National dialogue and scholarly research illustrate the need for engaging science, math, technology, and engineering (STEM) innovations in K-12 environments, most importantly in low-income communities (President's Council of Advisors on Science and Technology, 2012). According to Educating the Engineer of 2020, "current curricular material does not portray STEM in ways that seem likely to excite the interest of students from a variety of ethnic and cultural backgrounds" (Phase, 2005). The National Educational Technology Plan of 2010 believes that one of the most powerful ways to transform and improve K-12 STEM education it to instill a culture of innovation by leveraging cutting edge technology (Polly et al., 2010). Augmented reality (AR) is an emerging and promising educational intervention that has the potential to engage students and transform their learning of STEM concepts. AR blends the real and virtual worlds by overlaying computer-generated content such as images, animations, and 3D models directly onto the student's view of the real world. Visual representations of STEM concepts using AR produce new educational learning opportunities, for example, allowing students to visualize abstract concepts and make them concrete (Radu, 2014). Although evidence suggests that learning can be enhanced by implementing AR in the classroom, it is important to take into account how students are processing AR content. Therefore, this research aims to examine the unique benefits and challenges of utilizing augmented reality (AR) as a supplemental learning technique to reinforce mathematical concepts while concurrently responding to students' cognitive demands. To examine and understand how cognitive demands affect students' information processing and creation of new knowledge, Mayer's Cognitive Theory of Multimedia Learning (CTML) is leveraged as a theoretical framework to ground the AR application and supporting research. Also, to enhance students' engagement, gamification was used to incorporate game elements (e.g. rewards and leaderboards) into the AR applications. This research applies gamification and CTML principles to tablet-based gamified learning AR (GLAR) applications as a supplemental tool to address three research objectives: (1) understanding the role of prior knowledge on cognitive performance, (2) examining if adherence to CTML principles applies to GLAR, and, (3) investigating the impact of cognitive style on cognitive performance. Each objective investigates how the inclusion of CTML in gamifying an AR experience influences students' perception of cognitive effects and how GLAR affects or enhances their ability to create new knowledge. Significant results from objective one suggest, (1) there were no differences between novice and experienced students' cognitive load, and, (2) novice students' content-based learning gains can be improved through interaction with GLAR. Objective two found that high adherence to CTML's principles was effective at (1) lowering students' cognitive load, and, (2) improving GLAR performance. The key findings of objective three are (1) there was no difference in FID students' cognitive load when voice and coherence were manipulated, and, (2) both FID and FD students had content-based learning gains after engagement with GLAR. The results of this research adds to the existing knowledge base for researchers, designers and practitioners to consider when creating gamified AR applications. Specifically, this research provides contributions to the field that include empirical evidence to suggest to what degree CTML is effective as an AR-based supplemental pedagogical tool for underrepresented students in southwest Virginia. And moreover, offers empirical data on the relationship between underrepresented students' perceived benefits of GLAR and it is impact on students' cognitive load. This research further offers recommendations as well as design considerations regarding the applicability of CTML when developing GLAR applications. / PHD / The purpose of this research is to examine the unique benefits and challenges of using augmented reality (AR) to reinforce underrepresented students’ math concepts while observing how their process information. Gamification and Mayer’s Cognitive Theory of Multimedia Learning (CTML) principles are applied to create tablet-based gamified learning AR (GLAR) applications to address three research objectives: (1) understanding the role of prior knowledge on cognitive performance, (2) examining if adherence to CTML principles applies to GLAR, and, (3) investigating the impact of cognitive style on cognitive performance. Each objective investigates how the inclusion of CTML in gamifying an AR experience influences students’ perception of cognitive effects and how GLAR affects or enhances their ability to create new knowledge. This research offers recommendations as well as design considerations regarding the applicability of CTML when developing GLAR applications for underrepresented students in southwest Virginia.

