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The findings presented in this article were obtained through a preliminary exploratory study conducted at the Offenburg University as part of the Fighting Loneliness project promoted by the institution’s Affective & Cognitive Institute (ACI) from October 2019 to February 2020. The initiative’s main objective was to answer the research question “How should an app be designed to reduce loneliness and social isolation among university students?” with the collaboration of the institution’s students.
Die Digitalisierung der Hochschullehre schreitet aktuell weiter voran. Mit dem Beginn der Corona-Pandemie und den Einschränkungen im öffentlichen Raum sind Studierende als auch Lehrende auf alternative Lehrmethoden angewiesen.
Das Ziel der vorliegenden Arbeit ist es, zu beantworten, inwiefern eine E-Lerning Anwendung unter Verwendung von Gamification Elementen realisiert werden kann. Zur Konzeption und Programmierung eines Prototypen und zur Generierung und Aufbereitung von Lehrinhalten unter Berücksichtigung mediendidaktischer Aspekte, wurde einen Laborversuch aus dem Bereich der Elektrotechnik zurückgegriffen. Zur Extraktion der Informationen wurden die Component Display Theorie und die Elaborationstheorie genutzt.
Anhand der gesammelten Lehrinhalte wurden mithilfe des Octalysis-Frameworks passende Gamification Elemente gewählt. Insbesondere wurden hier die positiven Motivatoren gewählt, in Kombination mit einem ausgewogenen Verhältnis zwischen intrinsischen und extrinsischen Antrieben.
Im Bereich der Schaltungsssimulation wurde auf das Open Source Projekt Spice-Sharp zugegriffen, welches auf der SPICE Bibliothek basiert.
Abschließend wurde die Unity Engine für die Realisierung des Prototyps verwendet. Mit diesem wird ein Grundlagenversuch aus der Elektrotechnik simuliert.
Als deutliche Erkenntnis zeigt sich, dass das Octalysis-Framework sinnvolle Spielelemente im Zusammenhang mit einer E-Learning Anwendung liefert.
Eine weitergehende Forschung im Bereich der Gamification von Simulationssoftware könnte mit einer Evaluation der vorgeschlagenen Spielelemente problemlos fortgeführt werden.
Deafblindness, a form of dual sensory impairment, signifcantly impacts communication, access to information and mobility. Inde- pendent navigation and wayfnding are main challenges faced by individuals living with combined hearing and visual impairments. We developed a haptic wearable that provides sensory substitution and navigational cues for users with deafblindness by conveying vibrotactile signals onto the body. Vibrotactile signals on the waist area convey directional and proximity information collected via a fisheye camera attached to the garment, while semantic informa- tion is provided with a tapping system on the shoulders. A playful scenario called “Keep Your Distance” was designed to test the navigation system: individuals with deafblindness were “secret agents” that needed to follow a “suspect”, but they should keep an opti- mal distance of 1.5 meters from the other person to win the game. Preliminary fndings suggest that individuals with deafblindness enjoyed the experience and were generally able to follow the directional cues.
A Gamified and Adaptive Learning System for Neurodivergent Workers in Electronic Assembling Tasks
(2020)
Learning and work-oriented assistive systems are often designed to fit the workflow of neurotypical workers. Neurodivergent workers and individuals with learning disabilities often present cognitive and sensorimotor characteristics that are better accommodated with personalized learning and working processes. Therefore, we designed an adaptive learning system that combines an augmented interaction space with user-sensitive virtual assistance to support step-by-step guidance for neurodivergent workers in electronic assembling tasks. Gamified learning elements were also included in the interface to provide self-motivation and praise whenever users progress in their learning and work achievements.
