Digitala utbildningar finns för att hjälpa verksamheter med att utbilda sina anställda för att förbättra deras prestationer, samt skydda verksamheterna från att bli utnyttjade. Gamification eller spelifiering är tillämpningen av spelmekanismer i ett icke-spelsammanhang och används inom företag då dess upplevda potential gör att lärande blir mer engagerande och roligt. Det finns inte mycket forskning som bevisar om gamification kan hjälpa företag i utbildningssyfte eller inte. Denna studie undersökte om gamification gör digitala internutbildningar roligare eller inte, genom att jämföra två företag där ena använde sig av gamification och det andra inte gjorde det. Den insamlade data kom från frågeformulär som gav både kvalitativ och kvantitativ data. Data har analyserats med T-test och tematiskt analys för att ge ett empiriskt bidrag till forskningen angående gamification. Resultaten visade att gamification har en betydande inverkan på att göra digitala internutbildningar roligare från både T-testet och den tematiska analysen. / Digital training education exists to help businesses educate their employees to improve their performance as well as to protect the business from being exploited. Gamification is the application of game mechanisms in a non-game context and is used within companies as its perceived potential makes learning more engaging and fun. There is not yet much research that actually proves whether gamification can help companies for educational purposes or not. The study investigated whether gamification makes digital training education more fun or not by comparing two companies where one used gamification and the other did not. The data collected came from questionnaires that provided both qualitative and quantitative data. The data has been analyzed with a T-test and a thematic analysis to provide an empirical contribution to the research regarding gamification. The results show that gamification has a significant impact on making digital internal training more fun from both the T-test and the thematic analysis.

Studien går ut på att undersöka hur spelifierade applikationer, det vill säga applikationer som använder sig av spelelement i icke-spelsammanhang, motiverar användare till att leva mer hållbart för miljön. I vår studie har vi studerat applikationen Joulebug genom att låta två olika urvalsgrupper diskutera deras erfarenheter i fokusgruppsintervjuer efter att ha använt applikationen under en veckas tid. Vi har även genomfört en enkätundersökning för att få en bredare bakgrundsinformation om människors miljövanor, och om deras tidigare erfarenheter på spelifierade applikationer. Utifrån resultatet av fokusgruppsintervjuerna är de sociala elementen som till exempel tävlingar mellan användare, på vilket sätt applikationer presenterar information, samt känslan av ägandeskap viktiga punkter för respondenter. I enkätundersökningen kunde vi urskilja en viss kritisk inställning till huruvida respondenterna lever miljövänligt idag i relation till hur de önskar leva mer miljövänligt. Denna synpunkt är något spelutvecklare av gröna spelifierade applikationen kan dra nytta av. / The study aims to investigate how gamified applications, in other words applications that use game elements in non-game contexts, motivate users to live more sustainably for the environment. In our study, we have studied the Joulebug application by having two different sample groups discuss their experiences in focus group interviews after using the application for a week. We have also carried out a survey to get broader background information about people's environmental habits, and about their prior experience with applications that use gamification. Based on the results of the focus group interviews, the social elements such as competitions between users, the way in which applications present information, and the sense of ownership are important points for the respondents. In the survey, we could distinguish a certain critical attitude to whether the respondents live environmentally friendly today in relation to how they wish to live more environmentally friendly. This point of view is something game developers of green gamified applications can benefit from.

