as games of chance and lotteries. The primary objectives of advergames are typically to augment the number of users of dedicated mobile applications, enhance brand recognition and loyalty, and escalate the frequency and value of purchases. (shrink)

Gamification has been touted as a revolutionary technique for promoting education, fitness, work, and more, but has also been argued to harm the very areas it claims to improve. Thus, the importance of reflection on gamification in different contexts is clear; in this article, I examine gamification within games themselves. While it may be thought that gamifying a game is either impossible or trivial, articulating its possibility allows us to uncover its impacts. I first explore some definitions (...) of gamification within the literature (Section 1). After introducing the prospect that a game might be gamified despite this being either impossible or trivial on existing definitions, I then redefine gamification such that gamifying games is meaningfully possible (Section 2). I next distinguish kinds of gameplay, building on Thi Nguyen’s achievement play and striving play to defend two additional kinds: roleplay and authorial play (Section 3). Finally, I combine the preceding strands to identify a potential harm of the gamification of games: a gamified game encourages certain kinds of gameplay over others, producing play under constraints, whereas gamification as a trend across gaming culture creates an impoverished play environment by establishing game design norms that prevent players from deciding how they play, producing inhibited play (Section 4). (shrink)

Gamification is an increasingly common marketing tool. Yet, to date, there has been little examination of its ethical implications. In light of the potential implications of this type of stealth marketing for consumer welfare, this paper discusses the ethical dilemmas raised by the use of gamified approaches to marketing. The paper draws on different schools of ethics to examine gamification as an overall system, as well as its constituent parts. This discussion leads to a rationale and suggestions for (...) how gamification could be regulated and/or controlled by more informal codes of conduct. The paper ends by outlining a practical framework which businesses can use to evaluate the potential ethical implications raised by their own gamified marketing techniques. (shrink)

Gamification has gained popularity among educators who perceive it as a useful tool for carrying out the teaching-learning process optimally. The lack of positive results in the learning of English as a foreign language has become one of the main challenges Mexico faces considered the language as a priority. English teachers know the importance of finding options to present new words to students in a way they could learn appropriately. Vocabulary is a meaningful key of language learning, based on (...) it, other skills are developed. Trough unplugged gamification there has been determinate the relation between the strategy and academic results in written tests in vocabulary area, specifically nouns, among fourth-semester students in high-school education at Plantel Norte, Escuela de Bachilleres. The study follows a quantitative approach with a quasi-experimental design, correlational scope, and a longitudinal study moment when nouns have been measured based on tests administered before and after the development and use of these low-cost games. (shrink)

The article considers the spatial and temporal changes manifested in the virtual form of gamification of existence. The definition of the virtual form of gamification of existence is given. On the basis of included observation, the spatial and temporal transformations of socio-cultural reality are rethought, and the philosophical-anthropological approach makes it possible to establish the dependence of the strategies of individual and group behaviour on the inclusion of game actions in the virtual existence. The analysis of the virtual (...) form of gamification of existence as an event and as a co-being is given. The virtual form of gamification of existence is supported by artificially created events, presented as serious incidents, replaced by new ones for tomorrow. The transformation of the structure of free time is considered, which allows transferring most of the life of a contemporary into leisure. The spatial and temporal model of the virtual form of gamification of human existence visually and mentally dissolves the contemporary in the virtual gaming environment. A contemporary, acting out the events, appears in the form of bricolage, multiple images demonstrating strategies of both personal and group behavior. In the virtual interface, time becomes human-sized, allowing in others to see themselves. The space-time boundaries of the virtual form of gamification of existence negate the authenticity of real life, replacing and displacing it with experimental simulation that forms dependence. (shrink)

Introduction and purpose of the study. The article is focused analyzing the phenomenon of gamification of human being in the context of current changes in digital culture. The author reveals anthropological consequences of this phenomenon. Methods. Methods of scientific research, making it possible to identify and characterize anthropological consequences of digitalization of human being and culture, are philosophical, anthropological and cultural analyses. Scientific novelty of the research. The author describes the virtual form of gamification of human being, presented (...) in digital self-presentation. The author justifies the emergence of a new type of man, Homo mobiludens, for whom virtual reality becomes a simplified form of being, and technical and technological capabilities create the effect of being there. The expanded possibilities of human existence gamification in education and service sector with the beginning of the global Covid-19 pandemic are shown. Conclusions. The gamification of being, combining together managerial, socio-cultural, technological and marketing innovations, streamlines human life risks in a new digital culture. (shrink)

