Användarupplevelsen är en central del för att förstå användaren i digitala tjänster. Genom att applicera inslag av gamification i en tjänst kan användarens tolkning av ett gränssnitt eventuellt påverkas. Denna studie undersökte kopplingen mellan användarupplevelsen och gamification i ett gränssnitt för bokföring. Studien grundas på användartest och enkäter utförda före och efter implementering av gamification där användarupplevelse jämfördes i båda. I resultatet för studien framgår det att det inte går att säga att användarupplevelsen pekar mot det bättre efter implementering av gamification.

This thesis compares the effects of badges andleaderboards in a gamification game used by students studyingFrench. A game is developed in collaboration with teachers froma German university where it is meant to be a tool for themto use in their education. The game itself contains a numberof minigames each with a leaderboard and a set of badges thatthe students can achieve. Information about how the studentsuse the application is then collected and analyzed. This studyaims to deduce what positive and negative effects the badges andleaderboards have on the motivation of the students and howthese gamification elements compare to each other. / DIAL4U

Mathematics is a subject many children find challenging and uninteresting. This is highly problematic because of its use in work and everyday life. Some schools are implementing game-based learning to increase the younger students’ positive relation towards mathematics. An example of a game that uses learning through play is Magical Garden. It teaches mathematics to children between four and six but intends to expand to slightly older children. This thesis investigates the possible effects of and how to integrate the gamification elements badges and leaderboards into the game Magical Garden. To realise this, an extension of Magical Garden was developed as a party game that teaches ten-pairs. User tests were conducted in a first-grade class where they played through different versions of the mini-game and answered correlated surveys. After evaluation of the collected data, the result indicated that the gamification elements were enjoyed by most students and could lead to increased learning capabilities. However, it is worth noting that the user tests only included 18 children. Extended research is therefore required.

No description available.

College students seek degrees to obtain employment in their field of interest, however, as the 21st century progresses, employers are often requiring specific skills in addition to degrees and transcripts. As students graduate with their Associates, Bachelors, and Graduate degrees, they plan to present these degrees as sufficient evidence of their qualifications. However, there is recent criticism of college degrees as evidence of qualifications. A beneficial alternative for students would be digital badges. A digital badge is a visual representation that signifies a specific achievement with detailed metadata attached. Digital badges in first-year writing courses would benefit students as they develop specific writing and critical thinking skills as prompted by the curriculum. First-year writing digital badges can include: researching, synthesizing, writing process, constructing authority, etc. as deemed appropriate by the instructor. Ultimately, students will display their badges on their resumes, CVs, or any other document verifying their achievements.

Collecting qualitative feedback from volunteers is essential but challenging for non-profit organisations. Gamification has been used in different contexts to try to improve users’ motivation, but has presented mixed results in the context of online surveys. This study examines the effect of achievement badges on the survey response behaviour of non-profit volunteers in online feedback surveys in Sweden. A survey tool was created to conduct the study, collecting both survey responses and behavioural patterns within the survey in real time. The survey tool had four versions, gamified and non-gamified, and on mobile and computer view. Sending out the survey together with four non-profit organisations, 57 volunteers participated. Their behavioural patterns were analysed through principal component analysis, and differences in responses and results through Pearson’s correlations coefficient and Spearman’s rank correlations. The results indicate that the impact of achievement badges on respondent behaviour was not statistically significant. There was a weak indication that the respondents of the gamified survey spent, on average, less time in the survey, rated their experience as lower and gave shorter answers. Only three respondents interacted meaningfully with the badges, which could explain why achievement badges as an isolated game achievement has proven unsuccessful in online surveys this far to increase engagement. / Att samla in kvalitativ feedback från volontärer är viktigt men utmanande för ideella organisationer. Gamification har använts i olika sammanhang för att försöka förbättra användares motivation, men det har gett blandade resultat i kontexten onlineenkäter. Denna studie undersöker effekten av prestationsmärken på enkätbeteendet hos ideella volontärer i digitala feedbackenkäter i Sverige. Ett enkätverktyg skapades för att genomföra experimentet, vilket samlade in både enkätsvar och beteendemönster i realtid. Enkätverktyget hade fyra versioner: gamifierat och icke-gamifierat, och på mobil- och datorvy. Genom att skicka ut enkäten tillsammans med fyra ideella organisationer deltog 57 volontärer. Deras beteendemönster analyserades genom principal component analysis och skillnader i svar och resultat jämfördes genom Pearsons korrelationskoefficient och Spearmans rangkorrelationer. Resultaten visar att prestationsmärken inte påverkade respondenternas beteende på ett statistiskt signifikant sätt. Svaga indikationer visade att respondenterna i den gamifierade undersökningen i genomsnitt tillbringade något mindre tid i undersökningen, betygsatte sin upplevelse som lägre och gav kortare svar. Endast tre respondenter interagerade med märkena på ett meningsfullt sätt, vilket skulle kunna förklara varför prestationsmärken som ett isolerat spelelement än så länge inte har visat framgång i att öka respondenters engagemang i onlineenkäter.