The problem with logging migraines is that patients often forget, or simply choose not to log their migraines. To solve this problem, we investigate in this thesis whether gamification can make a difference in their motivation. To investigate whether gamification makes a difference, an AB test was performed. An A prototype, without gamification, and a B prototype, without gamification, were developed in the initial phases of this thesis, these were tested on people outside of the target group. Motivation was measured using Self Determination Theory and its sub-theory Organic integration. Gamification elements chosen to use in the B-prototype is based on the desired feel of the prototype, the elements included an avatar, badges, and progress bars. The A/B-test was performed on 10 people, 5 for each prototype, and all the participants were diagnosed with migraine and had some previous experience of logging their migraines and symptoms. The result includes interview questions about their experience, observations of user tests and answers from a questionnaire. The results showed no significant overall difference between the two prototypes; however, discussion and some hypotheses can be created by the results. Most difference between the results can be seen in integration regulation, a subcategory of motivation, where the prototype without gamification got a higher result. / Detta examensarbete kommer att undersöka möjligheten att använda gamification i mobila applikationer för migränpatienter, för att se om det kommer att hjälpa migränpatienter med deras loggning. Problemet med att logga migrän är att patienter ofta glömmer, eller helt enkelt väljer att inte logga sin migrän. För att lösa detta problem undersöker vi i detta examensarbete om gamification kan göra skillnad i deras motivation. För att undersöka om gamification gör skillnad gjordes ett AB-test. En A-prototyp, utan gamification, och en B-prototyp, utan gamification, utvecklades i de inledande faserna av detta examensarbete, dessa testades på personer utanför målgruppen. Motivation mättes med hjälp av Self Determination Theory och dess underteori Organic integration. Gamification-element som valts att använda i B-prototypen är baserade på den önskade känslan av prototypen, elementen inkluderade en avatar, badges och progressbar. A/B-testet utfördes på 10 personer, 5 för varje prototyp, alla deltagare var diagnostiserade med migrän sedan innan och hade tidigare erfarenhet av att logga sin migrän och symptom. Resultatet inkluderar intervjufrågor om deras upplevelse, observationer av användartester och svar från en frågeenkät. Resultaten visade ingen signifikant skillnad mellan de två prototyperna, men diskussion och vissa hypoteser kan skapas av resultaten. Mest skillnad mellan resultaten kan ses i integration regulation, en underkategori av motivation, där prototypen utan gamification resultat visa högre nummer på likert-skalan.

Gamification is one of the most effective ways of creating and keeping high engagement among people. It is a deep exploration into what makes a game fun and how to apply those fun and engaging elements in real-life productive activities. The average lifetime of a player in online casinos is not long within iGaming, players tend to play very few times and they never come back. Even if a player has a specific favorite game, they can many times find the same game on other sites. The lack of interaction between friends within iGaming could be a reason for a player to easily go elsewhere. The increase of streaming of iGaming is a strong indicator that there are many that like to socialize over a common interest such as iGaming. This thesis provides a study of gamification in collaboration with the casino domain. It presents the basic concepts of gamification, that someone might need to implement, in order to examine if gamification elements have a positive or negative effect in the casino. Initially, the project focused on how to invite an existing player into another’s user social network and then how to elaborate and introduce gamification techniques. The development was iterative in 3 cycles, each one of approximately 3 weeks. At the end of each iteration, changes were implemented according to the feedback from the development team. The evaluation was conducted with 15 users, some of them were experienced and some others were not. Results found that the user using the gamified version was more engaged and using gamification elements can indeed achieve high engagement. / Gamification är ett av de mest effektiva sätten att skapa och hålla högt engagemang bland människor. Det är en djupundersökning av vad som gör ett spel roligt och hur man kan tillämpa dessa roliga och engagerande element i vardagens produktiva aktiviteter. Den genomsnittliga speltiden för en spelare på online kasinon är inte lång inom iGaming, spelare tenderar att spela väldigt få gånger och kommer inte tillbaka. Även om spelare har ett specifikt favoritspel kan de ofta hitta samma spel på andra sajter. Bristen på interaktion mellan vänner inom iGaming kan vara en anledning att spelare lätt söker sig annanstans. Ökningen av streaming av iGaming är en stark indikator på att det finns många som gillar att umgås över ett gemensamt intresse som iGaming. Det här examensarbetet utgör en studie av gamification i kontext av online kasinon. Det presenterar de grundläggande koncepten för gamification, som någon kan behöva implementera, för att undersöka om element har en positiv eller negativ effekt i kasinot. Ursprungligen fokuserade projektet på hur man bjuder in en befintlig spelare till en annan användares sociala nätverk och sedan hur man utvecklar och introducerar gamification-tekniker. Utvecklingen upprepades i 3 cykler, var och en på cirka 3 veckor. I slutet av varje iteration genomfördes ändringar enligt feedback från utvecklingsteamet. Utvärderingen genomfördes med 15 användare, några av dem var erfarna och andra inte. Resultaten visade att användaren som använde den gamifierade versionen var mer engagerad och att använda gamification-element kan verkligen uppnå högt engagemang.

