O presente estudo busca explicar de que forma o uso de jogos digitais contribui para o processo de desenvolvimento de gestores públicos, considerando-se que a capacitação gerencial é fundamental para o alcance de resultados e para a prestação de serviços públicos de qualidade. O primeiro passo da pesquisa foi compreender na literatura o que significa o uso de jogos digitais para fins educacionais e de desenvolvimento, o que foi feito por meio de um estudo bibliométrico. Na prática, o uso de jogos digitais relaciona-se a conceitos como jogos sérios (serious games), gamificação (gamification) e aprendizado por meio de jogos (game-based learning). O estudo envolveu, então, o desenvolvimento do serious game Liderança em Jogo: Competências, Papéis e Responsabilidades, que leva em conta o contexto do setor público e foi pensado justamente como ferramenta para o desenvolvimento de gestores públicos. A aplicação do jogo foi feita por meio de um curso especialmente concebido para este trabalho e a avaliação de sua eficácia considerou o modelo de quatro níveis de Kirkpatrick (reação, aprendizado, comportamento e resultados). O impacto do uso desse jogo digital foi avaliado comparativamente por meio de um conjunto de dois experimentos completamente aleatorizados, com grupo de controle e no formato pré-teste/pós-teste (experimento 1) e pós-teste apenas (experimento 2). A pesquisa foi multimétodo, envolvendo triangulação metodológica, sendo complementada por análises qualitativas (entrevistas semiestruturadas e análise de conteúdo). Como principais resultados, foram verificados impactos nos quatro níveis avaliados. Os experimentos mostraram que, em comparação ao grupo de controle, quem joga (grupo experimental) gosta mais do processo de aprendizado (reação) e apresenta maiores níveis de atenção e relevância do modelo ARCS, desenvolvido por John M. Keller, utilizado para avaliar a motivação; demonstra maiores níveis de aquisição de conhecimento (aprendizado); desenvolve uma visão de gestão mais atrelada aos aspectos humanos (atitude como antecedente do comportamento); e vê mais impactos do treinamento sobre o resultado projetado de seu trabalho para o futuro (resultados). As entrevistas ainda indicaram que o jogo, além de ter seguido os preceitos de game design que o caracterizam como tal, provocou reflexões que resultaram em mudança de comportamento em situações do dia a dia. Assim, considerando-se o desenvolvimento gerencial do ponto de vista das competências como o conjunto de Conhecimentos, Habilidades e Atitudes (CHA) da pessoa, vê-se que o jogo digital utilizado é efetivo para o desenvolvimento gerencial, uma vez que os experimentos detectaram aquisição de conhecimentos e mudanças de atitudes. A contribuição do estudo é relevante pois, além de trazer evidências empíricas necessárias à literatura, integra em um framework conceitual as inter-relações de diversos referenciais teóricos como base para uma pesquisa operacionalizável. As principais limitações do estudo estão associadas à artificialidade dos experimentos e ao não controle de variáveis que possam ter impacto no aprendizado. Além da opção de avaliar apenas os níveis mais baixos de aprendizado da taxonomia de Bloom, com a utilização de questões diretas no instrumento de avaliação de conhecimento, o reduzido número de participantes também foi uma limitação, impactando as possibilidades estatísticas de identificar efeitos sobre os níveis de profundidade do conhecimento adquirido ou diferentes assuntos considerados no curso/treinamento. / This study aims to explain how the use of digital games can contribute to the process of development of public managers, considering that managerial capacity is key to the achievement of results and the provision of good quality public services. The first step of the research was to seek in the literature what the use of digital games means in terms of educational and development purposes. That was done through a bibliometric study. In practice, the use of digital games is related to concepts such as serious games, gamification and game-based learning. The following step involved the development of the serious game entitled Liderançaem Jogo: Competências, Papéis e Responsabilidades, which takes into account the context of the Public Sector and was built specifically as a tool for the development of public managers. The application of the game was made through a course specially designed for this study and the assessment of its effectiveness considered Kirkpatrick\'s four-level model (reaction, learning, behavior and results). The impact of the use of this digital game was evaluated through a set of two randomized experiments, with a control group and in the pre-test /post-test format (experiment 1) and post-test only (experiment 2). The research was multi-method, involving methodological triangulation and was complemented by qualitative analyzes (semi-structured interviews and content analysis). The main results show impacts in the four evaluated levels. The experiments showed that, in comparison with the control group, the subjects who play (experimental group) enjoy more the learning process (reaction) and present higher levels of attention and relevance, according to the ARCS model developed by John M. Keller, used to evaluate motivation. In addition, they