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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Gameful learning through The Lens of Intrinsic Skill Atoms

Bäcklund, Jakob January 2016 (has links)
Creating applications and systems that effectively motivate users is very important both in business and education. Using design practises from game development in non- game settings to exploit its ability to engage players has become increasingly more popular in recent time to attract and encourage users. This study examines how to effectively and systematically develop an application using a method based in both game design and inter- action design to develop a learning application for programming. The results demonstrates the strengths of the applied iterative prototyping and powerful design tools of the specific method in a smaller scale project as well as the weaknesses of the vague description of tool usage with risk of derailing in the design steps.
2

The impact of gameful design on sedentary adults' motivation for physical activity and physical activity levels

Gummelt, Dominique January 2017 (has links)
Background: Gameful design has been shown to have the potential to increase motivation for and engagement with physical activity (PA). However, at present, there is a significant lack of well-designed frameworks identifying effective pathways to increase PA behaviour. Purpose: To design a rigorous, methodologically sound, theory-grounded framework for developing gamefully designed PA interventions. Methods: Intervention Mapping (IM) was used to develop the study protocol, consisting of three studies. Study 1 encompassed the design of a novel theoretical framework leading to the selection of a gamefully designed PA intervention application. Study 2 entailed the intervention implementation. Participants (n = 83; mean age = 33.56; females = 48) were randomised to a six-week intervention. Data collection over a six-month period included biometric data, objective measurement of moderate-to-vigorous PA (MVPA) and a detailed PA motivation inventory. Study 3 presented a process evaluation focused on usefulness, effectiveness and feasibility via a systematic mixed-methods approach. Results: Study 1 led to the creation of a new Taxonomy of Situated Motivational Affordances (SMAs) for Gameful Design, the establishment of selection criteria for gamefully designed PA applications and the selection of a commercial application (Fitocracy) for the example case pilot intervention. Study 2 showed no statistically significant change observations in relation to MVPA; however, at six weeks the intervention group showed significant increased levels of identified regulation (internalised motivation) for PA. A significant correlation (p=0.031) between intrinsic regulation and MVPA was verified. Study 3 determined the usefulness of a systematic methodological study design, a low adoption rate of the intervention application and the appreciation of the complex nature of human motivation in relation to PA. Conclusions: Gamefully designed applications grounded in theories such as SDT, BCTs and the newly developed Taxonomy of SMAs for Gameful Design have the potential to be effective in impacting motivation for PA and PA levels.
3

Facilitating intrinsic motivation in tertiary education through gameful design

Smith, Annique Elizabeth January 2018 (has links)
Modern education systems tend to focus on the use of external pressures to motivate students to learn. Intrinsic motivation - motivation to do something because it is enjoyable in and of itself – by contrast, is more valuable in these environments as it has multiple benefits, such as better conceptual understanding and more sustained learning behaviour. The primary way to facilitate intrinsic motivation is to meet the three basic psychological needs of autonomy, competence and relatedness. Games are inherently effective at satisfying these needs and have in recent years begun to be used in non-game contexts, like education, in order to attempt to improve motivation. This is commonly known as gamification, although gameful design is the more beneficial counterpart thereof since it is directly based on a deep understanding of what makes games good motivators. This study addresses the question of how gameful design can be used to facilitate intrinsic motivation in a tertiary education setting. This is done through an examination of existing literature in order to inform the design of a gameful intervention, which is the focus of this research. This intervention includes a new website, additional exercises on course content as well as changes to lectures. The intervention (in the form of a pilot study and a final implementation) is used in a first year undergraduate module in the Multimedia degree at the University of Pretoria. When the intervention has been used by the students for a full semester, data are collected in the form of questionnaires, focus groups, Google Analytics, website database logs and observation. The results indicate that the gameful intervention meets the three basic psychological needs of those students who interacted with it. As a result of this, students are more intrinsically motivated to interact with the intervention and therefore spend more time engaging with the course content. This study contributes a list of guidelines for educators wishing to use gameful design in their own modules. It also provides the details of the design of the intervention in order to aid the understanding of how gameful design can be used to facilitate intrinsic motivation. This approach to “gamifying” education is rare in the existing literature and can therefore be considered a valuable contribution. / Dissertation (MIS)--University of Pretoria, 2018. / Information Science / MIS / Unrestricted
4

Gamification of in-house enterprise settings : A literature review

Hugo, Hedlund January 2015 (has links)
The practice of utilizing gameful design elements in in-house enterprise settings is an emerging phenomena. Research on the subject is, however, disciplinarily dispersed and difficult to find. Further, there are no summary overviews of subject. Through a literature review of existing research, this thesis illuminates gaps in the current research, avenues of interests for approaches to the application of gameful design elements in in-house enterprise settings and provides a conceptual overview of the state of the field. This is accomplished by answering the research questions: how has research approached the study of gamification of in-house-enterprise settings and what does research contribute? The review concludes that research sees both promises and perils with the gamification of work settings for both employees and enterprises in general. In constructing these arguments research draws upon theory from various academic disciplines. However, the proliferation of unfounded arguments, for and against, the utilization of gamification are identified. Empirically grounded research lends some credence to the assumption that gamification can benefit both employees and enterprises. Effects of gamification are however not conclusive and should be studied further.

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