In this thesis, an improved framework is proposed for categorizing existing gamified systems. Related works and real world examples of gamification are discussed and some areas where insufficient research exists. In order to address the identified research problems, an experimental gamified system was designed and implemented for sharing articles related to different aspects of life. The participants of the study were recruited among the users of an existing Iranian lifestyle site for female users. Therefore, the gender of the users was considered in the design. A wide range of gamification elements were implemented in the system to test the effectiveness of specific design features and gamification elements’ parameters in increasing user motivation, for example, the contingency of rewards and the use of sound and animation in badges. A detailed questionnaire was used to answer the research questions. The results suggest specific combinations of gamification elements and their parameters that can be successfully applied by designers of social sites for similar audience.

Education through e-Learning services have today millions of active users. These services are often including elements of gamification to better illustrate certain aspects and motivate their users. We are researching how gamification has been applied to three selected e-Learning services by analysing to which degree these services relates to Scott Nicholsons theory and framework RECIPE for a meaningful gamification. The theory describes how gamification can be used to instil an intrinsic motivation and meaningful engagement in users. It seeks to help avoid controversial potential pitfalls surrounding the subject as with addictive, thoughtless scoring systems. We are examining to which degree the three services are applying and utilizing meaningful gamification from the standpoint of the various concepts of the selected framework. By thorough research of the theory and examination of previous studies in the researched field we have designed a grading scale that seeks to illustrate which functionality should be implemented to fully/partly/fail to meet the requirements of the concepts in Nicholsons framework. A description of the functionality of the services is included followed by an application of the theory on the selected, researched parts. By applying the theory we seek to concretize, analyze and compare the elements that, to various degrees, fulfills meaningful gamification according to Nicholson. We have not issued tests to research if the studied elements in actuality leads to an intrinsic motivation and meaningful engagement. The results show that the studied parts of the services are lacking elements that according to us as the writers of this study, are necessary to fulfil RECIPE’s various concepts. The services varies in to which degree and in some cases in which way the concepts are fulfilled. The standalone concept that all of the services realized in its entirety was Information where the requirements amongst others are clear descriptive indications of the users progress as well as enlightenment in how and in what way the information that the service provides is applicable. Our research shows that all researched e-Learning services are lacking aspects that enables complete fulfillment of RECIPE’s complete set of concepts. The study gives an insight into what is demanded to realize meaningful gamification according to Nicholson’s theory by illustrating and analyzing the functionality of the studies services. Because of the way we have had to make subjective assessments, the limited scope along with the lack of actual tests we do consider our conclusions and thus study to not live up to its full potential. Continued research is necessary to further validate the study and if the application of the theory in fact leads to meaningful gamification. We discuss further surrounding the theory along with in learning of this nature in general in the chapter Diskussion. / Inom utbildning har e-Learningtjänster tagit vid med miljontals aktiva användare av tjänster. Dessa e-Learningtjänster använder sig ofta av element av gamification för att illustrera moment och motivera sina användare. Vi undersöker hur gamification appliceras i tre undersökta tjänster och