demonstrate higher levels of knowledge acquisition (learning); develop a management vision more linked to human aspects (attitude as antecedent of the behavior) and see more impact of the training on the outcomes of their job for the future (results). The interviews also indicated that the game, in addition to having followed the precepts of game design led to reflections that resulted in behavior change in day-to-day situations. Therefore, considering the managerial development from the point of view of the competences as the sum of knowledge, skills and attitudes (KSA) of a person, it is seen that the digital game used is effective, once the experiments detected acquisition of knowledge and changes in attitudes. The contribution of this study is relevant because, in addition to bringing empirical evidence to the literature, it integrates the inter-relationships of several theoretical references into a conceptual framework as the basis for an executable research. The main limitations of the study are associated with the artificiality of the experiments and the non-control of variables that may have an impact on learning. Besides evaluating only the lower learning levels according to the Bloom\'s taxonomy, using direct questions in the assessment instrument, the small number of participants was also a factor of limitation, which might have impacted on statistical inference of the effects on the levels of depth of knowledge acquired or on the different topics approached in the course/training.

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O presente estudo busca explicar de que forma o uso de jogos digitais contribui para o processo de desenvolvimento de gestores públicos, considerando-se que a capacitação gerencial é fundamental para o alcance de resultados e para a prestação de serviços públicos de qualidade. O primeiro passo da pesquisa foi compreender na literatura o que significa o uso de jogos digitais para fins educacionais e de desenvolvimento, o que foi feito por meio de um estudo bibliométrico. Na prática, o uso de jogos digitais relaciona-se a conceitos como jogos sérios (serious games), gamificação (gamification) e aprendizado por meio de jogos (game-based learning). O estudo envolveu, então, o desenvolvimento do serious game Liderança em Jogo: Competências, Papéis e Responsabilidades, que leva em conta o contexto do setor público e foi pensado justamente como ferramenta para o desenvolvimento de gestores públicos. A aplicação do jogo foi feita por meio de um curso especialmente concebido para este trabalho e a avaliação de sua eficácia considerou o modelo de quatro níveis de Kirkpatrick (reação, aprendizado, comportamento e resultados). O impacto do uso desse jogo digital foi avaliado comparativamente por meio de um conjunto de dois experimentos completamente aleatorizados, com grupo de controle e no formato pré-teste/pós-teste (experimento 1) e pós-teste apenas (experimento 2). A pesquisa foi multimétodo, envolvendo triangulação metodológica, sendo complementada por análises qualitativas (entrevistas semiestruturadas e análise de conteúdo). Como principais resultados, foram verificados impactos nos quatro níveis avaliados. Os experimentos mostraram que, em comparação ao grupo de controle, quem joga (grupo experimental) gosta mais do processo de aprendizado (reação) e apresenta maiores níveis de atenção e relevância do modelo ARCS, desenvolvido por John M. Keller, utilizado para avaliar a motivação; demonstra maiores níveis de aquisição de conhecimento (aprendizado); desenvolve uma visão de gestão mais atrelada aos aspectos humanos (atitude como antecedente do comportamento); e vê mais impactos do treinamento sobre o resultado projetado de seu trabalho para o futuro (resultados). As entrevistas ainda indicaram que o jogo, além de ter seguido os preceitos de game design que o caracterizam como tal, provocou reflexões que resultaram em mudança de comportamento em situações do dia a dia. Assim, considerando-se o desenvolvimento gerencial do ponto de vista das competências como o conjunto de Conhecimentos, Habilidades e Atitudes (CHA) da pessoa, vê-se que o jogo digital utilizado é efetivo para o desenvolvimento gerencial, uma vez que os experimentos detectaram aquisição de conhecimentos e mudanças de atitudes. A contribuição do estudo é relevante pois, além de trazer evidências empíricas necessárias à literatura, integra em um framework conceitual as inter-relações de diversos referenciais teóricos como base para uma pesquisa operacionalizável. As principais limitações do estudo estão associadas à artificialidade dos experimentos e ao não controle de variáveis que possam ter impacto no aprendizado. Além da opção de avaliar apenas os níveis mais baixos de aprendizado da taxonomia de Bloom, com a utilização de questões diretas no instrumento de avaliação de conhecimento, o reduzido número de participantes também foi uma limitação, impactando as possibilidades estatísticas de identificar efeitos sobre os níveis de profundidade do conhecimento adquirido ou diferentes assuntos considerados no curso/treinamento. / This study aims to explain how the use of digital games can contribute to the process of development of public managers, considering that managerial capacity is key to the achievement of results and the provision