The diploma thesis deals with the incorporation of Gamification into a company that provides services. In theoretical part the concept of Gamification is defined first as well as its development, games and their significance. Subsequently typology of players is described. The basic principle of Gamification is explained on the game's elements and mechanisms that motivate players to activity. The initial chapter consists of a summary of basic knowledge of literature, mostly foreign. Then examples of successful applications are described using game elements, which subsequently will be used in the practical part for push-process Gamification into society. The practical part is devoted to a detailed description of the gamificate environment Car4Way company and its implementation into society. First of all company Car4Way is described, especially the process of registration for returning a car. Comparison of individual gamification elements and creation of the concept of service gamification for best practices in Car4Way .

Today we are no longer only motivated by a paycheck, the new generation needs to feel that the work they are doing is stimulating, fun, and challenging. Gamification is based on the old concept of sales competitions. It is about using game elements in non-game contexts to bring out the fun in work. However, one has to keep in mind the culture in which the gamified system in implemented. Since it is in culture, values and goals are developed. These goals and values have an effect on our motivation, by affecting how we are motivated. Masculinity is one of Hofstede’s six cultural dimensions. Masculine cultures are more focused in achievements and rewards. This is something that is also commonly employed in gamified systems. Consequently, what is researched is: Does the cultural dimension of masculinity have an impact on the motivation from gamification? – Why, or why not? The question is studied with theoretical foundation from three perspectives: motivation, gamification, and culture. Furthermore, to answer this question, both qualitative and quantitative research was conducted. The study was done with Volkswagen in Sweden and their employees, and it centered around Volkswagen’s use of gamification in their sales department, and employee motivation. The results indicated that the employees generally appreciate the sales competitions and that they generally feel motivated. However, the results also indicated that they were not motivated in accordance with traditional gamification elements and theory. Nevertheless, it could be concluded that in Volkswagen’s case, gamification does have a motivational impact on the employees, even though they belong to a feminine culture.

As technology becomes more integrated in the classroom, more research is needed to examine its effects on engagement and learning. It is important that we fully explore how students interact with learning technologies and the affordances that these technologies bring to improve engagement and student learning. In this dissertation, I explored the benefits and drawbacks of using dynamic technology in the classroom as an instructional system, support structure, and assessment tool. Iterative design cycles were used to improve the accessibility and user experience of several dynamic technologies in the classroom. Additionally, the incorporation of gamified elements such as points and leaderboards were explored. Preliminary data suggests that gamified elements could lead to higher engagement and elicit behaviors associated with learning. As a result, a series of 4 randomized controlled trials were conducted that explored the intersection of gamification, engagement, and learning. This dissertation is a compilation of those studies with a focus on the development and improvement of learning platforms through an iterative design process and the incorporation of gamified elements. Based on the findings and implications of these studies, several new technologies were designed, developed, and implemented to include these gamification techniques and provide data for both educators and researchers. Recommendations for potential usage and future research are discussed.

During a period between 2011-2014, Gamification was the next big thing. Nowadays, however, Gamification has been established as a legitimate research topic with several dedicated conferences. This report aims to shed light on the existing literature within the area through a literature review and highlight existing gaps. Further, this paper strives towards showcasing some of the effects that Gamification could have on information security awareness to combat the vast amounts of security-related incidents in today's organizations. Moreover, that security incidents are frequent and often expensive, and sometimes occur due to employee negligence gives organizations incentives to educate its workforce in security training and awareness sessions. Existing empirical research within Gamification and information security delivers belief regarding its beneficial aspects to organizations and employees alike. Through training and education, the number of security-related incidents can be limited. However, research on how Gamification can help foster safe behavior in organizations is a path that remains to be explored in full.

"Gamification" is the application of game design principles to non-game contexts, such as education, personal fitness, etc. Gamification's intent is to incentivize unpalatable tasks. Current gamification efforts in the industry use some features traditionally associated with games, but fail to use game design principles as defined by the games industry. One such principle is endogenous rewards for task completion. We propose that endogenous rewards will increase the efficacy of gamification by increasing user engagement and retention. To demonstrate, we create a gamification framework where the rewards for completing real-life tasks are items with high endogenous value in the game, incentivizing the completion of those tasks. We then conduct an experiment in which we compare our framework with a commercial framework lacking endogenous rewards. Our analysis shows that it is likely that these endogenous rewards contribute to user engagement and/or retention in a gamification framework.

