• Knowledge Management Research
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• v.23 no.3
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• pp.1-22
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• 2022

This study aims to investigate the gamification effect of the badge awards, the most popular gamification process, on users participation behavior. This study also attempts to investigate the effect of tailored gamification, which designs the system of gamification differently based on users' characteristics, focusing on the level of online user information disclosure. For this, we collect and analyze data on 557 users and 1,048,020 answers from StackOverflow, an online Q&A community for developers. The results show that providing a badge is effective for increasing the amount of user participation, whereas providing a goal through the badge is partially effective for increasing the quality of participation. However, the moderating effect of whether users disclose their SNS information on the relationship between badge gaining and participation decrease is not statistically significant. For platform operators, our findings emphasize the importance of gamification design to enhance user engagement effectively.

• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.329-340
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• 2022

The aim of this study is to examine the effect of teaching profession class using gamification on the academic self-efficacy and learning flow of pre-service early childhood teachers. 75 freshmen in the 2022 Early Childhood Education Department at A University located in Gyeonggi were participated and experienced 8 gamification-using classes over 12 weeks of 1 st semester. To examine the effectiveness of the class using gamification on academic self-efficacy and learning flow, a paired t-test for the pre-post test was conducted by analyzing the data of 65 students who faithfully answered both tests. Results of this study illustrated teaching profession class using gamification significantly improved the academic self-efficacy and its sub-factor, confidence of pre-service early childhood teachers, moreover, it also had a positive effect on learning flow and its sub-factor, cognitive learning flow of them. This study proved the effectiveness of the gamification-using class and provided subsequent studies for improving the quality of the gamification-using class.

• International Journal of Computer Science & Network Security
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• v.22 no.5
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• pp.266-276
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• 2022

The study aimed to pinpoint the effects of an educational environment based on gamification on developing achievement motivation among first-grade intermediate students. Using an achievement motivation scale, the study adopted a quasi-experimental design with experimental and control groups. The sample consisted of 52 students selected randomly from the first-grade intermediate students. They were studying in public intermediate schools in Jeddah at the time of this study. They were divided into two groups. The control group (n=24 respondent), and the experimental group (n=28 respondent). The results showed statistically significant differences at the level α ≥ 0.05 between the mean scores of the experimental group and the control group in the posttest of the achievement motivation measurement in favor of the experimental group. The study recommended using gamification in designing computer curricula and courses across educational stages in Saudi Arabia. It also recommends training the computer and information technology teachers on using gamification in their teaching.

• Journal of Korea Game Society
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• v.20 no.4
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• pp.57-66
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• 2020

In this paper, we analyze the interaction features using eye-tracker and the characteristics of attention concentration of children with intellectual disabilities, and present gamification elements that can be used when designing digital contents for them. For children with quadriplegic cerebral palsy, eye-trackers will increase the accessibility of digital contents. Foreground gamification can be used for selective attention concentration, background gamification and intrinsic motivation to sustain attention concentration, and foreground gamification and extrinsic motivation for mobility.

• Journal of Korea Game Society
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• v.17 no.4
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• pp.37-46
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• 2017

Gamifications offer utilities that may have potential to support convergence to become more engaged on their filed. This paper aims to design and implement gamification for the supporting of environment education based on the extended cooperation. We describe game mechanics, the system architecture, and its MDA model, finalizing with a small conclusion. We also discuss the implications of our work for the gamification that support the identified features and activate environment education. The result will be a framework for designing a gamification system that is suited for environment education. Ease, familiarity, relatedness, comfort, and usefulness were confirmed by the opinion polling. Our prototype has updated by reflecting their views and opinions.

• Journal of Korea Game Society
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• v.15 no.3
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• pp.87-96
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• 2015

Fun and happiness are the intrinsic values of the human beings. Game is one of the most efficient tools which satisfies those intrinsic values. Approaches and methods combining game and education to provide the enjoyable education environments have been increasing. As use of gamification in corporate and school education environments for human resources is increasing, significant voices of concern on the limitations and side effects of combining game and education are continuously increasing. The purpose of this paper is to energize the use of gamification in education environments by clarifying the limitations and side effects of gamification and seeking ways to overcome those factors. This paper summarizes an observational research on the limitations and side effects of gamification in education environments, and provides the interviewees' opinions on gamified classes.