of good quality public services. The first step of the research was to seek in the literature what the use of digital games means in terms of educational and development purposes. That was done through a bibliometric study. In practice, the use of digital games is related to concepts such as serious games, gamification and game-based learning. The following step involved the development of the serious game entitled Liderançaem Jogo: Competências, Papéis e Responsabilidades, which takes into account the context of the Public Sector and was built specifically as a tool for the development of public managers. The application of the game was made through a course specially designed for this study and the assessment of its effectiveness considered Kirkpatrick\'s four-level model (reaction, learning, behavior and results). The impact of the use of this digital game was evaluated through a set of two randomized experiments, with a control group and in the pre-test /post-test format (experiment 1) and post-test only (experiment 2). The research was multi-method, involving methodological triangulation and was complemented by qualitative analyzes (semi-structured interviews and content analysis). The main results show impacts in the four evaluated levels. The experiments showed that, in comparison with the control group, the subjects who play (experimental group) enjoy more the learning process (reaction) and present higher levels of attention and relevance, according to the ARCS model developed by John M. Keller, used to evaluate motivation. In addition, they demonstrate higher levels of knowledge acquisition (learning); develop a management vision more linked to human aspects (attitude as antecedent of the behavior) and see more impact of the training on the outcomes of their job for the future (results). The interviews also indicated that the game, in addition to having followed the precepts of game design led to reflections that resulted in behavior change in day-to-day situations. Therefore, considering the managerial development from the point of view of the competences as the sum of knowledge, skills and attitudes (KSA) of a person, it is seen that the digital game used is effective, once the experiments detected acquisition of knowledge and changes in attitudes. The contribution of this study is relevant because, in addition to bringing empirical evidence to the literature, it integrates the inter-relationships of several theoretical references into a conceptual framework as the basis for an executable research. The main limitations of the study are associated with the artificiality of the experiments and the non-control of variables that may have an impact on learning. Besides evaluating only the lower learning levels according to the Bloom\'s taxonomy, using direct questions in the assessment instrument, the small number of participants was also a factor of limitation, which might have impacted on statistical inference of the effects on the levels of depth of knowledge acquired or on the different topics approached in the course/training.

Games are a natural part of many people's everyday lives and have gone from being a divergent interest to become Sweden's biggest cultural export. As a result from this expansion, digital tools had to be further developed and through this progress these tools have reached new areas of usage, which has created new challenges for game developers. The games that offers a higher purpose than pure entertainment goes under the genre serious games. Serious games are used in various application areas such as; in the military, health care, education, business, and psychology, which is the framework of this thesis. By combining and unifying previous research grounded in psychology and game science I want to answer the questions: How can games be used as a therapeutic tool in a child's grieving process? and, Which features should such a game focus on? These questions are answered through the information gathered from two interviews conducted with respondents that have different expertise within the area of this study, this to reach a broader perspective. A child's grieving process can manifest itself in various ways depending on the individual's level of sensitivity. It is therefore difficult to draw any general conclusions on how such a game should be designed. All games have the opportunity to motivate and engage, but this is not unique to a serious game and therefore a measurement function is essential in a digital rehabilitation tool to provide the therapist with valuable information about the patient. The figurative language makes it possible for the child to communicate where the spoken language sometimes has limits. For older children social support can be important as it creates opportunities to meet others in similar situations and together work towards improvement. Grief is a non-linear process and can present itself in many different ways and it is therefore important that the game should offer various turn-outs to make it adaptable for the individual. / Spel är en naturlig del i många människors vardag och har gått från att vara ett mer avvikande intresse till att bli Sveriges största kulturexport. Expanderingen har även lett till att dessa digitala verktyg har fått utvecklats och hitta nya