Although bug tracking systems are fundamental to support virtually any software development process, they are currently suboptimal to support the needs and complexities of large communities. This dissertation first presents a study showing empirical evidence that the traditional interface used by current bug tracking systems invites much noise—unreliable, unuseful, and disorganized information—into the ecosystem. We find that noise comes from, not only low-quality contributions posted by inexperienced users or from conflicts that naturally arise in such ecosystems, but also from the difficulty of fitting the complex bug resolution process and knowledge into the linear sequence of comments that current bug tracking systems use to collect and organize information. Since productivity in bug tracking systems relies on bug reports with accessible and realible information, this leaves contributors struggling to work on and to make sense of the dumps of data submitted to bug reports and, thus, impacting productivity. Next generation bug tracking systems should be more than a tool for exchanging unstructured textual comments. They should be an ecosystem that is tailored for collaborative knowledge building, leveraging the power of the masses to collect reliable and useful information about bugs, providing mechanisms and incentives to verify the validity of such information and mechanisms to organize such information, thus, facilitating comprehension and reasoning. To bring bug tracking systems towards this vision, we present three orthogonal approaches aiming at increasing the usefulness and realiability of contributions and organizing information to improve understanding and reasoning. To improve the usefulness and realibility of contributions we propose the addition of game mechanisms to bug tracking systems, with the objective of motivating contributors to post higher-quality content. Through an empirical investigation of Stack Overflow we evaluate the effects of the mechanisms in such a collaborative software development ecosystem and map a promissing approach to use game mechanisms in bug tracking systems. To improve data organization, we propose two complementary approaches. The first is an automated approach to data organization, creating bug report summaries that make reading and working with bug reports easier, by highlighting the portions of bug reports that expert developers would focus on, if reading the bug report in a hurry. The second approach to improve data organization is a fundamental change on how data is collected and organized, eliminating comments as the main component of bug reports. Instead of comments, users contribute informational posts about bug diagnostics or solutions, allowing users to post contextual comments for each of the different diagnostic iiior solution posts. Our evaluations with real bug tracking system users find that they consider the bug report summaries to be very useful in facilitating common bug tracking system tasks, such as finding duplicate bug reports. In addition, users found that organzing content though diagnostic and solution posts to significanly facilitate reasoning about and searching for relevant information. Finally, we present future directions of work investigating how next generation bug tracking systems could combine the use of the three approaches, such that they benefit from and build upon the results of the other approaches. Next generation bug tracking systems should be more than a tool for exchanging unstructured textual comments. They should be an ecosystem that is tailored for collaborative knowledge building, leveraging the power of the masses to collect reliable and useful information about bugs, providing mechanisms and incentives to verify the validity of such information and mechanisms to organize such information, thus, facilitating comprehension and reasoning. To bring bug tracking systems towards this vision, we present three orthogonal approaches aiming at increasing the usefulness and realiability of contributions and organizing information to improve understanding and reasoning. To improve the usefulness and realibility of contributions we propose the addition of game mechanisms to bug tracking systems, with the objective of motivating contributors to post higher-quality content. Through an empirical investigation of Stack Overflow we evaluate the effects of the mechanisms in such a collaborative software development ecosystem and map a promissing approach to use game mechanisms in bug tracking systems. To improve data organization, we propose two complementary approaches. The first is an automated approach to data organization, creating bug report summaries that make reading and working with bug reports easier, by highlighting the portions of bug reports that expert developers would focus on, if reading the bug report in a hurry. The second approach to improve data organization is a fundamental change on how data is collected and organized, eliminating comments as the main component of bug reports. Instead of comments, users contribute informational posts about bug diagnostics or solutions, allowing users to post contextual comments for each of the different diagnostic iiior solution posts. Our evaluations with real bug tracking system users find that they consider the bug report summaries to be very useful in facilitating common bug tracking system tasks, such as finding duplicate bug reports. In addition, users found that organzing content though diagnostic and solution posts to significanly facilitate reasoning about and searching for relevant information. Finally, we present future directions of work investigating how next generation bug tracking systems could combine the use of the three approaches, such that they benefit from and build upon the results of the other approaches.