More than 300 million people use the gamified mobile-assisted language learning (MALL) application (app) Duolingo. The challenging tasks, reward incentives, systematic levels, and the ranking of users according to their achievements are just some of the elements that demonstrate strong gamification elements within this popular language learning application. This application’s pervasive reach, flexible functionality, and freemium business model has brought significant attention to gamification in MALL. The present systematic review aims to summarize different methods, frameworks, settings, and research (...) samples used to assess Duolingo’s design and impact on various learning outcomes. We carried out a complete database search for articles focused on the issues of design, application, and pedagogies in the use of Duolingo. Three hundred and sixty-seven records were initially found, and 35 of those were selected for final inclusion based on language choice, theoretical frameworks, design, sampling, data collection, and analyses (see Appendix 1 for full list). The results indicated that the majority of research from 2012-2020 was design-focused, quantitative in nature, and used non-probability sampling methods. The focus on app design marks an emphasis on the creation of tools rather than the process and outcomes of language learning from using these tools. Additional results revealed preferences for performance-based research questions, for English as language of choice in research, and for the USA as the most prominent context for Duolingo research studies. Furthermore, our review highlights research gaps specific to Duolingo, yet generalizable to other MALL applications. The results are useful to researchers seeking to assess, evaluate, and understand MALL, gamification, and Duolingo as well as to practitioners interested in utilizing MALL in formal and informal learning environments. (shrink)

Since the beginning of this decade, Gamification has become a buzzword for Marketing, advertising and behavioural management, but also an accurate description of a fundamental shift in modern Society: “Gamification is the permeation of Society with methods, metaphors and attributes of games” (Fuchs 2012). Game design elements, Rule structures Ludic design interfaces are exceedingly used by corporations to create and manage BrandLoyalty and to increase profits. This chapter aims at stirring up common Sense notions of Gamification as (...) a MarketingTool and will Work (artistic) concepts, Activism, activist tactics and subcultural strategies aiming at a subversive ludification of society. (shrink)

This paper aims to investigate the effect of gamification in engaging and motivating consumers for online shopping and also the use of gamification to enhance sales. Moreover, this study has also explored the ethical concerns in gamified marketing. This is a qualitative study to investigate the effect of gamification during online shopping and the ethical issues involved in gamified marketing. Semi-structured interviews with ten gamification experts are conducted and analyzed through NVivo. The themes that emerged from (...) qualitative analysis are the applicability of gamification in online retail, consumer experiences in gamified retail, and ethics and challenges in gamification. Semantic analysis is performed, and as per the viewpoint of the gamification experts, it was found that the perception of ethics in gamification is negative, which shows that there are many unethical practices in gamified marketing. This paper shows that by focusing on every relational aspect of consumer engagement, retailers can build trust and retain their most valuable stakeholders — the customers, thereby addressing the crucial negative concerns of gamified marketing. This research is one of its types to explore the significant ethical issues that affect consumers in the retail context. The undertaking of this study in an emerging economy adds further insight into gamified retail literature by generalizing the applicability of gamified studies across geographic contexts. (shrink)

The article explores the way gamification transforms the informal learning space of the higher education institutions inspired by information technologies and the all-consuming digitalization of human society. An overview is presented of the existing ideas about gamification in the context of the digital transformation of higher education. It is established that the effective use of gamification as a learning technique in the context of digital transformation of higher education contributes to the implementation of its core principles. We (...) have attempted to analyze the factors that gave rise to gamification as well as to examine the ways to introduce gamification to the informal learning experience. The components of this technology are singled out along with the principles of its functioning. In the process, we reveal the role of gamification and opportunities that open up for the organization of educational activities in the informal space of higher education. The given work identifies peculiarities and advantages of this digital form of education as well as risks associated with its introduction in the informal learning space of higher education. The authors elaborate on the specifics of the development of informal learning space in the context of global gamification, as well as the technological and semantic modernization of higher education. It is established that the main purpose of gamification is to boost the internal motivation of higher education students to study and to reveal their creative and professional abilities. (shrink)