användningsformer som därmed skapar nya utmaningar för spelutvecklare. Spel som har ett högre syfte än den rena underhållningen hamnar under genren serious games och används inom olika användningsområden såsom försvaret, sjukvården, utbildning, affärsrörelser och psykologi vilket är ämnet för denna uppsats. Genom att kombinera och sammanföra tidigare forskning som bottnar sig i psykologin samt spelvetenskapen vill jag besvara frågorna: Hur kan spel användas som ett terapeutiskt verktyg i ett barn sorgeprocess? och Vilka egenskaper bör ett sådant spel fokusera på? Dessa besvaras genom granskning av tidigare forskning samt empiriskt insamlat material från två intervjuer med personer med olika specialistkunskaper för att få ett bredare perspektiv. Barns sorgeprocesser kan te sig väldigt olika beroende på individen och därför är det mycket svårt att dra några generella slutsatser för hur ett sådant spel ska designas. Spel har som möjlighet att motivera och engagera och detta är inget unikt för ett serious game, därför blir en mätningsfunktion avgörande i ett digitalt rehabiliteringsverktyg och ett sätt att förse terapeuten med information om patienten. Det bildliga språket gör det också möjligt för barnet att enklare förmedla sina känslor eftersom det talade språket kan vara en begränsning. För de äldre barnen så kan socialt stöd genom spelet vara viktigt för att kunna träffa andra i samma situation och tillsammans bearbeta sorgen. Sorgen är ingen linjär process och kan visa sig på olika sätt och därför bör spelet erbjuda olika tillägg för att kunna anpassas till den enskilda individen.

Les jeux sérieux s’inscrivent dans un courant qui cherche à explorer l’utilisation des jeux numériques dans des contextes où la finalité première dépasse le simple divertissement. Cette utilisation dans le champ éducatif est justifiée par la capacité de ces jeux à avoir des impacts positifs liés à l’apprentissage sur les plans cognitif, affectif et social. Les études empiriques, conduites pour vérifier les bénéfices présumés de ces jeux, tendent à s'accorder pour confirmer leur pertinence et efficacité. Cependant, il en ressort que ces bénéfices dépendent de la qualité de leur conception et d'intégration dans des dispositifs de formation. Or, les approches et théories existantes à cet effet sont à un stade précoce de construction et sont loin d’être consensuelles. Plus spécifiquement, ces approches présentent des limites en ce qui concerne leurs fondements théoriques, l’absence de démarches de conception détaillées et la difficulté d’intégrer, d’une façon équilibrée, les éléments favorisant la motivation et ceux favorisant l’apprentissage. Dans ce contexte, la présente recherche vise à remédier à ces limites en proposant un modèle de design des jeux sérieux qui soutient la conception et le développement de ces jeux pour une finalité pédagogique. À cet effet, nous avons mis en œuvre une démarche méthodologique basée sur l’approche de recherche orientée par la conception (Design-based research), en vue de répondre à la question de recherche suivante : comment concevoir des jeux sérieux efficaces pédagogiquement et motivants ? Ladite approche a consisté, conformément au modèle de Reeves (2006), en quatre phases : la définition d’un problème pratique, le développement d’une solution à partir des principes de design existants, des cycles itératifs de tests et d’affinement de la solution et la production de nouveaux principes de design généralisables à d’autres contextes. Elle a permis l’élaboration d’une démarche globale, cohérente et intégrée de design des jeux sérieux. Le cas échéant, la démarche proposée porte sur un modèle théorique de l’expérience optimale d’apprentissage par jeux sérieux, des principes de design qui devraient guider le processus de design de ces jeux, une méthodologie détaillée pour conduire ce processus, ainsi que des outils d’aide au design qui définissent pour chacune des étapes les paramètres pédagogiques, ludiques et techniques à prendre en considération. Les implications du modèle proposé sont multiples. Il contribue au comblement des lacunes de connaissances relatives à l’utilisation et le design des jeux sérieux. Plus spécifiquement, il décrit l’expérience d’apprentissage par ces jeux et détermine les caractéristiques et les conditions d’émergence de cette expérience. Il réduit la complexité inhérente au design de ces dispositifs, en proposant des principes de design, une méthodologie détaillée et des outils. Il structure le processus de design autour des principes issus des domaines de design pédagogique (instructional design) et de design des jeux (game design) et en décrit les résultats attendus. Il lie la théorie à la pratique en proposant un cadre théorique descriptif du processus de design ainsi que des orientations claires et pratiques pour le mettre en œuvre. De même, les outils qu’il propose peuvent servir de support pédagogique, pour initier les concepteurs au processus de design, ainsi que de support de communication entre les différentes parties prenantes lors d’une démarche participative de design centrée sur l’utilisateur. Mots-clés : Apprentissage par le jeu, design des jeux sérieux, design pédagogique, pédagogie ludique, jeu sérieux. / Serious games are part of a movement that seeks to explore digital games in contexts