An increasing number of digital educational materials and games are being used today to enhance motivation and engagement in learning activities. However, there is a lack of research on how these digital educational games impact the intrinsic motivation of children with attention deficit/hyperactivity disorder (ADHD), a common cognitive disability, affecting approximately 5-7 % of school children. There is a lack of research on this in a Swedish school environment. This study, based on Self-Determination Theory, investigated the perceived impact of digital educational games with gamification elements on the motivation and learning of children with ADHD, specifically evaluating autonomy, competence, and relatedness. The study used a mixed method and began with an online survey among a group of 41 special education teachers. These professionals possess a unique understanding of children with cognitive disabilities, like ADHD, and their specific challenges in the school environment. Additionally, three semi structured interviews with special education teachers were analysed to gain a deeper understanding of the teachers’ perspectives. The conclusions that can be drawn from the two methods carried out are that the research field is highly complex, and moreover, there are both positive and negative aspects of gamification which require consideration when addressing the challenges of children with ADHD. Finally, the study has identified several areas that would be interesting and valuable to further investigate in future work.

Hochschulen entwickeln verstärkt Strategien und Angebote, welche die Studienabbruchquote senken und die Orientierung in der Studieneingangsphase stärken sollen (Heinz et al., 2019). Eins der digitalen Angebote ist das mobile Studienassistenzsystem gOPAL. ... Das Studienassistenzsystem gOPAL hat sich mittlerweile etabliert und wird von ca. 400 Studierenden jährlich genutzt. Um das Angebot weiter optimieren zu können, wurden im Rahmen einer Masterarbeit die Nutzenden von gOPAL in einer quantitativen Befragung bezüglich ihrer Präferenzen der in gOPAL eingesetzten Gamification-Elemente befragt. Zudem wurde die Motivation in Bezug auf die Nutzung von gOPAL erfasst und eine Spielertypanalyse der Teilnehmenden nach Marczewski (2015) durchgeführt. Es wurde untersucht, ob es einen Zusammenhang zwischen der Motivation eines Nutzenden und dem Spielertyp gibt, welchem er zugeordnet ist. [Aus: Ausgangslage und Problematik]

I detta kandidatarbete kommer vi att utforska och diskutera Virtual Reality (VR) som ett verktyg för lärande. Undersökningen prövar sig mot kontinuerliga speltester såväl som enkäter vars frågor om spelar- och läroupplevelse tar inspiration från Player Experience Inventory (PXI). Således kan vi mäta och skapa förståelse för de positiva- respektive negativa aspekterna kring spelutvecklingen. Den frågeställning som vi utgått ifrån är följande: “Hur kan man lära ut odling i en VR miljö?”. I samband med inflationen och att många vänder sig till odling för att göra det billigare i mån om matutgifter, har vi valt att gestalta ett VR odlings spel för nybörjare med fokus på att lära ut samt få erfarenhet till ämnet. Tillsammans med strategier från termerna Serious Games, Game-based learning och Gamification vill vi undersöka att balansera dessa för att utforma ett lärorikt såväl som roligt medium att utnyttja. Utifrån den här undersökningen vill vi uppmärksamma om VR och dess potential som läromedel, då genom att återskapa olika fält går det att utbilda samt generera erfarenhet hos användarna. / In this bachelor project, we are going to explore and discuss Virtual Reality (VR) as a tool for learning. The study is tested against continuous play tests as well as questionnaires with questions about player- and learning experience take inspiration from the Player Experience Inventory (PXI). Hence, we can measure and create an understanding of the positive and negative aspects of game development. The question we examined was the following: "How can you teach cultivation in a VR environment?".  In connection to the inflation and the fact that many people are turning to cultivation to slow down their food expenses, we have chosen to create a VR cultivation game for beginners with a focus on teaching and gaining experience regarding the subject. Along with strategies from the terms Serious Games, Game-based learning and Gamification, we want to explore the balancing of these concepts to design an educational as well as fun medium to be utilized. Based on this survey, we want to draw attention to VR and its potential as a tool for learning, as by recreating different fields it is possible to educate and generate experience to the users. / Virtuell lantbruksodling med fokus på interaktivitet och immersivitet

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.

Denna uppsats är en interventionsstudie om spelifiering. Studien har genomförts på en högstadieskola och den inriktar sig mot ämnet teknik. Totalt gick 73 elever från fyra olika klasser med på att delta i studien. Eleverna deltog i en lektion med digital spelifiering och i en analog lektion. Efter varje lektion gjorde eleverna en undersökning om deras motivation och måluppfyllelse. Syftet med studien var att se hur noggrant utformad spelifiering skulle kunna påverka motivation och måluppfyllelse. Resultatet av undersökningen sammanställdes i diagram. Därefter jämfördes resultaten med kontrollgrupper. Detta resulterade i ett förväntat resultat av elevernas motivation. Eleven tyckte mer om att medverka i en spelifierad lektion än i en vanlig analog lektion. Å andra sidan visade eleverna en något lägre måluppfyllelse efter att de medverkat i den spelifierade lektionen jämfört med att medverka i en vanlig analog lektion. Därför kan användningen av noggrant utformad spelifiering i en högstadieskola i ämnet teknik anses ha både positiva och negativa effekter. Beroende på om motivation eller måluppfyllelse är det eftersträvade målet så kan läraren anse att spelifiering är användbart eller inte. Resultaten av studien kan förbättras med ytterligare forskning. / This master thesis is an intervention study about gamification. The study have been carried out in a junior high school and is focused on the subject technology. In total 73 students from four different classes agreed to participate in the study. The students participated in one lesson with digital gamification and in one analog lesson. After each lesson the students did a survey about their motivation and goal fulfillment. The purpose of the study was to see how carefully designed gamification could affect motivation and goal fulfillment. The result of the survey was compiled in diagrams. After which they were compared with control groups. This resulted in an expected results of the students motivation. The student enjoyed playing a gamification lesson more than a regular analog lesson. On the other hand the students showed a slightly lower goal fulfillment after playing the gamification lesson compared with a regular analog lesson. Therefore the use of carefully designed gamification in a junior high school in the subject technology could be considered having both positive and negative effects. Depending on motivation or goal fulfillment is the objective the teacher could deem gamification useful or not. The results of the study could improve with further research.