New employees are supposed to quickly understand their tasks, internal processes and familiarize with colleagues. This process is called “onboarding” and is still mainly realized by organizational methods from human resource management, such as introductory events or special employee sessions. Software tools and especially mobile applications are an innovative means to support provide onboarding processes in a modern, even remote, way. In this paper we analyze how the use of gamification can enhance onboarding processes. Firstly, we describe a mobile onboarding application specifically developed for the young, technically literate generations Y and Z, who are just about to start their career. Secondly, we report on a study with 98 students and young employees. We found that participants enjoyed the gamified application. They especially appreciated the feature “Team Bingo” which facilitates social integration and teambuilding. Based on the OCEAN personality model (“Big Five”), the personality traits agreeableness and openness revealed significant correlations with a preference for the gamified onboarding application.
Defining Recrutainment: A Model and a Survey on the Gamification of Recruiting and Human Resources
(2017)
Recrutainment, is a hybrid word combining recruiting and entertainment. It describes the combination of activities in human resources and gamification. Concepts and methods from game design are now used to assess and select future employees. Beyond this area, recrutainment is also applied for internal processes like professional development or even marketing campaigns. This paper’s contribution has four components: (1) we provide a conceptual background, leading to a more precise definition of recrutainment; (2) we develop a new model for analyzing solutions in recrutainment; (3) we present a corpus of 42 applications and use the new model to assess their strengths and potentials; (4) we provide a bird’s eye view on the state of the art in recrutainment and show the current weighting of gamification and recruiting aspects.
We present the design of a system combining augmented reality (AR) and gamification to support elderly persons’ rehabilitation activities. The system is attached to the waist; it collects detailed movement data and at the same time augments the user’s path by projections. The projected AR-elements can provide location-based information or incite movement games. The collected data can be observed by therapists. Based on this data, the challenge level can be more frequently adapted, keeping up the patient’s motivation. The exercises can involve cognitive elements (for mild cognitive impairments), physiological elements (rehabilitation), or both. The overall vision is an individualized and gamified therapy. Thus, the system also offers application scenarios beyond rehabilitation in sports. In accordance with the methodology of design thinking, we present a first specification and a design vision based on inputs from business experts, gerontologists, physiologists, psychologists, game designers, cognitive scientists and computer scientists.
In this work, we investigate how gamification can be integrated into work processes in the automotive industry. The contribution contains five parts: (1) An introduction showing how gamification has become increasingly common, especially in education, health and the service industry. (2) An analysis on the state of the art of gamified applications, discussing several best practices. (3) An analysis of the special requirements for gamification in production, regarding both external norms and the mindset of workers in this domain. (4) An overview of first approaches towards a gamification of production, focusing on solutions for impaired workers in sheltered work organizations. (5) A study with a focus group of instructors at two large car manufacturers. Based on the presentation of three potential designs for the gamification of production, the study investigates the general acceptance of gamification in modern production and determines which design is best suited for future implementations.
What emotional effects does gamification have on users who work or learn with repetitive tasks? In this work, we use biosignals to analyze these affective effects of gamification. After a brief discussion of related work, we describe the implementation of an assistive system augmenting work by projecting elements for guidance and gamification. We also show how this system can be extended to analyse users' emotions. In a user study, we analyse both biosignals (facial expressions and electrodermal activity), and regular performance measures (error rate and task completion time).
For the performance measures, the results confirm known effects like increased speed and slightly increased error rate. In addition, the analysis of the biosignals provides strong evidence for two major affective effects: the gamification of work and learning tasks incites highly significantly more positive emotions and increases emotionality altogether. The results add to the design of assistive systems, which are aware of the physical as well as the affective context.
We present the design outline of a context-aware interactive system for smart learning in the STEM curriculum (science, technology, engineering, and mathematics). It is based on a gameful design approach and enables "playful coached learning" (PCL): a learning process enriched by gamification but also close to the learner's activities and emotional setting. After a brief introduction on related work, we describe the technological setup, the integration of projected visual feedback and the use of object and motion recognition to interpret the learner's actions. We explain how this combination enables rapid feedback and why this is particularly important for correct habit formation in practical skills training. In a second step, we discuss gamification methods and analyze which are best suited for the PCL system. Finally, emotion recognition, a major element of the final PCL design not yet implemented, is briefly outlined.