Klimaschutz ist dringend, darum fassen wir schnell das Wichtigste zu Gamification und Klimaschutz zusammen. Gamification wirkt und wir können ihre Kräfte für den Klimaschutz einsetzen. Konkret können wir damit Menschen dabei helfen, Wissen zu gewinnen (Huang et al.,.Educational Technology Research and Development 68:1875–1901, 2020; Sailer und Homner,.Educational Psychology Review 32:77–112, 2020), ihre Motivation und auch ihr Verhalten positiv zu beeinflussen (Ritzhaupt et al.,.Educational Technology Research and Development 69:2493–2522, 2021). Wenn man Gamification einsetzen möchte, lohnt es sich, die (...) psychologischen Theorien der Verstärkung, Selbstbestimmung und Zielsetzung näher zu betrachten. Je nach Ziel sollten verschiedene Spieleelemente eingesetzt werden.Um Wissen zu transferieren, eignen sich vor allem kooperative Elemente, Narrative und klare Aufgaben. Um Motivation und Stimmung zu erhöhen, sollte auf responsives Feedback und jede Möglichkeit von sozialer Interaktion gesetzt werden. Dabei ist es vernachlässigbar, ob es sich um einen Wettkampf, eine Kooperation oder Teamwettkämpfe handelt. Abschließend sollte man auf Kooperation, auf ein Levelsystem und auf die Besten setzen, wenn man das Verhalten von Menschen verändern möchte. Um diese Elemente zu etablieren, sollte der Designprozess beachtet werden, der im Folgenden beschrieben wird. Weiter unten sind einige inspirierende Projekte zu finden. (shrink)

The ongoing pandemic caused by coronavirus disease 2019 has enforced a shutdown of educative institutions of all levels, including high school and university students, and has forced educators and institutions to adapt teaching strategies in a hasty way. This work reviews the use of gamification-based teaching during the pandemic lockdown through a search in Scopus, PsycINFO, ERIC, and Semantic Scholar databases. A total of 11 papers from Chemistry, Business, Computer Science, Biology, and Medical areas have been identified and included (...) in the present work. All of them analyzed the use of gamification strategies during the COVID-19 pandemic and assessed student’s learning and motivation outcomes. In general, students reported that gamification was innovative, engaging, and an efficient strategy to deliver curricula material; moreover, it was perceived as a fun activity. Some students reported that gamified videoconferences aided to connect with their classmates during isolation time providing effective social support. However, some students reported a bad physical or psychological condition, as consequence of the confinement, and did not get involved in the activity. Some weaknesses of the reviewed studies are the small sample size and its homogeneity, which makes it difficult to generalize their results to other scenarios and academic areas. Furthermore, although there is a feeling of learning during the activity, this result is mainly based on subjective perceptions, and any of the studies demonstrated that superior learning was achieved in comparison with traditional teaching strategies. Nevertheless, gamification can be implemented together with traditional lectures and can be a valuable instrument during post-COVID times. (shrink)

Gamificação Expandida: Análise de suas Características em Aplicativos de Namoro e seus Efeitos na Afeição Este artigo explora a gamificação em aplicativos de serviço, particularmente em aplicativos de namoro. Metodologicamente, foram realizadas 20 entrevistas em profundidade com jovens adultos da Área Metropolitana de Buenos Aires, bem como observações e análises de interfaces e 2000 perfis em aplicativos de namoro. Com base na revisão do estado da arte e no trabalho de campo, são fornecidas evidências, reflexões e análises em torno das (...) estratégias de gamificação implementadas por aplicativos de namoro como Tinder, Bumble, Happn e Okcupid. Entre os resultados, argumenta-se que essas tecnologias de contato, por meio do uso de uma gama expandida de gamificação, como deslizar, curtidas, supercurtidas, cores, sons, celebrações, encadeamento de contatos e conteúdos, retêm milhões de usuários por meio de um alto nível de apego e modulam parte da afetividade contemporânea. Palavras-chave: gamificação, aplicativos de namoro, subjetivação, sexafetividade. (shrink)

