Gamification

from Wikipedia, the free encyclopedia

As gamification (from English game for " game "), as anglicism gamification or gamification (associated verb gamify ), also known as gameification or playification (associated verb playful ), the use of game-typical elements in a context unrelated to the game is referred to. These typical game elements include experience points , high scores , progress bars , rankings , virtual goods or awards. The main aim of integrating these playful elements is to increase the motivation of those people who otherwise have to perform tasks that are not very challenging, too monotonous or too complex. First data analyzes of gamified applications show some significant improvements in areas such as user motivation, learning success, customer loyalty, ROI or data quality. In applications in the health sector, in addition to increasing motivation, the goal is to change the behavior of users. However, the issue of gambling addiction is ignored in the investigations.

term

Gamification is the application of game design principles, game design thinking and game mechanics to non-game applications and processes in order to solve problems and engage participants. The aim is to increase the user's motivation to interact more intensively with the applications or to adopt desired behavior. Gamification helps to make techniques more appealing to users and to bind them to the application for a longer period by suggesting clear ways of mastering the application and reinforcing the subjective impression of user independence and freedom of choice. Gamified applications harness people's interest in participating in games and doing things that are normally considered boring, such as tax returns, expense reports, answering surveys, shopping, and much more.

Up until 2010, gamification was mainly used in advertising and entertainment as a means of customer loyalty. However, gamification is increasingly being used in areas such as fitness and health, ecology and sustainability, training programs, online shopping or in the school and training system.

The following typical elements are used in gamification:

  • Visible status ( progress display ): The user would like to be able to clearly see the progress of their own work, for example in the form of certain attributes or so-called "badges" or a percentage display. This creates transparency in the fulfillment of a partial or overall task, a central element of motivation.
  • Ranking: When users also see the status and progress of others, an initial type of competition can arise. In February 2012, for example, Google introduced a ranking of friends at check-ins at certain locations on its Google Maps mobile version for smartphones. The more often the person visited a place, the higher they rose in the ranking.
  • Quest : A task that the user must complete in a certain amount of time - often a puzzle or a simple piece of hard work. In many cases, quests build on each other to develop skills and experience. These tasks can sometimes be completed with others. Then not only the pure gain in competence is strengthened, but also the ability to work in a team.
  • Transparency of the result: The user should know the result of an action beforehand. In the case of a gamified application, these would be experience points, prizes or other commendations. In this way, the user can evaluate and also appreciate what his next action will bring him himself. The thought of a higher goal is present (see “Deeper Sense” below).
  • Feedback: All activities of the user should lead to a visible evaluation, preferably immediately. The user learns by avoiding negative feedback and aiming for positive feedback.
  • Deeper meaning (“Epic Meaning”): Since the users act in a goal-oriented manner, the goals should lead to a strong motivation, i.e. they should be particularly desirable. The work within the group can already be perceived as meaningful.
  • Group work (“Community Collaboration”): Working together on the solution brings users together. Some tasks can only be solved through cooperation between several players (up to and including the entire community). This motivates users to establish contacts with one another, including the formation of a self-organizing system ( online community ).
  • Cascading information: The user should only see the information that is important for him in the current task to be solved; he should not be distracted and overwhelmed by incomprehensible details. Educational games in particular use the element of "cascading information" to convey learning content continuously and in a way that builds on one another, without anticipating later content.

Categorization

Gamification uses an empathy-based approach (as is also used, for example, by Design Thinking ) to introduce, transform and operate a service system in an organization that enables players to achieve a state of play and create value for the players and other interested parties. Gamification designers deliberately label users as players in order to indicate that the motivations and interests of the players are the focus of gamification design.

Gamification in the narrow sense means using typical game elements in a non-game context, integrating them into a service system ( e.g. a call center system or an online bookshop website), and aiming to enable both finite and infinite gaming experiences. Finite games end, for example, when the game time runs out or a player wins, while infinite games have no end. Gamification does not aim to design a game, but to facilitate immersion in a playful experience. Gamification in the broader sense also includes playful contexts such as those offered by serious games .