analyserar i vilken mån denna förhåller sig till Scott Nicholsons teori och ramverk RECIPE för meningsfull gamification. Teorin beskriver hur gamification kan användas för att inge en inre motivation och ett meningsfullt engagemang hos användare. Den ämnar undvika omdiskuterade fallgropar inom ämnesområdet såsom beroendeframkallande, tanklös poängutdelning. Vi undersöker i vilken omfattning de tre tjänsterna använder sig av meningsfull gamification utifrån ramverkets diverse koncept. Genom utförlig instudering av teorin och undersökning av tidigare forskning inom ämnet har vi konstruerat en bedömningsskala som illustrerar vilken funktionalitet som bör finnas för att helt, delvis och ej uppfylla koncepten i Nicholsons ramverk. Vi har sedan beskrivit tjänsternas funktionalitet och applicerat teorin på de undersökta delarna för att konkretisera, analysera och jämföra de element som i olika grad uppfyller meningsfull gamification enligt Nicholson. Vi har inte utfört tester som visar om de undersökta elementen faktiskt inger inre motivation och meningsfullt engagemang. Resultaten visar att de undersökta delarna saknar många av de element som vi bedömt ska finnas med för att uppfylla RECIPEs diverse koncept. Tjänsterna varierar i vad som uppfylls och i viss mån på vilket sätt. Konceptet Information var den enda i teorin som uppfylldes helt av samtliga undersökta tjänster där kraven bland annat är tydliga beskrivande framstegsindikationer samt upplysande om användningsområden för den utgivna informationen. Vi kommer fram till att samtliga tjänster saknar aspekter som möjliggör uppfyllandet av RECIPEs alla koncept. Studien ger en inblick i vad som krävs för att enligt Nicholsons teori uppnå meningsfull gamification genom konkretisering och analyseringen av funktionalitet. Vi anser dock att på grund av nödvändiga subjektiva bedömningar och studiens begränsade omfång samt avsaknaden av tester att studiens och temats fulla potential hämmas. Fortsatt forskning är nödvändig för att avgöra validiteten av studien samt om appliceringsområden för teorin leder till verklig meningsfull gamification. Vi diskuterar vidare kring teorin och allmänt om lärande av denna natur i kapitlet Diskussion.

Made available in DSpace on 2016-06-02T19:07:10Z (GMT). No. of bitstreams: 1 COLPANI_Rogerio_2015.pdf: 2654747 bytes, checksum: 19e9c7883de7bb2e80f5ab6844cf3cf7 (MD5) Previous issue date: 2015-06-25 / In this work, it developed an Augmented Reality with Gamification application to assist the learning process of students with intellectual disabilities in general. This application enables the teacher explore various skills with students, how examples, classification, discrimination, color, quantity, problem situations, functionally of objects and association. It was evaluated by two special education professionals and tested by ten students with intellectual disability. In order to evaluate the potential of the application was used quantitative and qualitative methods. In the quantitative stage, questionnaire were applied to the teacher. This questionnaire, regarding the skills presented by the students, were applied prior to the tests with the application get started in schools and were reapplied after a period of two months of tests. For the statistical analysis, it was used the t-test for hypothesis testing and descriptive statistics to organize, summarize and present the data. In the qualitative stage, was evaluated the technical and pedagogical usability of the application in order to the views of experts in the area, making use of questionnaire and observational technical, your opinions about the ease of learning and satisfaction of the application use. The results show that the AR+G Educational Activities contributes to the improvement of skills that, the traditional teaching methods used so far by students that had not been seized by them in a conventional way. It is an easy to learn tool and provides satisfaction from potential users during use. As for learning material, it provides individual knowledge construction facility or collective, presents evidence of engagement and motivation of the students while conducting their activities, as well as more active behavior of the same. / Nessa dissertação foi desenvolvido um aplicativo denominado AR+G Atividades