La presente investigación busca analizar la implementación de estrategias gamificadas en el modelo de gestión del conocimiento a nivel organizacional. Como metodología se realizó una revisión literaria mediante el análisis de la identificación y transmisión del conocimiento, medios y tecnología, toma de decisiones, cultura organizacional y competencia. Se obtuvo 50 artículos sobre el uso de la gamificación y la gestión del conocimiento. Los resultados identifican sus aportes en la apropiación, socialización y transferencia del conocimiento, en el capital humano. Finalmente, se (...) identifica que la gamificación facilita los procesos relacionados con el modelo de gestión del conocimiento en las organizaciones. (shrink)

Gamification is increasingly being proposed as a strategy to increase engagement for mental health and wellbeing technologies. However, its implementation has been criticized as atheoretical, particularly in relation to behavior change theory and game studies theories. Definitions of the term “gamification” vary, sometimes widely, between and within academic fields and the effectiveness of gamification is yet to be empirically established. Despite this, enthusiasm for developing gamified mental health technologies, such as interventions, continues to grow. There is a (...) need to examine how best to implement gamification in mental health and wellbeing technologies in a way that takes quick production cycles into account while still emphasizing empirical investigation and building a rigorous evidence base. With reference to game studies and the medical literature, this article interrogates gamification for mental health and wellbeing by examining core properties of the game form. It then explores how gamification can best be conceptualized and implemented for mental health and wellbeing goals from conceptualization through to iterative co-development and evaluation that accommodates software development schedules. Finally, it summarizes its conceptual analysis into recommendations for researchers and designers looking to do so. These recommendations are: assess suitability, implement to support, assess acceptability, evaluate impact, and document comprehensively. These recommendations aim to encourage clear language, unified terminology, the application and evaluation of theory, comprehensive and constant documentation, and transparent evaluation of outcomes. (shrink)

Uncertainty and ambiguity are central dimensions of play. In video-game design and experience, they are dramatically amplified by the material uncertainties built into digital technologies. This article explores the ways in which contemporary fiction imagines and negotiates the ambiguity of digital play. Building on Brian Sutton-Smith’s play theory, I examine how the literary imagination invokes, combines, and opposes many of the discourses that coalesce around play in contemporary culture. Discussing fiction’s engagement with both video-game design and larger gamifying trends, I (...) show that play serves as a complex signifier of creative freedom, spiritual aspirations, but also moral crisis and loss of agency. My two examples—Gabrielle Zevin’s _Tomorrow, and Tomorrow, and Tomorrow_ (2022) and Richard Powers’s _Playground_ (2024)—frame the ambiguity of digital play in relation to different forms of vulnerability: personal anxieties relating to illness and disability in the former novel, fears of ecological crisis and AI-driven societal collapse in the latter. The epistemological and affective challenges of play are thus primarily understood in interpersonal terms in Zevin’s narrative, whereas Powers links them to the novel’s formal “trick” of a covert AI narrator. (shrink)

According to the mainstream conception of research involving human participants, researchers have been trained scientists acting within institutions and have been the individuals doing the studying, while participants, who are nonscientist members of the public, have been the individuals being studied. The relationship between the public and scientists is evolving, however, giving rise to several new concepts, including crowdsourcing and citizen science. In addition, the practice of gamification has been applied to research protocols. The role of gamified, crowdsourced citizen (...) scientist is new in the domain of scientific research and does not fit into the existing taxonomy of researchers and participants. We delineate and explicate this role and show that, while traditional roles are governed by well‐established norms and regulations, individuals engaged in gamified, crowdsourced citizen science—gamers—fall through the cracks of research protections and regulations. We consider the issues this raises, including exploitation and the absence of responsibility and accountability. Finally, we offer suggestions for how the current lack of appropriate norms may be rectified. (shrink)