As global markets transcend nationalities in search for key advantages in cost,quality and flexibility, the once unbridgeable limit of geographical location isovercome by faster Internet speed lines, online services and tools that allowindividuals and businesses to interact regardless of space and time. This thesis studies the transition from traditional project management to virtualenvironments and the impact that this new paradigm has over dispersed teamsand their interactions among themselves and the project manager. The focus of the study lays on the concept of motivation within virtual projectmanagement and the role of the project manager to overcome the specificchallenges of this new working scenario. Additionally, parallels are drawn on themotivation features that virtual project management systems offer to projectmanagers as well as team members. This study shows the importance of bridging the difficulties of motivatingdispersed teams and how traditional techniques of motivation have a muchlesser impact on team members. The idea of progress and self accomplishmentare brought forth as the strongest motivators for dispersed teams. Finally, this study exposes the shortcomings of current projectware as a tool tomotivate teams and explores the idea of applying gamification techniques tothese software packages to lift the motivation responsibilities off the shoulders ofproject managers.

Spel har varit en del av människans interaktion, inlärning och förståelse för mänskligt beteende under flera tusen år. På senare tid har begreppet 'gamification', eller 'spelifiering', diskuterats när det gäller informationsöverföring och marknadsföring i ljuset av den ökande användningen av internet, smartphones och sociala medier. Analytiker anser att spelifiering är ett effektivt sätt att skapa engagemang kring och spridning av information samt att begreppet kommer användas flitigt om fem till tio år. Det saknas dock i många fall förståelse för hur spelmekaniken är kopplad till informationsöverföringens specifika syfte och mottagare och hur man på ett relevant sätt använder sig av spelmekaniska element för att uppnå det engagemang som eftersträvas hos mottagaren. Syftet med denna uppsats är att undersöka hur användningen av spelifiering ser ut idag, hur spelifiering som begrepp och dess användning diskuteras både bland praktiker och teoretiker samt vilka möjligheter som finns för konceptet. Genom en kategorisering baserad på vilken typ av information som förmedlas och vem mottagaren är, utifrån en undersökning av böcker och artiklar i såväl akademiska tidskrifter, facktidningar och nyhetsmedier, samt intervjuer med praktiker kan vi konstatera att det idag saknas teoretisk kunskap om varför spelifiering kan skapa engagemang, hur spelifiering påverkar användare och vad det kan innebära för avsändaren.

Uppsatsens huvudsakliga syfte är att utforska och kartlägga begreppet gamification. Syftet operationaliseras i tre frågeställningar. Vad finns det för likheter respektive skillnader i synen på Gamification mellan ett antal yrkesverksamma inom Gamification? Hur ser yrkesverksamma med olika bakgrunder inom psykologi, pedagogik och marknadsföring på framtiden för Gamification och dess användningsområde? Vilka för- och nackdelar kan finnas med Gamification? Uppsatsen teoretiska utgångspunkter omfattar de psykologiska krafterna bakom spel som flow och motivation, teorier om det praktiska användandet av gamification och teorier om Generation Y. För att samla empiri har kvalitativ metod använts i form av semistrukturerade explorativa intervjuer där yrkesverksamma inom gamification har intervjuats. Resultatet tyder på att även om de yrkesverksamma har olika användningsområden för gamification är ledord som feedback, motivation och engagemang återkommande hos samtliga informanter. Även om framtidsutsikterna aningen skiljer sig hos informanterna råder en konsensus över att appliceringen av spelmekanik i andra sammanhang än spel även har en plats i framtiden.

This thesis explores how heritage museums can engage more visitors to take part of cultural heritage in context to digital culture, and going deeper in on what implementation of gamification and alternate reality games can contribute with. Through the establishment of how the heritage museum space has changed since the implementation of technology, gives a response concerning new perspective in the experience economy. Connecting Mihaly Csikszentmihalyi’s characteristics of flow together with Jane McGonigal’s theory of alternate gaming can serve the visitor to invest in their own learning outcomes, thus invest more in cultural heritage. Nevertheless also how visitors can experience cultural heritage as one but at the same time as a community, participating through a common ‘goal’.