where the primary purpose is other than pure entertainment. In education, this use is justified by the ability of these games to impact cognitive, emotional, and social learning. Empirical studies conducted to verify the presumed benefits of these games tend to confirm their relevance and instructional effectiveness. Nevertheless, they suggest that these benefits depend on the quality of their design and implementation. However, the existing approaches and theories related to serious games design are at an early stage of construction and are far from consensual. More specifically, these approaches have limitations in terms of theoretical foundations, a lack of detailed design methodologies, and a difficulty of integrating, in a balanced way, the elements that promote motivation and those that promote instruction. In this context, this thesis aims to remedy these limitations by proposing a serious game design model that supports the design and development of serious games for an educational purpose. To this end, we have implemented a methodology based on the Design-based research approach to answer the following research question: how to design serious games that are pedagogically effective and intrinsically motivating? Therefore, our methodology consisted, following Reeves’ model (2006), of four phases: analysis of a practical problem, development of a solution informed by existing design principles and technological innovations, iterative cycles of testing and refinement of the solution, and reflection to produce new design principles generalizable to other contexts. Our goal was to develop a comprehensive, coherent, and integrated approach to serious game design. As a result, our research proposes a theoretical model describing an optimal learning experience through serious games, a set of five design principles that should guide the design process, and tools to support instructional designers during the design process. The implications of the proposed approach are multiple. It helps to fill knowledge gaps concerning the design of serious games. More specifically, it describes the expected learning experience through these games and determines the characteristics and conditions of emergence of this experience. It reduces the complexity inherent to the design process by proposing design principles, detailed methodology, and practical tools. It structures the design process based on principles from the instructional design and game design fields. Finally, the approach links theory to practice by providing a descriptive theoretical framework of the design process and clear practical implementation guidelines. Likewise, the accompanying tools can serve as educational support to initiate instructional designers into the design process and as a communication tool to support the relationship between different stakeholders during a participatory user-centred design process.

This study explores the design and effectiveness of a serious board game aimed at promoting energy literacy in the context of residential energy consumption. With electricity consumption and energy conservation being highly relevant and pressing topics today, there is a growing need to address the lack of knowledge and awareness surrounding household energy consumption. Serious games, recognized as effective educational tools for active learning, offer a promising avenue for teaching energy-related concepts. Through a thematic analysis, this thesis examines the impact of different game mechanics on players’ development of energy literacy. The findings demonstrate that integrating these game mechanics facilitates knowledge acquisition, evokes emotional responses, and prompts self-reflection. By incorporating elements for data physicalization, such as a hand-gripper to represent energy consumption, user engagement, and learning outcomes are enhanced. The study highlights the potential of educational games in fostering energy literacy and shaping individual energy consumption habits. Future research can explore combining digital and physical components in serious games to optimize educational impact further and advance energy literacy initiatives. / Denna studie utforskar designen och effektiviteten hos ett serious game med syfte att främja energy literacy. Elkonsumtion och energisparande är högaktuella ämnen och idag finns det ett växande behov av att åtgärda bristen på kunskap kring energikomsumptionen i hushåll. Serious games har klivit fram som effektiva pedagogiska verktyg för aktivt lärande och erbjuder en lovande väg för att undervisa om energirelaterade begrepp. Genom en tematisk analys undersöker denna avhandling effekten av olika spelmekanismer på spelarnas utveckling kring energy literacy. Resultaten visar att integrering av dessa spelmekanismer underlättar lärade, leder till känslomässig respons samt stimulerar självreflektion. Inlärning och engagemang förbättras genom att inkludera objekt för att representera data fysiskt, såsom en handtränare. Studien lyfter fram potentialen hos serious games för att främja energy literacy och forma goda energikonsumtionsvanor. Framtida forskning kan utforska om kombinationen av digitala och fysiska komponenter i ett serious game ytterligare hade förbättrat läroeffekten och främjat vidareutveckling av ens energy literacy.