This article, based on multilevel social contract theory, advances a novel notion of moral agency for morally pluralistic societies. The notion considers moral agency to be not only socially embedded, modular, and fluid but also at times, to require the adoption of certain ends, at least temporarily, for successful social cooperation. Engaging in such “moral roleplaying,” and, in this sense, gamifying the social moral space, allows for moral differentiation and discourse, facilitating the reconciliation of conflicting moral directives and the construction (...) of a unified moral self despite deep moral conflict. (shrink)

“Sıkıcı kabul edilen ciddi iş yahut etkinliklere eğlenceli addedilen ciddiyetsiz oyun öğeleri bulaştırarak, söz konusu iş yahut etkinliklere yönelik şevki artırmaya, onlardan daha fazla verim almaya çalışmanın genel adı” olarak tarif edilebilecek olan oyunlaştırma, dâhilî oyunlaştırma, haricî oyunlaştırma, davranış değişikliği yaratmayı hedefleyen oyunlaştırma olmak üzere üçe ayırılabilir. Bunların arasında dâhilî oyunlaştırma, oyunlaştırılmış iş yerlerinde çalışanların çalışma şevk ve iş tatminini, dolayısıyla verimliliği artırmakla; haricî oyunlaştırma şirket veya kurumlar için hedef kitlenin müşteri memnuniyetini ve/veya marka sadakatini artırmakla; davranış değişikliği yaratmayı hedefleyen (...) oyunlaştırma ise özellikle eğitim ve sağlıkta kullanıcı katılımını, dolayısıyla başarıyı artırmakla övülür. Ne ki, oyunlaştırma, oyun fikriyle uyuşmadığı yahut onu tahrip ettiği; kapitalizmin beraberinde getirdiği sömürüyü artırıp yabancılaşmayı derinleştirirken sömürünün veya yabancılaşmanın bilincine varılmasını engellediği, bu bakımdan ideolojik bir aygıt olduğu; bedenin bir algoritmaya taşınmasına ve gözetime aracılık ederek kontrolü kolaylaştırdığı, kısaca biyopolitik bir araç olduğu gerekçeleriyle eleştirilir. Oyunlaştırmaya Kant etiği açısından bakmak da dikkate değer sonuçlar ortaya koyabilir. Nitekim Kant için bir eylemi ahlâkî yahut iyi yapan, ilgili davranışın olumlu sonuçlarından ziyade, iyi niyettir ve iyi niyet de yalnızca ödeve uygun olmakla kalmayan, aynı zamanda ödevden dolayı yapılanda bulunur. Oyunlaştırma ise, her ne kadar kişileri ödeve uygun eylemeye yaklaştırsa da ödev dışı bir teşvik mekanizması olarak, onları ödevden dolayı eylemekten, yani ahlâki olandan, basitçe iyiden uzaklaştırır. (shrink)

Today, it is becoming increasingly common for companies to harness the spirit of play in order to increase worker engagement and improve organizational performance. This paper examines the ethics of play in a business context, focusing specifically on the phenomenon of workplace gamification. While critics highlight ethical problems with gamification, they also advocate for more positive, transformative, and life-affirming modes of organizational play. Gamification is ethical, on this view, when it allows users to reach a state of (...) authentic happiness or eudaimonia. The underlying assumption, here, is that the ‘magic circle’ of play—a sphere that exists entirely for its own sake—should be protected in order to secure meaningfulness at work. However, we argue that this faith in play is misguided because play, even at its most autotelic, is ethically ambivalent; it does not lead inexorably to virtuous work environments, but may in fact have an undesirable impact on those who are playing. Our study thus contributes to research on the ‘dark side’ of organizational play, a strand of scholarship that questions the idea that play always points toward the good life. (shrink)