La tesi si propone di indagare il processo di “ludicizzazione del reale”, cui viene dedicata sempre maggiore attenzione negli studi mediali contemporanei. Tale processo si declina in forme diverse, passando indiscriminatamente dall'idea di gamification, legata al marketing e all’affermazione del potere del gioco in senso pervasivo e critico, alla più ampia considerazione dell’universo mediale contemporaneo come ambiente ideale per il realizzarsi di un fare “ludico”. Si procederà dunque a un'osservazione morfologica di stampo sociosemiotico del fenomeno, utilizzando al contempo i contemporanei studi mediologici sulla transmedialità e gli ecosistemi, la semiotica esperienziale e le teorie del gioco tradizionali. Scopo finale sarà quello di distinguere caratteristiche oggettive e soggettive, affordance e utilizzi specifici del gioco: da un lato presentando una serie di nodi che problematizzino la definizione generale di “ludico” attraverso il riconoscimento dei suoi tratti a livello transmediale e storico; dall’altro ipotizzando una possibile descrizione della situazione contemporanea attraverso l'idea di “semi-ludico” e l'analisi di alcuni casi di studio significativi che evidenzino come il processo di “semi-ludicizzazione” rinunci alla natura processuale ed emergente del gioco in favore di rigide strutture formali. / Aim of this work is to further observe the process of “ludicization of the real” described by many contemporary media studies. This kind of process takes different forms: from the concept of “gamification”, connected to marketing strategies and to the critical and pervasive power of play, to a broader idea of contemporary mediascape as the ideal context for ludic practices. We propose a morphological observation of socio-semiotics kind, using at the same time works on transmediality and ecosystems, studies of semiotics of experience and traditional game theories. The final objective will be to distinguish different qualities, affordances and specific uses of the “game/play” dichotomy: on the one hand presenting a series of critical nodes that call into question the general definition of “ludic” through the recognition of its traits in a transmedial and historical context; on the other hand hypothesizing a description of the contemporary media environment through the concept of “semi-ludic” and the analysis of twenty meaningful case studies that demonstrate how the “semi-ludicization” process rejects the emergent and processual nature of play in favor of rigid and formal structures.

Gamification refers to the process whereby game design and game mechanics are applied in non-game contexts to influence behaviour. This research study explores the effects of gamification on piano students' practice of technical elements such as scales, chords, and arpeggios, within the private lesson environment. A control and a treatment group of 10 piano students each were formed across two different private piano studios. A game called Technique Tower was designed for the treatment group, in which the players experienced game elements such as rewards (points, badges, and levels), avatars, and the sharing of their progress in an online social context. Gamification was found to have a positive effect on the number of technical elements students mastered, and on their attitude toward practicing technical elements, while self-efficacy levels were not affected. The educational implications for this finding are discussed.

Gamification refers to the process whereby game design and game mechanics are applied in non-game contexts to influence behaviour. This research study explores the effects of gamification on piano students' practice of technical elements such as scales, chords, and arpeggios, within the private lesson environment. A control and a treatment group of 10 piano students each were formed across two different private piano studios. A game called Technique Tower was designed for the treatment group, in which the players experienced game elements such as rewards (points, badges, and levels), avatars, and the sharing of their progress in an online social context. Gamification was found to have a positive effect on the number of technical elements students mastered, and on their attitude toward practicing technical elements, while self-efficacy levels were not affected. The educational implications for this finding are discussed.

Although bug tracking systems are fundamental to support virtually any software development process, they are currently suboptimal to support the needs and complexities of large communities. This dissertation first presents a study showing empirical evidence that the traditional interface used by current bug tracking systems invites much noise—unreliable, unuseful, and disorganized information—into the ecosystem. We find that noise comes from, not only low-quality contributions posted by inexperienced users or from conflicts that naturally arise in such ecosystems, but also from the difficulty of fitting the complex bug resolution process and knowledge into the linear sequence of comments that current bug tracking systems use to collect and organize information. Since productivity in bug tracking systems relies on bug reports with accessible and realible information, this leaves contributors struggling to work on and to make sense of the dumps of data submitted to bug reports and, thus, impacting productivity. Next generation bug tracking systems should be more than a tool for exchanging unstructured textual comments. They should be an ecosystem that is tailored for collaborative knowledge building, leveraging the power of the masses to collect reliable and useful information about bugs, providing mechanisms and incentives to verify the validity of such information and mechanisms to organize such information, thus, facilitating comprehension and reasoning. To bring bug tracking systems towards this vision, we present three orthogonal approaches aiming at increasing the usefulness and realiability of contributions and organizing information to improve understanding and reasoning. To improve the usefulness and realibility of contributions we propose the addition of game mechanisms to bug tracking systems, with the objective of motivating contributors to post higher-quality content. Through an empirical investigation of Stack Overflow we evaluate the effects of the mechanisms in such a collaborative software development ecosystem and map a promissing approach to use game mechanisms in bug tracking systems. To improve data organization, we propose two complementary approaches. The first is an automated approach to data organization, creating bug report summaries that make reading and working with bug reports easier, by highlighting the portions of bug reports that expert developers would focus on, if reading the bug report in a hurry. The second approach to improve data organization is a fundamental change on how data is collected and organized, eliminating comments as the main component of bug reports. Instead of comments, users contribute informational posts about bug diagnostics or solutions, allowing users to post contextual comments for each of the different diagnostic iiior solution posts. Our evaluations with real bug tracking system users find that they consider the bug report summaries to be very useful in facilitating common bug tracking system tasks, such as finding duplicate bug reports. In addition, users found that organzing content though diagnostic and solution posts to significanly facilitate reasoning about and searching for relevant information. Finally, we present future directions of work investigating how next generation bug tracking systems could combine the use of the three approaches, such that they benefit from and build upon the results of the other approaches. Next generation bug tracking systems should be more than a tool for exchanging unstructured textual comments. They should be an ecosystem that is tailored for collaborative knowledge building, leveraging the power of the masses to collect reliable and useful information about bugs, providing mechanisms and incentives to verify the validity of such information and mechanisms to organize such information, thus, facilitating comprehension and reasoning. To bring bug tracking systems towards this vision, we present three orthogonal approaches aiming at increasing the usefulness and realiability of contributions and organizing information to improve understanding and reasoning. To improve the usefulness and realibility of contributions we propose the addition of game mechanisms to bug tracking systems, with the objective of motivating contributors to post higher-quality content. Through an empirical investigation of Stack Overflow we evaluate the effects of the mechanisms in such a collaborative software development ecosystem and map a promissing approach to use game mechanisms in bug tracking systems. To improve data organization, we propose two complementary approaches. The first is an automated approach to data organization, creating bug report summaries that make reading and working with bug reports easier, by highlighting the portions of bug reports that expert developers would focus on, if reading the bug report in a hurry. The second approach to improve data organization is a fundamental change on how data is collected and organized, eliminating comments as the main component of bug reports. Instead of comments, users contribute informational posts about bug diagnostics or solutions, allowing users to post contextual comments for each of the different diagnostic iiior solution posts. Our evaluations with real bug tracking system users find that they consider the bug report summaries to be very useful in facilitating common bug tracking system tasks, such as finding duplicate bug reports. In addition, users found that organzing content though diagnostic and solution posts to significanly facilitate reasoning about and searching for relevant information. Finally, we present future directions of work investigating how next generation bug tracking systems could combine the use of the three approaches, such that they benefit from and build upon the results of the other approaches.