Hur påverkas den uppfattade träningsmotivationen vid användning av de spelifierade elementen som finns i träningsapplikationen Fitocracy, i jämförelse med mer traditionella analoga loggningsmetoder? Spelifierade element i olika slags applikationer är något som används mer och mer i samband med att mobiltekniken utvecklas. Trots detta finns det ingen väletablerad spelifierad applikation för det ändamål många behöver uppfatta- en ökad motivation inför träning. Denna studie har som mål att undersöka en av de mest etablerade träningsapplikationer som finns på marknaden - Fitocracy - och hur mycket dess spelifierade element faktiskt påverkar den uppfattade träningsmotivationen i jämförelse med en traditionell träningsloggning. Flera studier har utförts inom området tidigare och de har ofta funnit tecken på att spelifierade element har en positiv inverkan, men att fenomenet bakom detta borde studeras djupare. Gowin fann i sin studie från 2014 att majoriteten av deltagarna använde sig av en applikation som innehöll spelifierade element vilket hjälpte dem att möta sina träningsmål. För att uppskatta den uppfattade motivationsnivån av de spelifierade elementen i Fitocracy jämfördes under två veckors tid två stycken undersökningsgruppers träningsloggning. En grupp använde sig av Fitocracy och den andra loggade sin träning kontinuerligt med hjälp av ett formulär. Undersökningen baseras på användarnas loggning tillsammans med formulär som skickades ut till deltagarna innan, under och efter studien. Studiens kvantitativa resultat tyder på att den uppfattade träningsmotivationen inte påverkas alls med hjälp av spelifierade element i jämförelse med analoga loggningsmetoder. Från det kvalitativa resultatet kan man dock dra slutsatsen att de spelifierade elementen i Fitocracy tycks påverka användarnas uppfattade motivationsnivå på ett positivt sätt. / How is the perceived training motivation affected by the use of the gamified elements found in the Fitocracy training application, compared to more traditional analogue logging methods? Gamified elements in different types of applications are something that is used more and more in the development of mobile technology. Despite this, there is no well-established spatial application for the purpose many need to perceive - an increased motivation for training. This study aims to investigate one of the most established exercise applications available on the market - Fitocracy - and how much its gamified elements actually affect the perceived training motivation compared to a traditional training logging method.Several studies have been carried out in the field earlier, and they have often found signs that gamified elements have a positive impact, but the phenomenon behind this should be studied deeper. Gowin found in his study from 2014 that the majority of participants used an application that contained gamified elements that helped them meet their training goals. In order to estimate the perceived motivation level of the gamified elements in Fitocracy, for two weeks, two training groups were logged in training logging. One group used to use Fitocracy and the other logged their training continuously using a form. The survey is based on user logging along with forms sent to the participants before, during and after the study. The quantitative results of the study indicate that the perceived training motivation is not affected at all by gamfied elements as compared to analog logging methods. However, from the qualitative results, one can conclude that the gamified elements in Fitocracy seem to positively impact the perceived motivational level of the users.

In recent years, the use of video games has increased worldwide. A variety of industries such as business and education have taken a great interest in this phenomenon by applying game elements in a non-game context with the goal to increase users motivation. However, there are still areas where the use of Gamification is yet to be explored. One of these areas is Gamification applied to statistics, where there is a limited amount of research. Research suggests that statistics can be difficult for people to interpret, especially when there is a lack of interest involved. Therefore this study examined if Gamification could be used to to influence the user experience when presenting data in a dashboard. The user centered design method double diamond was used to create two prototypes, one with gamification and one without. These prototypes were compared through A/B testing, where the gamified prototype proved to be the winner, resulting in that gamification did have an positive impact of the user experience when presenting data in a dashboard. The resulting prototype proposes a way of how gamification can be applied when presenting data in a dashboard.

As digitalization continues to advance, digital tools have become omnipresent in the classroom, and Student Response Systems (SRSs) have emerged as a valuable tool for teachers. However, the added value and efficacy of integrating gamified SRSs, compared to non-gamified SRSs, in the classroom has yet to be fully explored. Furthermore, little attention has been paid to non-gamified SRSs. The present study examines how a gamified learning environment in SRSs impacts vocabulary acquisition compared to a non-gamified learning environment. To analyze this effect, a quantitative study was designed using statistical analyses such as the Shapiro-Wilk test, the Friedman test and the Wilcoxon signed-rank test. SRSs, namely Gimkit and Socrative, were selected to measure vocabulary acquisition. A total of 61 high school students studying English were enrolled in this study. Eighteen target words have been picked from two different vocabulary books designed to help students reach the C1 level in English. The selected words have all been identified as adjectives. The students were split into two class-based groups, and each was assigned a SRS to use for two 20-minute study sessions, happening at an interval of three days. To measure the effect of the two SRSs on vocabulary acquisition, three tests were conducted over three weeks. The students took a pre-test, an immediate post-test after the second study session, and a final delayed post-test two weeks later. The statistical analysis and the results of the three tests measuring vocabulary acquisition revealed a statistically significant improvement in vocabulary test scores for both groups in the short- and long-term. However, no statistical significance was shown for the test scores between the two groups: gamified and non-gamified learning environments. Hence, a gamified learning environment using SRSs was shown to have no statistical significance on vocabulary learning and retention compared to a non-gamified one. While digital tools are widely embraced, this study suggests that gamified SRSs, compared to non-gamified SRSs, may not offer a significant advantage in terms of vocabulary acquisition and retention. It is, therefore, important for the teachers to get to know their students and find the type of SRSs that suit their learning style best. Further studies could investigate the impact of gamified and non-gamified SRS on the students’ vocabulary acquisition and motivation over a school year to understand the effects better.

Duolingo is a popular mobile language-learning application that has been around the market since 2012 and has been researched in its language-learning abilities. It is crucial for mobile language learning applications to keep their users interested, nevertheless, as users easily lose interest in continuing their language study. This thesis looks at how Duolingo's gamified system design implements persuasive principles to increase user engagement. The thesis aims to advance the knowledge of user engagement in language learning apps and help create useful mobile language learning applications. To achieve the goal, it was necessary to determine which persuasive principles were being applied by Duolingo's gamified system design. This was done using the Persuasive System Design (PSD) model by Oinas Kukkonen and Harjumaa (2009). The research consisted of qualitative semi-structured interviews with 8 young adults living in Sweden. The aim of the interviews was to find detailed, deep, empirical data and compare it to a theoretical framework using thematic analysis. The results of these interviews showed that Duolingo's gamified system design effectively applies persuasive principles to engage and encourage language learners. However, it was discovered that several persuasive principles needed to be improved in order to further enhance user involvement. This study adds to the understanding of persuasion by demonstrating how these principles can be applied to other mobile language learning applications to increase user engagement.