Gamification is commonly defined as the use of game-derived elements in non-game contexts. This instrumental definition, however, does not fully explain why gamified activities often acquire playful or gameful characteristics despite not being designed as games. Drawing on the philosophy of sport and the conceptual triad of play–game–sport, this article examines this tension and argues that gamification contains a structural paradox: game-derived elements are introduced for instrumental purposes, yet they frequently elicit ludic attitudes that reshape the activity beyond (...) the designer’s intent. The paper first clarifies key terms related to play, games, sport, and gamification, and then analyses how game-derived structures can unintentionally generate simplified games or proto-sports, especially within contemporary movement practices shaped by digital self-tracking and training environments. Understanding this tension offers a more precise conceptual basis for examining how gamification transforms agency, meaning, and normativity in sport and physical activity. (shrink)

The purpose of this essay is to study the extent in which the semantics for different logical systems can be represented game theoretically. I will begin by considering different definitions of what it means to gamify a semantics, and show completeness and limitative results. In particular, I will argue that under a proper definition of gamification, all finitely algebraizable logics can be gamified, as well as some infinitely algebraizable ones (like Łukasiewicz) and some non-algebraizable (like intuitionistic and van Fraassen (...) supervaluation logic). (shrink)

Gamification is known as the use of game design elements in non-game contexts. It has gained a great interest from both industrials and academics during the last years due to its role in increasing...

A number of authors claim that Western European modern romantic love has been ‘gamified’ by digital apps and platforms, resulting in a ludic market logic that is increasingly compulsive and even addictive. This paper will suggest that modern romantic love was, in fact, predicated on games, particularly games of chance and competition. These games are seen to provide a number of functions, including homosocial bonding, the vindication of personal responsibility, and bringing about the probability of the improbable. The paper examines (...) changing attitudes to chance at several key historical moments in Western Europe, changes which we can discern in romantic codification, as well as in the modern economy. We trace these tendencies to digital corporations, where gathered behavioural data accelerates the capacity to economize and determine futures. (shrink)

Any problem is a problem until a solution is designed and implemented. This paper reports on a workshop that highlights preliminary work done by the working group on Gamification in the scope of European Network for Academic Integrity, which aims to explore the possibility of developing and testing a gamified learning module on academic integrity values. In this paper, the group aims to look at proposing steps we are currently using to develop storyboards of scenarios for the first phase (...) of the project, which were presented at the 6th International Conference Plagiarism Across Europe and Beyond 2020 held virtually in Dubai as a workshop. The study also presents updated findings and scenarios drawn from the workshop conducted and audience feedback, in the following sections that pave the way for the future stages of the gamification process. This serves as a guide to academics and researchers in academic integrity who may wish to study gamification and apply it to develop their own modules for their learning modules. (shrink)

The mobile internet provides new and easier ways for people to organise themselves, raise issues, take action, and interact with their city. However, lack of information or motivation often prevents citizens from regularly contributing to the common good. In this paper, we present DoGood, a mobile app that aims at motivating citizens to join civic activities in their local community. Our study asks to what extent gamification can motivate users to participate in civic activities. The term civic activity is (...) not yet well defined, so we collect activities citizens consider to be civic to work towards a broadly accepted definition of the term. The DoGood app uses gamified elements that we studied to gauge their role in encouraging citizens to submit and promote their civic activities as well as to join the activities of others. DoGood was implemented and deployed to citizens in a five-week-long user study. The app succeeded in motivating most of its users to do more civic activities, and its gamified elements were well received. (shrink)

The philosophical debate between C. Thi Nguyen and Michael Ridge defines the contemporary ethical landscape of gamification: Nguyen’s ‘value capture’ diagnoses its reductive dangers, while Ridge’s ‘playfulness’ advocates for its liberating potential. This article argues that despite their sophistication, both frameworks are constrained by a form of methodological individualism, analysing gamification primarily as a problem of applied design or agential psychology. By demonstrating how this focus obscures the social logic that gamification operationalises, we expose the need to (...) re-situate the phenomenon within its historicity – that is, within the concrete social relations it both reflects and reshapes. Advancing beyond their paradigm, the article proposes analysing institutional gamification – particularly in the domain of labour – as a form of social fetishism: a process that conceals relations of exploitation and control under the appealing, objective guise of voluntary play. The conclusion contends that only by centring this social-structural critique can philosophy grasp gamification’s role in reshaping the very texture of collective life under late modernity. (shrink)