The goal of this thesis was to evaluate gamification as a means to teach geographical knowledge. To do this, a mobile application was created that is best identified as a map quiz game. That is, a game which acts as a quiz for geographical knowledge in the likes of ``Where is Poland located on the world map''. The user experience was enhanced with gamification techniques, meaning the addition of several game elements such as points and progress bars. With a high completion rate and time improvements, the thesis found that gamification elements enhance the gaming experience when playing a map quiz game.

Green gamification är en metod som på senare tid använts för att uppmuntra miljövänliga beteenden hos människor. I takt med att ökande avfallsmängder väntas bli ett allt större problem är det av relevans att hitta lösningar för att uppmuntra miljövänliga beteenden. Denna studie har utförts som ett bidrag till forskningsprojektet Samverkan för ett spelifierat miljöhus 2021-2022. Studien undersöker hur spelmekanismerna topplistor, poäng, medaljer och streaks påverkar användarnas inre motivation till att källsortera när de tävlar mot bostadsområden i deras närhet. Genom att jämföra användarnas inställning till olika motivationsfaktorer före och efter intervention av spelifiering ger resultatet en indikation på att spelmekanismerna inte har en märkbar påverkan på användarnas inre motivation, och att vidare forskning inom området kan vara ett bidrag för att lösa problemet med ökande avfallsmängder. / Samverkan för ett spelifierat miljöhus 2021-2022

All Computer Science majors are required to take introductory programming (CS1) as a fundamental course which has a high dropout rate. Researchers report that CS1 students lack motivation and need constant resource support. Motivated by these factors, we developed a cyberlearning environment embedded with learning engagement strategies such as Collaborative Learning, Social Interaction and Gamification. The purpose of research is to investigate the impact the cyberlearning environment had on student acquisition of programming concepts. I conducted a series of studies to empirically validate these learning engagement strategies in the context of student learning outcomes. The results of my dissertation have shown that Gamification and Social Interaction when combined or used individually had more positive impact on student learning when compared to that of other learning engagement strategies. / This work is supported in part by the National Science Foundation under grants DUE-1225742 and DUE-1525112. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

Over the last decade, Gamification has been identified as one of the most prominent marketing initiatives to engage customers in the creation of more desirable and unique offerings. Adding Gamification into offerings allows customers to socially interact, share information and co-create experiences. Previous literature have focused on examining existing customers in the post first experience phase, thus leaving non-customers' willingness to engage in Gamification initiatives as an unexplored phenomena. As the ability to attract non-customers is identified to be a major source of business growth, the insights of what drives engagement of non-customers to eventually become new customers through the application of Gamification is vital for furthering the understanding in the research field.  Drawing on three types of gamified settings, (Personal, Competitive and Collaborative) this thesis aims to contribute with a better understanding on the relationship between Customer Engagement and Gamification. A quantitative research approach with a quasi-experimental design was applied, generating data from 379 respondents on a fictitious gamified app. The empirical findings contribute to existing literature by providing guidance on how to engage non-customers through Gamification offerings. Results indicated that non-customers are more likely to engage in Competitive and Collaborative Gamifications rather than Personal Gamification. Therefore, this thesis implies that engagement of non-customers differs based on what kind of Gamification is being offered.

In the survey Unga &amp; Medier initiated by Statens medieråd 2017, 3000 teenagers were asked about their gaming habits. The survey was made in collaboration with SCB (Statistiska Centralbyrån) and it is the most extensive examination of its kind ever produced in Sweden. It showed that 50% of the participating boys played more than three hours per day at the age of 16. At the same time, students’ results in school are sinking in general, especially the writing ability. Skolverket (2015) deems that the combination of inner and outer motivation has the biggest effect on students’ ability to successfully solve a task. The study presents the difficulties of altering the precieved motivation of the students’ and the complexity of using self-report questionnaires as a messurement tool. The aim of this study is to investigate how D’Angelos model of progymnasmata in combination with gamification can affect students’ motivation to produce written texts. Two methods were used. First; self assessment and second; a material based on one step of the antique instrument progymnasmata, the fable, which was created and tested with two groups of students, where one of the groups had a thematic based on gamification. The results proved, although the participation was low, that the quantity of written data was improved while the motivation was unaffected. In conclusion, the study did not have an effect the way it was expected to do, although this has been taken in consideration while potraying the complexity of motivation as a concept. / <p>Svenska</p>