Enterprise gamification
Gamification simulation Serious game
educational game 		Advergame ...
Examples SAP Community Network
Stack Overflow
Yahoo! Answers
LinkedIn
Amazon.com
MySugr
Duolingo
Zombies, Run!		 ERPSim Ribbon Hero System integration
Examples Oracle example Farm Simulator
Trainz
Surgeon Simulator 2013
Emergency Simulator		 SAP Roadwarrior
Stroke Hero
Ten Euro Tetris
The Accounted		 Magnum Pleasure Hunt
Coke Zero / James Bond

Gamewheel Stories

no system integration
Infinit Finite
Non-playful context Playful context

Other categorizations compare gamification with features of other playful approaches such as the presence of spontaneity, rules of the game or game goals:

Game (play) Game ( Game ) Serious game simulation Gamification Enterprise gamification
Spontaneous Yes No No No No No
Rules of the game No Yes Yes Yes Yes Yes
Game objectives No Yes Yes Yes Yes Yes
Structured No Yes Yes Yes Yes Yes
Result in the real world No No Yes No Yes No Yes Yes
System integration No No No Yes No Yes Yes

criticism

Critical objections to gamification as a social practice are numerous and diverse. General criticism is directed at the behavioristic assumptions of gamified practices and their unintended side effects (e.g. driving over a red light to keep fuel consumption below a certain level). Gamification can also be understood as nudging , i.e. subtle manipulation of behavior.

Ian Bogost formulates general criticism of the term gamification. He states that it is a marketing speech that lacks a reflection on playfulness in favor of capitalizing on simple, easy-to-repeat and familiar gaming practices. Instead, he suggests the term "exploitationware" to denote the exploitation of the gaming scene. The term “serious games” is also an oxymoron because of the incompatibility of entertainment and work .

There are also critical comments on the gamification of educational contexts, for example with regard to the incompatibility of game logic and school logic. While teaching and educational activities are contingent in principle, gamified environments are tied to previously defined processes and acts. Students would be degraded to players, teachers to game leaders and learning guides. Rhetorically, she uses a reform-pedagogical vocabulary that emphasizes natural learning, veils power and feeds its legitimation from criticism of the existing.

"Gamification [...] does not show itself as a pedagogical instrument for training in school and educational practices, but rather as a means to wean it: the dependence on" instant feedback "(Schwabel 2013) and the progressive learning of the school (cf. Biesta 2006; Vlieghe 2017) in the appearance of experienced sovereignty (cf. Fink 1957, p. 38) are diametrically opposed to an interrupting, delaying and, as a result, contingent devotion to the matter in the mode of leisure and with the help of professional teachers. "

literature

  • Gabe Zichermann, Christopher Cunningham: Gamification by Design: Implementing Game Mechanics in Web and Mobile Apps. O'Reilly Media, 1st edition, 2011, ISBN 978-1-4493-9767-8 .
  • Nora S. Stampfl: The playful company. Gamification or living in the age of computer games. dpunkt.verlag, 2012, ISBN 978-3-936931-77-8 .
    • as an online resource: Die verspielte Gesellschaft (TELEPOLIS) (electronic resource). Gamification or living in the age of computer games. Verlag Heise, Heidelberg 2012, ISBN 978-3-936931-85-3 .
  • Mathias Fuchs, Sonia Fizek, Paolo Ruffino, Niklas Schrape: Rethinking Gamification. meson press, 2014, ISBN 978-3-95796-000-9 .
  • Hans Fleisch: Gamification4Good: Strengthening the common good in a playful way . Ed .: Christoph Mecking, Erich Steinsdörfer. Erich-Schmidt-Verlag, Berlin 2018, ISBN 3-503-17796-5 , p. 168 .