The use of Artificial Intelligence (AI) in educational gamification marks a significant advancement, transforming traditional learning methods by offering interactive, adaptive, and personalized content. This approach makes historical content more relatable and promotes active learning and exploration. This research presents an innovative approach to heritage education, combining AI and gamification, explicitly targeting the Silk Roads. It represents a significant progression in a series of research, transitioning from basic 2D textual interactions to a 3D environment using photogrammetry, combining historical (...) authenticity and immersive gameplay. It features AI-driven characters developed in Unreal Engine, which provides heritage insights augmented by personalized interactions, highlighting the importance of collaborative tools like interactive quizzes for enriching education and promoting critical thinking and community among learners. In conclusion, this research underlines the transformative impact of AI and gamification in heritage education enhancement, integrating real-time voice conversation and interactive pedagogical methods into immersive 3D environments as a supplementary tool. (shrink)

Games work in the medium of agency; this chapter explores the special dangers of that medium. Understanding the value of games will show us why the gamification of ordinary life is problematic. Games can offer us seductive experiences of value clarity. In games, values are clear, and our achievements are usually quantifiable and rankable. We know exactly what we are doing, and why. This is unproblematic, as long as it is confined to the gaming context. But it is quite (...) dangerous to export the expectation for value clarity outside the game. Our larger values are subtle and complex. If we are seduced by a fantasy of value clarity, we will be drawn to oversimplify our values. When we oversimplify our values in ordinary life to induce game-like experiences, we may amplify our motivation, but we will also change the target. And when we expect game-like value clarity in ordinary life, we may be too drawn to institutions and systems that present oversimplified versions of values. This chapter introduces the notion of “value capture.” Value capture occurs when our natural values are subtle, but institutions present us with simplified versions of those values, and then we internalize them. Value capture threatens to undermine our autonomy. But if we don’t manage our experience of games properly, they can make us more vulnerable to value capture. And the attempts to actively gamify ordinary life increase the threat of value capture. (shrink)

Este artículo expone el resultado de la puesta en práctica de una metodología docente novedosa a través de la que se busca superar las dificultades que el proceso de enseñanza/aprendizaje encuentra en las asignaturas jurídicas que forman parte de los grados universitarios no jurídicos. Comienza destacando el papel que tienen las tecnologías de la información y la comunicación en dicho proceso y, significativamente, el campus virtual. Seguidamente, desgrana cada uno de los elementos de la metodología docente aplicaba, entre los que (...) encuentra la gamificación. Concluye con la determinación de las consecuencias de la experiencia desarrollada. (shrink)

This paper presents a gamified motor imagery brain-computer interface (MI-BCI) training in immersive virtual reality. Aim of the proposed training method is to increase engagement, attention, and motivation in co-adaptive event-driven MI-BCI training. This was achieved using gamification, progressive increase of the training pace, and virtual reality design reinforcing the body ownership transfer (embodiment) into the avatar. From the 20 healthy participants performing 6 runs of 2-class MI-BCI training (left/right hand), 19 were trained for a basic level of MI-BCI (...) operation, with average peak accuracy in the session equal to 75.84\%. This confirms the proposed training method succeeded in improvement of the MI-BCI skills; moreover, participants were leaving the session in high positive affect. Although the performance was not directly correlated to the degree of embodiment, subjective magnitude of the body ownership transfer illusion correlated with the abilities to modulate the sensorimotor rhythm. (shrink)

Adult learners demand teaching innovations that are ever more rapid and attractive. As a response to these demands and the challenges of skills training, this article presents a conceptual analysis that introduces competitive debate as an impact training model. The aim is to learn whether debate can be considered to fall within the frame of gamification, so that the full potential of debate as gamification can be exploited. There is a significant research gap regarding competitive debate as a (...) game, with the training mechanics for adult learners remaining practically unexplored. Through a conceptual analysis of game, game experience, and gamification, and their respective characteristics, we conclude that competitive debate is an ideal instrument for gamification. (shrink)