Die nationale und internationale Literatur gibt mittlerweile einen guten Überblick zu Barrieren bzw. Determinanten der Radnutzung. Dabei stehen neben sozio-ökono-mischen und demografischen Faktoren, auch die Topographie, die Witterung sowie infrastrukturelle Faktoren im Mittelpunkt (u. a. Heinen van Wee, & Maat, 2010). Natürliche Barrieren aufgrund der Topographie, z.B. Steigungen können zu einer Minder- oder Nicht-Nutzung des Fahrrads führen (Damant-Sirois et al., 2014; Geller, 2006). Zusätzlich können sich infrastrukturelle Faktoren, z. B. das Fehlen direkter Verbindungen, negativ auf die Attraktivität der Strecke, aber auch auf die Regelbe-folgung auswirken (Johnson et al., 2011). An dieser Stelle setzen Gamification-Ansätze an, die durch eine Erhöhung der Nutzermotivation auch die Radnutzung zu steigern versuchen. Anders als bisherige Gamification-Ansätze im Radverkehr, die hauptsächlich App-Technologien nutzen (z. B. Pajarito & Gould, 2017; Wunsch et al., 2015), ist es Ziel des vorliegenden Projektes, eine infrastrukturbasierte Gamification-Lösung zu entwickeln, die beim Fahren direkt durch die Radfahrer:innen genutzt werden kann. Bisherige praktische Umsetzungen von Gamification-Maßnahmen im Verkehr differenzieren nicht nach gruppenspezifischen und bedürfnisorientierten Motiva-toren, obwohl bekannt ist, dass bestimmte Spieleelemente typenspezifische Unterschiede ansprechen. Durch eine spezifische Ansprache innerhalb des vorliegenden Projektes soll eine höhere Wirksamkeit für die Zielgruppen erreicht werden. Das Forschungsvorhaben gründet sich dabei auf die verhaltens- und einstellungsbasierten Radfahrtypen des NRVP-Projektes RadVerS und baut darauf erstmals datenbasierte Modelle prototypischer Nutzer:innen (Personas) für verschiedene Anwendungsfälle auf. Das ermöglicht das systematische Ableiten von Anforderungen sowie die Entwicklung und effektive Evaluierung entsprechender Gamification-Maßnahmen mit hohem Akzeptanzpotenzial. Zur Demonstration der praktischen Anwendbarkeit soll die entwickelte Gamification-Maßnahme in einen Prototyp überführt und an einem ausgewählten Strecken-abschnitt der Radverkehrsinfrastruktur innerhalb der Stadt Dresden installiert und dessen Wirksamkeit evaluiert werden. Im Ergebnis des Projektes werden Handlungsempfehlungen zum Einsatz von Gami-fication-Maßnahmen im Radverkehr als Handreichung für Kommunen mit Anwen-dungsleitfaden am Beispiel des eingesetzten Prototyps für die Umsetzung in der eigenen Kommune aufbereitet und verbreitet. Die Erfahrungen aus diesem Projekt bieten so auch eine Vorlage für ähnliche Vorhaben in anderen Kommunen und resultieren in einem anschaulichen und wiederverwendbaren Konzept.:Einleitung 7 1. Ziel und Methodik der Untersuchung 9 1.1 Ziele der Untersuchung 9 1.2 Untersuchungsmethodik 10 1.2.1 Literaturanalyse und RadVerS-Daten 10 1.2.2 Identifikation Untersuchungsabschnitt und Vorher-Messung 11 1.2.3 Operationalisierung für User Experience Design 11 1.2.4 Entwicklung Prototyp 12 1.2.5 Evaluation Anwendungsfall 12 2. Literaturanalyse und RadVerS-Daten 14 2.1 Determinanten der Radnutzung 14 2.1.1 Einflussfaktoren auf die Radnutzung allgemein 14 2.1.2 Routenwahlfaktoren 15 2.1.3 Unfälle und Unfallursachen im Radverkehr 17 2.2 Gamification 21 2.2.1 Definitionen 21 2.2.2 Psychologischer Hintergrund 