Users have a rather low security awareness, this has led to ideas about creating a security awareness system. By using gamification, it may be possible to motivate the user to change to a more secure behavior. The aim of this thesis is to study the relation between game elements, user and riskful behavior (context) in order to understand which game elements has a positive/negative effect on the users in which context. This was done by conducting a literature analysis, by collecting studies conducted with gamified system and compare and contrast their results. The literature analysis used four different databases and each of the databases was searched through by using four different search terms. The results shows that there seems to be lacking gamified system within security context, thus a conclusion could not be drawn from a literature analysis.

The importance of e-learning has increased rapidly in recent years and most recently because of Covid-19 and the restrictions posted by governments worldwide. In addition, studies have shown that gamification can be used to increase engagement, motivation, and learning outcomes. Thus, gamification elements are now integrated on multiple popular e-learning platforms.In this thesis, the gamified e-learning platform Eprof has been further developed and used by 92 bachelor's students studying the course Professionalism for Engineers at Linköping University. The thesis aimed to understand how to implement a gamified e-learning platform and evaluate it based on student behavior, user experience (UEQ), and technology acceptance (TAM). The result showed that the students accepted Eprof and the user experience was positive in absolute values. However, Eprof's user experience was in line or slightly below average compared to the benchmark. Furthermore, student behavior showed that the ambition level decreased during the measurement period regarding submission time before the deadline and earned points. In conclusion, the implementation of the gamified platform was successful in absolute terms and relative to the currently available alternatives used at Linköping University. However, there is room for improvement regarding gamification, user experience, and functionality. Gamification needs to be more adapted to the context to achieve the potential of gamification. In addition, research over a more extended period needs to be conducted to ensure the validity of the result.

Gamification innebär att man använder element och tekniker från spel i annars icke-lekfulla miljöer för att öka användarnas engagemang. Arbetssättet har de senaste åren blivit allt mer förekommande i profesionella sammanhang som skolan och i arbetslivet. Vetenskapen är fortfarande relativt ung och det finns fortfarande mycket att utforska. Denna studie har undersökt effekten av videoklipp som en belöning i redan etablerad gamification-miljö. Studien har genomförts hos ett B2B säljkonsult-bolag och gjordes som ett 3 veckors experiment där korta videoklipp implementerades som belöningar vid utförda uppgifter för att se hur de kunde påverka antalet minuter som användarna aktivt lade på att ringa samt hur många möten de lyckades boka. Dessutom hölls intervjuer för att undersöka hur användarnas motivation och attityd på arbetet kunde påverkas. Resultaten pekar på ökad tid lagt på att ringa samt ökat antal möten bokade. Intervjuerna pekar på en positiv attityd i samband med filmklippen. / Gamification is the use of game elements and techniques in non-game environments in order to increase the users’ engagement with a product, brand or task. It is becoming more and more common in professional environments such as education and the workplace. It is still a pretty young field of science and there is much to explore. This research has studied the effects of implementing video clips as rewards in an already gamified CRM software. The study was conducted at a B2B sales consultant agency during a 3 week period where short video clips were implemented as rewards for completing actions in order to measure what effects they might have in the users time spent calling and successfully booked meetings. Data was gathered from the gamified software in order to measure the changes in productivity. Interviews were also conducted to study what effects the video clips had on the users’ motivation and attitude at work. The results point to an increased time spent calling and an increased number of meetings booked. The interview responses also point to a positive change in attitude.