This thesis explores the integration of gamification into the Software Development Process (SDP) at Saab, a defense and aerospace company. The thesis aims to address some of the complexities of the SDP standard used in the industry, DO-178C. The research primarily focuses on how gamification principles can enhance the usability of software development processes in aerospace. The method includes a pre-study, an inception phase, and two sprints, where a gamified tool is designed, implemented, and revised based on feedback from developers at Saab. The results of interviews after these sprints, along with insights from the inception phase, are discussed to evaluate the effectiveness and impact of the gamified tool.  The findings indicate that gamification can make the SDP more approachable and engaging for developers, with elements like real-time progress tracking, quizzes, and certificates being well-received. However, the effectiveness of these gamification elements varies among individuals, underscoring the importance of tailoring these elements to user preferences and the specific context of aerospace software development. This research contributes to the understanding of gamification's role in improving SDP usability in the aerospace industry, highlighting the need for careful customization of gamification to individuals and the context. Although the study provides valuable insights, it also acknowledges limitations, including the hypothetical nature of the gamified tool used and the reliance on user feedback, suggesting future research should involve more practical implementations and a focus on long-term impacts on productivity and user satisfaction.

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Museums are not only public repositories of culture, but also educational institutions striving to emotionally stimulate visitors with an explorative educational experience. However, it is stated knowledge that museums can be considered boring, especially by the younger visitors.  The purpose of this study was to investigate how a museum exhibition can become more engaging by combining gamification with the museum's course of action to enhance visitor engagement in children.  The goal was to identify distinct principles in the dimensions of gamification, the museum context, the target group of 10-13 year olds and Augmented Reality. With a Research Through Design approach, a concept study and design study was conducted, and a prototype was developed as a representation of the principal findings. The prototype was evaluated in a user study conducted with participants within the target group.  The result of the user study indicated that the gamification concept was engaging but due to few participants as well as lack of usability data, the concept could not be fully validated to enhance visitor engagement in a museum.  However, evaluation of the findings and the defined distinct principles of the dimensions can serve as guidelines for other research conducted within the same dimensions or with similar conditions. / Ett museum är inte bara en offentlig förvaring av kultur utan även en utbildningsinstitution som strävar efter att emotionellt stimulera sina besökare genom att erbjuda en stimulerande utbildningsupplevelse. Dock finns det en allmän uppfattning att museer ibland anses vara tråkiga, särskilt hos de yngre besökarna.  Syftet med denna studie var att undersöka hur en utställning i ett museum kan bli mer engagerande genom att kombinera spelifiering med museets handlingssätt för att förbättra besökarnas engagemang hos barn.  Målet var att identifiera distinkta principer i de fyra dimensionerna spelifiering, museum som kontext, målgruppen 10-13-åringar och teknologin Augmented Reality. Genom att använda Research Through Design metodologin genomfördes en konceptstudie och designstudie. En prototyp utvecklades som en representation av de definierade principerna som utvärderades i en användarstudie med deltagare inom målgruppen.  Användarstudiens resultat visade att spelifieringskonceptet var engagerande, men med anledning av få deltagare såväl som brist på användardata kunde konceptet inte validera att besökarnas museumrelaterade engagemang förbättrades.  Däremot kan resultatens utvärdering och de principer som definierats i denna studie fungera som riktlinjer för annan forskning som utförs inom samma dimensioner eller med liknande förhållanden.

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This study intends to find out how two different teaching methods affect pupils'communicative ability in the problem-solving process. This through the use of smallgroup work. This study also has a comparative aspect and intends to compare atraditional teaching method with the innovative Game-based learning theory, whichadvocates that learning can take place through gamification. In order to achieve theaim of the study, an inquiry was carried out in four different small groups in gradefour (ages 10–11). The result of the inquiry indicated that the mean value of thenumber of communication clusters presented per minute was higher in the groupsthat worked with traditional learning than those that worked with gamified learningthrough the use of Escape room. / Denna studie har för avsikt att ta reda på hur två olika undervisningssätt påverkarelevers kommunikativa förmåga inom problemlösningsprocessen. Detta genomanvändandet av smågruppsarbeten. Studien har även en jämförande aspekt somhandlar om att jämföra ett traditionellt undervisningssätt med den nytänkandeGame-based learning theory som förespråkar att lärande bör ske genom spelifiering.För att uppnå syftet med studien genomfördes en undersökning i fyra olikasmågrupper i årskurs fyra (ålder 10–11 år). Resultatet från undersökningen pekadepå att medelvärdet av antal uppvisade kommunikationskluster per minut var högrehos grupperna som arbetade med traditionellt lärande än de som arbetade medspelifierat lärande genom användandet av Escape room.