22 2.2.3 Spielelemente 24 2.2.4 Gamification im (Rad-) Verkehrskontext 27 2.3 Eigene Datenbasis 36 2.3.1 Radfahrtypen 36 2.3.2 Ergebnisse einer Masterarbeit im Rahmen des Projektes 37 2.3.3 RadVerS-Daten zu Vermeidungen und Problemstellen 38 3. Identifikation Untersuchungsabschnitt und Vorher-Messung 46 3.1 Anwendungsszenarien und Vorauswahl der Standorte 46 3.2 Standortauswahl und Besichtigung 51 3.3 Standort Budapester Straße - Vorher-Messung 68 4. Gamification-Entwicklung mittels User Experience Design 70 4.1 Industriedesign und User Experience Design 70 4.2 Einflussfaktoren, Komponenten und Konsequenzen von User Experience 72 4.3 Prozess und Methoden des User Experience Designs 73 4.4 Persona-Methode 74 4.5 Wer entwickelt Gamification-Lösungen 75 5. Prototyp- Entwicklung 76 5.1 Analysephase 76 5.2 Ausgewählte Lösungsansätze auf Basis von Spielelementen 80 Ampelticket 81 Trivia-Quiz 81 Stimmungsbarometer 82 Punktraster 82 Bewegungsanalogien 83 Ampel-Highscore 83 Tattoo-Station 84 Rückenwind 84 Ampelticket 85 Meinungsbild 86 Ampeltrittbrett 86 Melodie des Fahrrads 87 Bitte-Grinsen-Aktion 87 Durch den Tunnel rutschen 88 5.3 Vorauswahl und Weiterentwicklung von Lösungsansätzen 88 5.4 Detaillierung für den konkreten Standort 97 5.5 Detaillierte Ausarbeitung als Prototyp im Forschungsprojekt 101 User Journey und Storyboard 103 Technische Detaillierung und Umsetzung Prototyp 104 Ausarbeitung des Nutzungszenarios 111 Zusammenfassende Beschreibung des Prototyps 114 5.6 Visionen über den Forschungsprototyp hinaus 116 Weiterentwicklung der Lichtlogik und Implementierung anderer Spielmechanismen 116 Erweiterungen – Beispiel Score 120 Tiefere Integration in die Infrastruktur 121 6. Evaluation Anwendungsfall 122 6.1 Änderungen zum ursprünglichen Evaluationskonzept 122 6.2 Forschungsfragen 123 6.3 Methoden 124 6.3.1 Interviews mit Radfahrer:innen . 124 6.3.2 Interviews mit Vertreter:innen der Stadt 125 6.3.3 Datenaufbereitung 126 6.4 Ergebnisse 126 6.4.1 Interviews mit Radfahrer:innen 126 6.4.2 Interviews mit Vertreter:innen der Stadt 133 7. Diskussion und Ausblick 136 7.1 Entwicklung einer Gamification für den Radverkehr 136 7.2 Limitationen 137 7.3 Weiterer Forschungsbedarf 138 7.4 Lessons Learned 138 8. Literatur 140 9. Anhang 153 9.1 Beobachtungsprotokoll - Beispiel Albertbrücke 154 9.2 Befragungsbogen - Beispiel Albertbrücke 155 9.3 Interview-Leitfaden Radfahrer:innen 156 9.4 User Experience Questionnaire (Laugwitz et al., 2008) 159 9.5 Interviewleitfaden – Vertreter:innen der Stadt161

Was ist Gamification? Wie kann Gamification sinnvoll in den Radverkehr integriert werden und worauf sollte bei der Entwicklung geachtet werden? Diese Broschüre gibt einen Überblick über die Hintergründe eines exemplarischen Gamification-Prototyps aus verkehrspsychologischer und Design-Perspektive und unterstützt so aktiv bei der Implementierung solcher Lösungen im urbanen Radverkehr. Inhaltlich findet dabei eine Teilung statt, sodass sowohl das nötige Methoden- und Fachwissen beider Disziplinen erläutert wird, aber auch immer wieder Bezug zu dem im Rahmen des Forschungsprojektes entstandenen Gamification-Prototyp „Follow Me“ hergestellt wird. Die Lesenden werden so Schritt für Schritt durch den Entwicklungsprozess begleitet und finden an passenden Stellen nützliche Tipps.