Detta examensarbete har bestått av utvecklingen av en konceptuell mobilapplikation som ska uppmuntra barn till fysiskt aktiv lek. Arbetets involverade frågeställningar bestod av hur en mobilapplikation kan utformas för att uppmuntra barn till fysisk aktivitet, samt hur en mobilapplikation kan samverka med ett aktivitetsarmband för att förhöja användarupplevelsen. Utvecklingsarbetet har bestått av en produktutvecklingsprocess tidiga del, och har gått från förundersökning fram till skapandet av en high fidelity prototyp med tillhörande användartester. Produktutvecklingen har inkluderat human-centered design vilket har inneburit ett flertal tillfällen där barn, mellan 6 och 10 år gamla, har inkluderats i arbetet. Detta har påverkat de involverade metoderna samt resultatet. Arbetet resulterade i en konceptuell mobilapplikation där användaren kan ta hand om en figur med hjälp av poäng som samlats med fysisk aktivitet. Konceptet innehåller flera olika funktioner så som en affär där insamlade aktivitetspoäng kan spenderas, en garderob med ägda accessoarer, minispel i form av exergames och statistik över utförd fysisk ansträngning. För att förhöja användarens upplevelse av aktivitetsarmbandet skapades ett samband mellan detta och den konceptuella mobilapplikationen. Detta samband innebar att konceptets poäng samlas in med hjälp av armbandet för att sedan överföras till spelet med en synkroniseringsfunktion.

The trend of adjusting our activities, making them more attractive and less like chores is apparent just by looking at the applications and systems we use for our everyday lives. In this study we investigate this phenomenon, in both training and dating applications, from a design perspective using the frameworks of gamification and Fogg´s behavior model. Using these tools in complement with qualitative interviews we answer questions regarding how one can design gamification to achieve behavior change. The chosen applications, namely Tinder, Badoo, RunKeeper and Nike+ were all identified as gamification applications and in regard to how they were designed, the training applications primarily showed interest in raising the motivation of users, while the dating applications rather focused on easing the simplicity of performing the behavior.

This thesis aims to explore how video games have become an extremely beneficial tool in regards to education, art, medicine, psychology, economics, and beyond. Chapter 1 focuses on how ubiquitous video games have become in America, and what makes video games such a uniquely enjoyable experience to warrant such popularity. Chapter 2 explores how video games have become instrumental in various fields. Chapter 3 discusses the role that video games now play in the world of education; specifically how we, as educators, must adapt a modern pedagogy best suited to students who have grown up with video games, which have influenced how they learn. This is the thesis’ primary contention and purpose. Chapter 4 dissects the two most studied controversies which surround video games as a medium: video game violence and video game addiction.

This thesis analyses the process of knowledge-base adoption in the enterprise environment. Using data from two knowledge-management systems operated by the company, Semanta, s.r.o. we studied the day-to-day interactions of employees using the system and identified the important drivers of system adoption. We began by studying the effect of co-workers' collaborative activities on knowledge creation within the system. It was found that they had a positive and significant impact upon overall knowledge creation and thus on adoption. Secondly, we explored how the newly defined concept of gamification could help determine and encourage an increase in knowledge creation. The use of gamification tools, such as the "Hall of Fame" page, turned out to have significant influence in the adoption process. Thirdly, we examined how users continually seek knowledge within the system and how asking for missing information and being supplied with answers has an impact on adoption rates. It was shown that the quicker the responses and the more experts dealing with requests the greater the impact on knowledge base adoption. Finally, we showed that the size and character of the company deploying the knowledge management system does not influence the adoption drivers. This thesis represents an effort to fill the...

Ideation is a critical step in the creation of new solutions to problems. Brainstorming, being the most commonly known ideation method, is mostly done in groups. However, research points out that brainstorming individually is more effective than brainstorming in groups. This paper investigates if negative aspects (reduced enjoyment, motivation and self-rated performance) associated with brainstorming alone can be overcome by using a gamified approach to brainstorming. Gamified and non-gamified prototypes have been made and used in combination with a questionnaire to measure differences in these negative aspects. From the within-subject study including 20 participants, it appears that the implemented gamification approach was not different from the non-gamified approach for most of the negative aspects. Self-rated performance was however significantly higher in the non-gamified version. Using the gamified or non-gamified approach seems to largely come down to the preference of the user.