See also

Web links

Individual evidence

  1. ↑ 2.3.5 Joyful use of the services - section (see ibid. At the end of the penultimate paragraph, with “ […] under the name“ Gamification ”or“ Playification ”[…] ”), in Networked Organization ; Gruyter- Verlag, Oldenbourg; 2014; ISBN 978-3-486-74728-7 .
  2. ↑ 14.7 Outlook - Opportunities and challenges of cost engineering in networked companies - section on page 191 (second paragraph), in Enterprise Integration: On the way to the collaborative company ; Springer-Verlag , Berlin / Heidelberg; 2014; ISBN 978-3-642-41891-4 .
  3. ↑ Gamification Design Elements. (No longer available online.) Enterprise-Gamification.com, archived from the original on October 17, 2014 ; accessed on June 15, 2016 . Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / www.enterprise-gamification.com
  4. ↑ Sebastian Deterding et al. : Gamification: Toward a Definition (English; PDF , ≈ 136  KB ) - Mindtrek; Proceedings, ACM Press, Tampere ; 2011
  5. ↑ Mario Herger: Gamification data & facts. Enterprise-Gamification.com, October 24, 2011, accessed August 5, 2014 .
  6. ↑ Marie Huchthausen: Gamification: Transferring games into life. Retrieved June 15, 2016.
  7. ↑ Helen Popkin: FarmVille invades the real world. MSNBC, June 1, 2010, accessed November 7, 2011 .
  8. ^ Dean Takahashi: Gamification gets its own conference. Venture Beat, September 30, 2010, accessed November 7, 2011 .
  9. ^ Keith Stuart: 3D games enter a new generation. The Guardian, September 19, 2010, accessed November 7, 2011 .
  10. ↑ Jon Radoff: Game On: Energize Your Business with Social Media Games . Wiley, 2011, ISBN 978-0-470-93626-9 , pp. xxxii .
  11. ^ Mario Herger: Making Surveys More Fun. Enterprise-Gamification.com, November 16, 2011, accessed December 16, 2011 .
  12. ^ Matt Daniels: Businesses need to get in the game. Marketing Week, September 23, 2010, accessed November 7, 2011 .
  13. ↑ Duncan Geere: Health Month is a self-improvement RPG. (No longer available online.) Wired September 7, 2010, archived from the original on December 22, 2011 ; Retrieved November 7, 2011 . Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / www.wired.co.uk
  14. ^ Ray Huling: Gamification: Turning Work Into Play. H Plus Magazine, March 25, 2010, accessed November 7, 2011 .
  15. ↑ Ina Steiner: New Report Says Online Shoppers Can be Motivated by Gaming. Auction Bytes, November 4, 2010, accessed November 7, 2011 .
  16. ↑ gCommerce: The Gamification of eCommerce. Artist, October 2010, accessed November 7, 2011 .
  17. ↑ Michael Koch: Gamification - Increasing the motivation to use through game concepts. University of the Federal Armed Forces Munich, January 29, 2012, accessed on April 12, 2012 .
  18. ↑ Progress Bar. (No longer available online.) Enterprise-Gamification.com, formerly in the original ; accessed on February 22, 2014 .  ( Page no longer available , search in web archives )  Info: The link was automatically marked as defective. Please check the link according to the instructions and then remove this notice.@1@ 2Template: Dead Link / www.enterprise-gamification.com  
  19. ↑ Leaderboard. Enterprise-Gamification.com, accessed February 22, 2014 .
  20. ↑ Feedback. Enterprise-Gamification.com, accessed February 22, 2014 .
  21. ↑ a b c d Mario Herger: Enterprise Gamification - Engaging people by letting them have fun . EGC Media, 2014, ISBN 978-1-4700-0064-6 , p. 22 .
  22. ↑ Gamewheel - Leading Gamification Platform: Game Ads, Playable Ads. Retrieved April 2, 2017 (American English).
  23. ↑ Sixty-two Reasons Why “Gamification” Is Played Out . In: Fast Company . November 8, 2010 ( fastcompany.com [accessed November 28, 2018]).
  24. ↑ Gamification and Nudging: Two Sides of the Same Medal . In: Rob Dorscheidt . July 23, 2015 ( wordpress.com [accessed November 28, 2018]).
  25. ↑ Ian Bogost: 'Gamification Is Bullshit' . In: The Atlantic . August 9, 2011 ( theatlantic.com [accessed November 28, 2018]).
  26. ↑ Persuasive Games: Exploitationware . ( gamasutra.com [accessed November 28, 2018]).
  27. ^ Marc Fabian Buck: Gamification of teaching as destruction of school and teaching profession . In: Quarterly journal for scientific pedagogy . tape 93 , no. 2 , 2017, p. 268-282 .