Effektiv rekrytering är en viktig faktor för att ett företag ska bli framgångsrikt. För att hamna i framkant inom rekrytering har företag börjat använda alternativa tillvägagångssätt. En metod som blir allt mer vanligt förekommande inom rekrytering är spelifiering. Spelifiering definieras som användandet av spelbaserade element, estetik och speltänkande för att engagera människor, motivera handlingar, främja lärande och problemlösning, i en icke spelrelaterad kontext. Syftet med denna studie är att undersöka hur spelifiering används inom rekrytering samt vad för konsekvenser det medför. En kvalitativ fallstudie har genomförts och undersökt game-based assessmentverktyget Skyrise City, utvecklat av Arctic Shores. Fallstudien har realiserats på ITföretaget EVRYs rekryteringsprocess och deras användning av Skyrise City. Studien bygger på ett antal semistrukturerade intervjuer, där sakkunniga personer inom rekrytering och spelifiering vid företagen har intervjuats. Resultatet analyserades utifrån ett teoretiskt ramverk sammansatt av fem traditionella rekryteringsmoment. De slutsatser som kan dras av studien är att spelifiering i rekryteringsprocessen används inom games, gamified assessments och gamebased assessments. De konsekvenser som spelifiering medför till en rekryteringsprocess är bland annat: game-based assessments mäter vad du gör snarare än vad du säger, det kan stärka ett företags arbetsgivarvarumärke, det kan leda till ökade kandidatansökningar, det kan vara mer tidseffektivt, det är svårare att fuska till sig bra resultat, samt ger bättre möjligheter för kundanpassning.

Faces, along with the personal identities behind them, are effective elements in organizing a collection of consumer photos, as they represent who was involved. However, the accurate discrimination and subsequent recognition of face appearances is still very challenging. This can be attributed to the fact that faces are usually neither perfectly lit nor captured, particularly in the uncontrolled environments of consumer photos. Unlike, for instance, passport photos that only show faces stripped of their surroundings, Consumer Photo Collections contain a vast amount of meaningful context. For example, consecutively shot photos often correlate in time, location or scene. Further information can also be provided by the people appearing in photos, such as their demographics (ages and gender are often easier to surmise than identities), clothing, or the social relationships among co-occurring people. Motivated by this ubiquitous context, we propose and research people recognition approaches that consider contextual information within photos, as well as across entire photo collections. Our aim of leveraging additional contextual information (as opposed to only considering faces) is to improve recognition performance. However, instead of requiring users to explicitly label specific pieces of contextual information, we wish to implicitly learn and draw from the seemingly coherent content that exists inherently across an entire photo collection. Moreover, unlike conventional approaches that usually predict the identity of only one person’s appearance at a time, we lay out a semi-supervised approach to jointly recognize multiple peoples’ appearances across an entire photo collection simultaneously. As such, our aim is to find the overall best recognition solution. To make context-based joint recognition of people feasible, we research a sparse but efficient graph-based approach that builds on Markov Networks and utilizes distance-based face description methods. We show how to exploit the following specific contextual cues: time, social semantics, body appearances (clothing), gender, scene and ambiguous captions. We also show how to leverage crowd-sourced gamified feedback to iteratively improve recognition performance. Experiments on several datasets demonstrate and validate the effectiveness of our semisupervised graph-based recognition approach compared to conventional approaches.

Before the start of the industrial revolution the workplace has been ever changing with introduction of technologies. With the adoption of automation and artificial intelligence this marks an acceleration shift compared to the past. Where the need for technological, social, and emotional skills will rise while demands for physical and manual skills will fall. Investments in retraining the workforce to close the potential skills gap related to automation and digitalization is getting an increased business priority. The preferred ways of learning have changed over the last few years, stepped outside of the classic classroom trainings into the rapidly growing of online tools. The aim of this thesis is to know whether gamification can support reskilling of people, through the use of a digitally gamified learning experience. Through a qualitative research approach with semi-structured interviews this thesis found that digitally gamified learning experience increases the will to learn new skills. It also showed that using a digitally gamified learning experience the time spent on task increased when learning a new skill.