Educacionais, fazendo uso de tecnologias de Realidade Aumentada e Gamification, com o intuito de auxiliar no processo de aprendizagem de alunos com deficiência intelectual. Esse aplicativo possibilitou o professor explorar diversas habilidades dos alunos, entre elas, classificação, discriminação, cor, quantidade, situações problema, funcionalidade dos objetos e associação. Esse aplicativo foi avaliado por duas professoras da área de educação especial e utilizado em uma escola por dez alunos com deficiência intelectual. Para isso, foram adotados métodos quantitativos e qualitativos. Na etapa quantitativa, foram mensuradas as habilidades de cada aluno, através do preenchimento de um questionário pela professora que trabalha diretamente com esses alunos, antes da etapa de utilização do aplicativo e após um período de dois meses de uso. Para análise estatística, utilizou-se o teste t, a fim de verificar se a pontuação média de cada habilidade e a pontuação média dos alunos antes da utilização do aplicativo é menor que a alcançada após a utilização do mesmo, além de estatística descritiva para organizar, resumir e apresentar os dados obtidos. Na etapa qualitativa foi avaliado a usabilidade técnica e pedagógica do aplicativo, tendo como intuito de se conhecer as opiniões de especialistas da área, coletando informações, através de um questionário e da técnica observacional, sobre a facilidade de aprendizagem e satisfação do uso da aplicação. Os resultados apontaram que o AR+G Atividades Educacionais contribui para a melhoria de habilidades que, pelos métodos tradicionais de ensino utilizados até o momento pelos alunos, ainda não haviam sido melhoradas. É uma ferramenta de fácil aprendizagem e proporciona satisfação por parte dos potenciais usuários. Quanto ao material de aprendizagem, o aplicativo proporciona facilidade de construção de conhecimento individual e coletiva, apresenta indícios de maior engajamento e motivação dos alunos durante a realização de suas atividades e um comportamento mais ativo dos mesmos.

Gamification is a concept that is gaining significant recognition in the field of business administration in general and marketing in particular. Gamification has been gaining the interest of researchers recently with mostof the studies being conducted during the last three years. Gamification presents an opportunity for businesses to gain consumers’ attention and engagement through different aspects and elements of it. Organizations such as Pinchos, the restaurant have utilized those gaming elements in order to grow their revenues and keep the customers engaged while ordering food. Despite the exponential growth of gamification in the business world, studies on its marketing effectiveness and the influence of its elementsare lacking.To fill this gapin the literature, this researchaims to gain a deeper understanding of gamification and its different elements, byfocusingon the utilization of gamification as a digital marketing tool to enhance customer loyalty and retention in retail store setting. Therefore, this researchaimsfirst to identify all the factorsaffecting store choice. Second, identify and examine the different factors affecting retail store loyalty. Finally, the differentelements of gamificationare identifiedand their effect on loyalty are studied.In order to fulfil thepurpose of the studywe have collaborated with ChildrensHouse, a retail toy store located in Umea, Sweden, in order to gain insights from current and potential customers. A quantitative study was conducted,and the sample population chosen was generation Y parents, due to their digital literacy. To add a degree of credibility to the research, a short interview with Simon, the owner of ChildrensHouse, was conducted in order to gain managerial insights as well.The main conclusions of this research include,the different factors affecting retail toy store choices which were: store attributes, product attributesand demographics; the factors influencing loyaltywhich were: interpersonal communications, impersonal communications, direct experience, distance, value for moneyand engagement in gamified applications. Finally, the research results indicate that gamification when utilized as an engagement application will enhance customer retention and store loyalty.