• Journal of Korean Library and Information Science Society
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• v.50 no.3
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• pp.261-291
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• 2019

In the rapidly changing information environment, users' information needs are diversified, and the necessity for libraries to provide customized curation services away from traditional services is increasing. Although the Second University Library Promotion Plan (2019~2023) mentions user-centered customized services, it is difficult to implement customized curation services in the current university library situation. Therefore, this study examined the theory and case of gamification applied to various fields inside and outside the library to apply gamification to the library, suggested MDA+ and found the junction with library curation service, and built gamification-based curation service prototype for job roadmap in university library. Finally, implications were drawn through verification of field experts.

• International Journal of Advanced Culture Technology
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• v.10 no.4
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• pp.110-116
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• 2022

The purpose of this study was to examine the effectiveness of gamification in nursing practice for undergraduate students, as well as to explore the use of gamification in nursing education. This study is a systematic review of RCTs evaluating the effectiveness of gamification in nursing practice for undergraduate students. A total of 7 articles were identified in a search of PubMed, Cochrane Library, and Embase, and the additional databases were CINAHL (in English) and RISS (in Korean) between September 28, 2022 to October 5, 2022. Themes related to the environment and personal behaviors between 2002 and 2021 were extracted. The intervention themes were blood transfusion, postoperative pediatric nursing, postoperative hemorrhage and brain trauma nursing, basic and advanced life support, disaster nursing, and neonatal resuscitation. The primary outcomes were knowledge in five studies, satisfaction in one study, and competency in one study. The secondary outcomes were satisfaction in three studies, confidence in two studies, performance in two studies, skills in two studies, and self-efficacy, motivation, professional attitude, cognition, gameful experience, and affective response in one study each. Therefore, gamification interventions can be utilized in nursing practice education instead of traditional teaching methods such as lectures and face-to-face clinical practice.

• Fourth Industrial Review
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• v.4 no.1
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• pp.11-18
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• 2024

Purpose: The purpose of this study is to develop a geography class teaching and learning guide that enables learners to realistically explore the characteristics of the world's climate and geographical environment using digital tools. Research design, data and methodology: We review previous research on classes using goal-based scenario learning models, gamification, and digital tools, and explore tools that can be applied to world geography classes. Based on the exploration results, a goal-based scenario learning module is designed and a strategy for promoting educational gamification is established based on the ADDIE instructional design model. Results: The study comprises four sessions. Sessions 1-3 involve performance evaluations using a goal-based scenario learning module. Learners create game characters reflecting geographical characteristics, present results, and proceed with 3D modeling. In Session 4, a gamification class using Google Sites on the CoSpaces metaverse platform will be conducted. Conclusions: The study introduces a goal-based scenario learning model and a gamification class using digital tools to empower learners in exploring geographical diversity and its impact on lifestyles. Utilizing an accessible online platform, the study provides practical measures for integrating digital tools into geography education, addressing the current importance of digital technology in teaching.

• Design Convergence Study
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• v.14 no.4
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• pp.209-221
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• 2015

This study investigates in depth of the new marketing trend, in which social media, an effective marketing tool for promoting a new product, and gamification technic of engaging consumers in communication, are combined. Although gamification has been applied to various fields for a long time, conventional way of applying gamification is different from when it is combined with socialmedia. Therefore, this study examines the background and characteristics of the convergence phenomena between the social media and gamification based on the theoretical consideration of the social media and gamification. Then, the cases of social media marketing utilizing gamification are analyzed and classified into general participation, active participation, creative behavior, networking, and experiential type according to the user's different levels and ways of participation. As a result, when the social media and gamification are combined, the change of an aspect is found to be more meaningfully influential to today's consumers as in competition - achievement - relationship, compared to the conventional way of game mechanics. This study has significance in the way that it established a useful basis for the marketing strategy through the study of the new game mechanics that has been applied to social media marketing utilizing gamification.