Playing video games is a common hobby for many Swedish teenagers. Bystanders might think that excessive exposure to video games will cause harm for the youth, but what is lesser known is that the games can help develop several cognitive functions. For example, many of the popular games today have an economic dimension to them, where players will need to learn the proper way to manage their money in a certain game. With this in mind, is there a possible correlation between the amount of time spent playing video games and financial capability? This study examines that question with a quantitative approach. A survey was sent out to swedish high school students, asking them questions about their habits in regards to video games as well as questions to measure their financial capability. The findings point towards a slightly negative correlation between hours spent per week playing video games and the students financial capability. The lowest negative number was from Spearman’s rho - 0.214, and was found in the attribute positive financial behaviour. Important to note is that the significance from the p-values has indicated that the results are not significant. Apart from the analysis, the pivot tables that showcased the answers from the survey exhibited some interesting patterns for the group that played more than 15 hours per week. For example, the object scenario shows that 15 of 39 respondents would choose an aesthetic non-functional item insted of an item which has a functional advantage in the game. These patterns could be researched further under different circumstances than the current study. / Playing video games is a common hobby for many Swedish teenagers. Bystanders might think that excessive exposure to video games will cause harm for the youth, but what is lesser known is that the games can help develop several cognitive functions. For example, many of the popular games today have an economic dimension to them, where players will need to learn the proper way to manage their money in a certain game. With this in mind, is there a possible correlation between the amount of time spent playing video games and financial capability? This study examines that question with a quantitative approach. A survey was sent out to swedish high school students, asking them questions about their habits in regards to video games as well as questions to measure their financial capability. The findings point towards a slightly negative correlation between hours spent per week playing video games and the students financial capability. The lowest negative number was from Spearman’s rho - 0.214, and was found in the attribute positive financial behaviour. Important to note is that the significance from the p-values has indicated that the results are not significant. Apart from the analysis, the pivot tables that showcased the answers from the survey exhibited some interesting patterns for the group that played more than 15 hours per week. For example, the object scenario shows that 15 of 39 respondents would choose an aesthetic non-functional item insted of an item which has a functional advantage in the game. These patterns could be researched further under different circumstances than the current study.

Generally, it is accepted that small businesses are becoming increasingly important in terms of employment, wealth creation, and the development of innovation in the global economy. Unfortunately, many small businesses fail before reaching maturity, mainly due to inadequate entrepreneurial skills to establish and grow their businesses. It is, therefore, vital to understand the management abilities that are required to enable start-up businesses to survive. This study's main aim is to propose a risk management training tool to assist business start-ups to mitigate their risks. This is expected to allow for increased business start-up success rates. The aim of the proposed risk mitigation tool will be to provide training to allow small business owners to deal with challenges they face. The tool should assist with minimising the risk of failure and therefore support increased growth and survival of small businesses. The research questions aimed at achieving the primary objective deal with: *The typical risks per start-up phase for small businesses *How to mitigate the risk per business start-up phase *How best to teach entrepreneurs to identify and manage business start-up risk per phase. The research was conducted by means of a literature and empirical study. The literature study reviewed business start-up phases, challenges facing start-up businesses, project life cycle phases, critical factors leading to project failure, project risk management, and principles of serious games design. The challenges facing start-up businesses were tested empirically in practice by means of a measurement instrument, and subsequently evaluated. The size of the sample used was 58 entrepreneurs from start-up businesses. The results from this study show a need for improvements in the following skills for start-up owners/managers: risk management skills, entrepreneurial skills, people management skill, business management skill, and financial management skill. This study proposed a tool to teach entrepreneurs to identify and manage start-up risks per phase. The tool is proposed to be a blended model tool. Thus, the tool consists of the workshop part; whereby, the facilitator is face-to-face with the trainee, and post-training application-based support. / MSc (Computer Science), North-West University, Vaal Triangle Campus, 2014