The application of game elements of gamification in online shopping is attracting interest from researchers and practitioners. However, it remains unclear how gamification affects and improves consumer purchase intention on online shopping platforms, which still leaves a gap in our knowledge. To narrow this theoretical gap, a theoretical model has been built in this study. This model adopts cognitive evaluation theory to explain the impact of gamification elements on consumer purchase intention. Data was collected from 322 online (...) shopping consumers who used a flash game to test their purchase intention after playing games. The results show that game rewards, absorption and autonomy of gamification positively enhance sense of enjoyment, and that it helps people meet their psychological needs, which ultimately affects the online purchase intention of consumers. This study is helpful in analyzing the factors involved in the successful introduction of gamification on online shopping platforms in more detail. (shrink)

In this chapter, democratisationDemocratisation of educational spaces means that we welcome non-standard entrants into professional roles in education. Teaching and designing learning can be done by people without the usual (post)graduate pedagogical qualifications. Educational research can be done by people who do not have PhD degrees and formal training in research methods. But how do we go about opening up educational spaces and pushing these boundaries? What about legitimacy, accreditation and rigour? To engage with such questions, it is enlightening to (...) look at the periphery of educational systems because it is here that experimentation can thrive. We therefore take a tour to rural India to look at alternative learning pathways, covering both deaf educationDeaf education and education for sustainabilitySustainability, sustainable. Here we find innovations that are enabled by a cast of supporting actors: multilingualismMultilingualism(s), multimodalityMultimodality, and gamificationGamification. I present examples of educational settings with several languages both signed and spoken used in different modalities such as writing, fingerspelling, and visual multimedia. In addition, gamificationGamification of learning also plays an important role in breaking down the usual power dynamics in teaching and learning. (shrink)

This research sought to evaluate the impact of a gamified resource program on inclusive education learning and the strengthening of inclusive skills in university students in the city of Machala, Ecuador; focusing on knowledge and understanding. The research has a quantitative approach, with a quasi-experimental design, used an Educational Inclusion questionnaire with multiple options which was based on a Likert scale, was used as a data collection instrument, with a representative sample of 60 students of the seventh semester of the (...) Pedagogy of Experimental Sciences career. After the implementation of the learning sessions, a significant improvement was observed in the experimental group, evidenced by an increase in the "Achieved" category and a significant reduction in the "Start" category. Inferential analysis showed that the program had a significant impact compared to the control group, with a significance level of 0.001. In conclusion, the program proved to be an effective tool to strengthen the dimension of knowledge and understanding in university students, thus contributing to Sustainable Development Goal number 4 on quality education. (shrink)

PlayfulPlayful practices in historic and contemporary forms of political “activismActivism” had a traceable impact in the formation of politicalPolitics, political, politicianconsciousnessConsciousness and identity in everyday lifeEveryday life. The following analysis reflects the social implications of such political ideas about play as principle and follows trajectories of political agencyAgency through a close look at the author’sAuthor work as game artist in her projectProjectLudic SocietyLudic society and the play with identityIdentity, digital (mimicryMimic, mimicking), performancePerformance, and creative practicePractice in social and arts avant-garde (...) experimentsExperiment, experimental. It compares the ethnographic concept of Deep PlayPlay, deep (Geertz, The interpretation of cultures, theory of culture 1973) with current concepts of activistActivism, activist role play, social interventionIntervention, and publicPublic protest against certain conditions of work, Society, socialsocietySociety, and urbanity. The chapter finds its creativeCreativity, create, creative and intellectual leitmotif in “ludicLudic design” activist arts connected to contemporary forms of game arts and political role play. Its claim for the efficacy of such ludic practices is informed by the theoretical concept of Deep PlayPlay, deep. (shrink)

The article covers the simulation approach as a part of communicative-oriented teaching, where its main task is to remove psychological barriers in education leading to the fast and effective language learning. The main aim of this method is to provide a life experience through the modern educational environment. Modeling creates situations which helps us to try other strategies while sinking into screenplay. An example in the article we consider a linguo-didactic resource "Время говорить по-русски". The research relevant is vivid: the (...) traditional forms of education are being replaced by the modern technologies. (shrink)