Gamification har börjat integreras mer och mer i våra liv varje år inom diverse områden såsom shopping, sport och undervisning. Gamification används per definition för att öka motivation hos användare genom att introducera spelmoment i en icke-spel kontext. Denna studie syftar till att utvärdera hur bra de designprinciper och designriktlinjer, som är formade utifrån ett ramverk som kallas för MDA-ramverket (ett ramverk inom gamification), kan tillämpas vid utformningen av en gamificationapplikation inom kontexten av ett biobesök eller om det krävs en modifiering av dessa. Studien syftar även till att ta reda på huruvida den här typen av applikation skulle kunna öka det generella intresset för att bli medlem hos en bioverksamhet likt Filmstaden. För att ta reda på detta gjordes en intervju som en del av förstudien för att kontrollera den generella attityden och intresset för en applikation som denna. MDA-ramverket användes sedan till att utveckla en Lo-Fi prototyp utifrån principerna och riktlinjerna inom MDA-ramverket. Denna prototyp testades genom att observera totalt tio användare som fick interagera fritt med prototypens olika funktioner. Observationen följdes upp av en intervju med samma användare som fick uttrycka sina känslor gentemot applikationen och de potentiella problem som uppkom med den. Analysen av observationen samt svaren från respondenterna jämfördes sedan med principerna och riktlinjerna som användes under designfasen för att se hur väl dessa kunde tillämpas i kontexten av ett biobesök eller om de kunde ses som felaktiga. Resultatet av studien visade på att de flesta riktlinjer var essentiella för kvalitén av prototypen men att några av dem borde ses över vid utvecklingen av en gamificationapplikation i kontexten av ett biobesök. Slutligen visade också studien, baserat på intervjusvaren som samlades in, att en applikation som denna skulle kunna öka motivation bland biobesökare att bli medlem i Filmstadens bioklubb. / Gamification has been increasingly integrated into our lives every year within different areas such as shopping, sports and education. It focuses by definition on increasing the motivation in users by introducing gaming elements into a non-gaming context. This paper aims to investigate how well current design principles and design guidelines, that have been shaped from the so-called MDA-framework (a framework within gamification), can be used for designing a gamification application within the context of a cinematic experience or if modification is required. It also investigates whether this sort of application would be able to increase the general interest of becoming a member at a cinema enterprise such as Filmstaden, Sweden. First of all, an interview was constructed as part of the pre-study to check the general attitude and interest toward an application like this. An existing framework for gamification called the MDA-framework was then used to create a Lo-Fi prototype that practices the principles and guidelines of MDA for an optimal design. This prototype was then tested by observing a total of 10 users who got to interact freely with the different functions. This observation was followed by an interview with the same users where they got to express their feelings toward the application and the potential issues that were presented with it. This result was then compared to the principles and guidelines used during the design to see whether any of the guidelines could be seen as faulty or if any potential guidelines were missing. The analysis of the research showed that most principles and guidelines were very helpful and brought the quality of the prototype to a satisfactory level on most accounts. The attitude towards some of the guidelines was proven to have changed since their emergence though. Finally, the paper also discovered, based on the applicant’s answers, that an application like this could increase the motivation of becoming a member in the “Cinema Club”.

Gamification är appliceringen av spelmekanismer i icke-spelkontextuella miljöer för att skapa motivation som kan användas för att utföra uppgifter. Denna uppsats avsåg utforska hur det appliceras och utvecklas på djupet, med fokusering på hur spelmekanismer påverkar inre och yttre motivation. I denna studie intervjuades gamification-konsulter för sin erfarenhet inom området och Self-Determination Theory (SDT) användes som analysmodell. Resultaten visar att utvecklandet av ett gamification-system har två oberoende variabler från vilka flera beroende variabler stammar. För att bestämma de mekanismer som bör användas behöver dels tidshorisont bestämmas, dels spelartyp. Således är processen för att bestämma hur eller om gamification ska appliceras lång och komplex, men att bestämma vilken typ av motivation som ska skapas beroende på tidshorisont är ett första steg för att konkretisera gamification-processen. / Gamification is the application of game mechanics in non-game contexts to create motivation to accomplish tasks. This thesis sought to delve deeper into how it is applied and developed, with a focus on how game mechanics affect intrinsic and extrinsic motivation. In the study gamification consultants were interviewed for their experience in the field and a Self-Determination Theory (SDT) view was applied in the analysis of their answers. The results show that the development of a gamification system has two independent variables from which several dependable variables spring. To determine the mechanics that should be used the time horizon has to be determined as well as player type. Thus, the decision of how or if to gamify a situation is long and complex in its application, but the determination of which type of motivation to induce is a first step to concretize how to gamify a system.