Since the introduction of mobile devices, alternative language learning methods have been developed and have evolved alongside traditional language classroom education. This has presented academics with the unique opportunity to study new methods of second language acquisition compared to more traditional face-to-face language instruction. The growing technology possibilities have contributed to what is called Mobile Assisted Language Learning (MALL), where learners can easily study a new language with the use of a personal electronic device such as a laptop or phone. Studies about such learning tools, for example Rosetta Stone, Duolingo or Babbel have been carried out for several years to for example test their effectiveness. Among research studies, one well-known study by Vesselinov and Grego (2012) looked at the effectiveness of Duolingo, evaluating the statement Duolingo makes that 34 hours of studying with the tool is equivalent to a semester in a university classroom (Vesselinov & Grego, 2012). Even though various studies about the well-known language learning application (app) Duolingo have been conducted, gaps in research are still present.The current study aims to find out if studying German for one semester (14 weeks) with Duolingo is equivalent to one semester in a beginner face-to-face class, German 101, at a university level. At the end of the semester, both groups took the German 101 final exam and the Duolingo placement test to measure German learning. After analyzing results of the German 101 exam, results showed that learners from the face-to-face class achieved higher language knowledge in the tested skills writing and reading than the participants who studied with Duolingo for the same period of time. However, no substantial differences were found between groups for the vocabulary and grammar section of the final exam and the Duolingo test. The survey reported that participants who studied with Duolingo all agreed that they liked the experience, especially studying at their own pace. Concerns were also mentioned, however, for example that Duolingo is only good for beginner learners, it doesn’t provide interactions with others, and there is no teacher to ask for explicit feedback.

This research explores collaborative second language (L2) learning in gamified environments, and specifically examines affordances and limitations of mobile gamified language systems and augmented reality (AR) in supporting collaborative L2 learning. Therefore, this design-based research entailed the development and evaluation of two L2 AR gamified collaborative learning tools, Explorez and VdeUVic. At different locations on campus, players interact with characters that give them quests including clues or options to further the storyline. The gameplay interactions were designed to take place either in the form of written text or audio and video recordings, encouraging students to practice both oral and written language competencies. Three cohorts of FL2 university students playtested both gamified systems, and 58 students chose to participate in the study. The evaluation of the AR language tools was implemented by means of mixed-method case studies, collecting data of both a qualitative and quantitative nature, through pre- and post- play questionnaires, interviews, and video recordings of student gameplay interactions for analysis. This research examined the learners’ perceptions of their learning experience and in what ways students collaborated to complete the tasks. Additionally, the adaptation of Volet et al.’s (2009) collaborative learning framework permitted the examination of the learners content processing and social regulation during gameplay. The findings suggested the potential of AR gamified environments to facilitate high levels of interaction and collaboration. The analysis showed distinct patterns of collaborative learning across groups and sessions. Additionally, the findings identified patterns in the emergence of learners’ high-level co-regulation, as well as factors that assisted students in sustaining engagement of high-level co-regulation during gameplay. / Graduate

The idea is to determine how game design can be applied to generate and sustain motivation in serious gaming, or applied gaming, design projects. Elements that spark a sense of playfulness embedded in an application in a non-game context have been shown to enhance the user’s engagement. DiabetesNinja is a healthcare app for children with type 1 diabetes, but the children who used it did not engage with it as they were meant to. When living with diabetes, one’s disease-related knowledge and self-management are important, but children can only learn these when they use and interact with the app properly and regularly. Therefore, as a part of learning to live with a chronic disease, the primary aim was to increase children’s motivation to use the application. This study explores relevant theories in the fields of gamification, pedagogy and healthcare. In this exploration, three co-design workshops were conducted to gain an understanding of the children’s current user experience, explore their attitudes towards game elements, and identify design possibilities. The outcome is a serious game design concept where diabetes index registration functions are embedded in the levelling up (bonus) system. In addition, the visually customizable Tamagotchi concept installed in the levelling-up system acts as an assistant to motivate the children on a regular basis and may contribute to the children's long-term engagement. I conclude with how the levelling-up system follows the pattern of diabetes data registration and is an appropriate game mechanic for both motivating children and easing their heavy cognition load in the disease-related index registration sequence.

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