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In dem Artikel von Dr. Oliver Korn, Belinda Janine Hagley und Annika Sabrina Schulz zur Gamification werden zunächst theoretische Grundlagen für spielbasiertes Lernen im Kontext der Motivations‐ und Persönlichkeitsforschung dargestellt. Anschließend werden eine Auswahl wirksamer Gamification‐Elemente aufgezeigt und beispielhaft drei gamifizierte Anwendungen aus den Bereichen Interne Kommunikation und Onboarding, Produktion sowie Aus‐ und Weiterbildung vorgestellt. Ziel ist es, den nutzerzentrierten Einsatz gamifizierter Lernprozesse sowie deren Implementierung in betriebliche Strukturen aufzuzeigen, um die Akzeptanz spielerischer Lernsysteme zu fördern und nachhaltig motivierend zu wirken.
Gamification in Industrial Production: An Overview, Best Practices, and Design Recommendations
(2023)
This work describes gamification as a path to increase both productivity and motivation of persons working in industrial production. While gamification has been established in pedagogy or health more than two decades ago, its transgression to the industrial domain started around the year 2010. A discussion of production-specific requirements and the psychological background provide an overview on production-oriented gamified solutions in recent years. We look at how gamification designs evolved to minimize distraction while maximizing acceptance. Based on three best practices, we describe ways to neatly integrate gamification into workflows, use context-awareness to augment work and adapt the challenge-level to keep users in a state of flow. Furthermore, we investigate ways to further increase acceptance by creating user-specific “bottom-up” gamification designs, like custom agents and branded gamification. The overview concludes with design recommendations tailored for the production domain.
During the periods of social isolation to contain the advance of COVID-19 in 2020 and 2021, educational institutions have had the challenge to adopt technological strategies not only to ensure continuity in students’ classes, but also to support their mental health in a period of uncertainty and health risks. Loneliness is an emotional distress caused by the lack of meaningful social connections; it has increasingly affected young adults worldwide during the pandemic's social isolation and still bears psychological effects in the current post-pandemic period. In the light of this challenge, the Nonenliness App was developed as a way to bring together university communities to address issues related to loneliness and mental health disorders through a gamified and social online environment. In this paper, we present the app and its main functionalities (Beta version) and discuss the preliminary results of a pilot clinical study conducted with university students in Germany (N = 12) to verify the app's efficacy and usability, alongside the challenges faced and the next steps to be taken regarding the platform's improvement.
Loneliness, an emotional distress caused by the lack of meaningful social connections, has been increasingly affecting university students who need to deal with everyday situations in a new setting, especially those who have come from abroad. Currently there is little work on digital solutions to reduce loneliness. Therefore, this work describes the general design considerations for mobile apps in this context and outlines a potential solution. The mobile app Noneliness is used to this end: it aims to reduce loneliness by creating social opportunities through a quest-based gamified system in a secure and collaborative network of local users. The results of initial evaluations with the target audience are described. The results informed a user interface redesign as well as a review of the features and the gamification principles adopted.
Activities for rehabilitation and prevention are often lengthy and associated with pain and frustration. Their playful enrichment (hereafter: gamification) can counteract this, resulting in so-called “exergames”. However, in contrast to games designed solely for entertainment, the increased motivation and immersion in gamified training can lead to a reduced perception of pain and thus to health deterioration. Therefore, it is necessary to monitor activities continuously. However, only an AI-based system able to generate autonomous interventions could vacate the therapists’ costly time and allow better training at home. An automated adjustment of the movement training’s difficulty as well as individualized goal setting and control are essential to achieve such autonomy. This article’s contribution is two-fold: (1) We portray the potentials of gamification in the health area. (2) We present a framework for smart rehabilitation and prevention training allowing autonomous, dynamic, and gamified interactions.
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.
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.
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.
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.
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.