Les technologies modernes permettent d'avoir des renseignements toujours plus précis sur les interactions entre individus. Dans ce contexte, la collaboration SocioPatterns a permis de développer une infrastructure mesurant, avec une très grande résolution temporelle, la proximité face-à-face d'individus volontaires, portant des badges de radio-identi cation. Cette infrastructure a été déployée dans divers contextes, tels que des conférences scienti ques, un musée, une école ou encore un service hospitalier. La simple analyse de ces données représente un enjeu majeur pour l'étude de la dynamique humaine et soulève des questions aussi fondamentales que la recherche d'outils et de techniques d'analyse adaptés. Cette thèse présente la caractérisation statistique de la dynamique de proximité physique, mise en relation avec le contexte et les autres métadonnées disponibles, telles que l'âge, le sexe des individus, ou bien la structure de leurs réseaux sociaux virtuels. Si la structure des contacts diff ère considérablement selon le contexte, les distributions empiriques des durées des interactions et entre interactions sont très similaires. Un modèle individu-centré, présenté dans cette thèse, propose des règles d'interactions microscopiques simples susceptibles de donner lieu à cette structure macroscopique complexe des temps d'interaction. Enfin, la caractérisation de la dynamique des contacts entre individus constitue une étape cruciale pour comprendre les mécanismes de propagation de maladies telles que la grippe dans une population. Les données de proximité humaine ont permis d'étudier la quantité d'informations nécessaires sur la dynamique des contacts pour la construction de modèles épidémiologiques de contagion. De tels modèles permettent de mieux estimer a priori l'impact de stratégies de santé publique telles que la fermeture de classes et les vaccinations ciblées.

Game design is a rigorous practice rife with complexity. The design of learning games is similarly complex to the design of their entertainment-based relatives. This complexity is partially due to the many interacting components that comprise games. The impacts of these individual components are not well understood. Advancing the understanding of how such component parts contribute to the formed game will inform decisions related to their inclusion and subsequent design within games. Achievements and narrative are two such components. They have been examined within gamified systems, but little research has studied them within the context of a serious game. The interactions between such elements and other game elements could produce results that diverge from the results of their use in isolation of a complete gaming framework. This dissertation selectively incorporates or excludes narrative and achievements within a two-dimensional platformer serious game to understand their impact on learning, flow, engagement, narrative transportation, and intrinsic motivation. Conditions are examined individually as well as in a combined condition. A control condition is maintained for comparison. Results indicate that narrative and achievements were not effective in improving the effectiveness of the game. Potential causes are discussed in tandem with the implications for the design and integration within a gaming framework. While the manipulations did not improve effectiveness, the game was responsible for substantially increased knowledge acquisition, as determined by pre and posttest results.

No description available.

Master Evil plans to rule the earth and set up his evil empire so that all may worship and adore him. However, six teenagers discover six crosses that have powers that will help them defeat the evil that will soon cross their path. Each cross possesses a quality of God that each of these teenagers must develop in order to stop Master Evil: faith, peace, salvation, truth, righteousness, and the Spirit. These six teenagers pose as a threat to Master Evil's plans, and he'll stop at nothing to defeat them and rule the world. It is the ultimate battle between good and evil. These six young people must have faith themselves and each other, but most importantly, they must have faith in God in order to defeat the ultimate evil.