The use of and research on gamification has increased substantially since 2010. Most of the research on gamification has been done within education, specifically higher education. There is a dearth of research on gamification for children with disabilities. There has also been much research on the characteristics of successful instructional and educational games. In this thesis, theory on both gamification and the characteristics of successful instructional and educational games were used to design and implement several game design elements in a mobile sign language learning application to make it more enjoyable for the users. The game design elelemnts implemented were points, appropriate challenge, proximal goals, randomness and control. The target group of the application is children with disabilities making the thesis unique compared to any previous research. A rigorous gamification methodology was followed and a meeting with experts on children with special educational needs was held to get a good understanding of the target group. The development was done iteratively with two-week long iterations. After each iteration a presentation was held for the intern company and feedback was given. A school was willing to participate in an evaluation session and at the end of the thesis and the session was held with 22 children with learning disabilities. Both the original application and the application with the added gamification elements were evaluated and the results were compared. Results found that the children using the new version of the application had less throughput and found learning sign language to be more enjoyable and easier compared to the children using the original version of the application. The results are questionable, however, due tolimitations of the evaluation. Some of the issues were that the ages of the children differed between the groups, the severity of the disabilities was not considered, and the participants only got to use one version of the application for fifteen minutes. / 自2010以来，游戏化技术的使用和研究大幅增加。在教育领域,特别是高等教育领域,有很多很多关于游戏化的研究。关于成功教学和教育游戏的特征也有很多相关研究。然而目前对残疾儿童游戏化技术的研究尚不多见。本文运用游戏化理论和成功教学游戏和教育游戏的特点，设计并实现了移动手语学习应用中的几个游戏设计元素，使移动手语学习应用更加有趣。实施的游戏设计要素有明确的目标、难度的选择、随机性、点和层次。应用的目标群体是残疾儿童，使得本论文与以往研究有所不同。我们遵循严格的游戏化方法，并与特殊儿童教育专家举行会议，以便更好地了解目标群体。用两星期的时间进行迭代开发。每次迭代后，在实习生公司进行演示并得到反馈。一所学校愿意参加评测，在论文结束时，22名有学习障碍儿童参加了评测。对原有应用和添加游戏化元素的应用进行评价，并对结果进行比较。结果发现，使用新版本应用程序的儿童比使用原始版本应用程序的儿童的工作量较少，并且学习手语过程更愉快、更容易。然而由于评估的局限性,可能会影响实验结果,例如各组儿童的年龄不同，残疾的严重程度没有考虑，并且参与者只能使用一个版本的应用程序15分钟。后续研究将评估这些因素的影响。