Gamification in Everyday Classrooms: Observations From Schools in Hong Kong

Gamification refers to the use of game elements in non-game context to improve user experience and engagement (Deterding et al., 2011a). The potential of games to make learning more engaging has been widely noted by educators and researchers. Many of the applications and research studies in this area focused on non-customizable digital games that are designed for a specific group and a narrow range of subject content. In actual classrooms, however, non-customizable digital games may not be flexible enough to enable teachers to adapt gamification into practice. Hence, teachers sometimes use a mixed set of strategies to flexibly embed game-based mechanics into their teaching. How can different gamification tools be applied in classrooms? Based on classroom observations and teacher interviews from schools from primary to secondary level in Hong Kong, this paper explores the role of gamification in real practice. We frame the discussion based on the following approaches with ranging levels of flexibility: versatile gamification, gamification platform, and rigid gamification. Versatile gamification was seen as more feasible compared with the other two approaches. We also examine how game-based mechanics such as competition, rules, graphics, and achievements are used to enrich classroom interaction. It was found that gamification is already popular in the classroom. Follow up interviews with teachers suggested that game is a powerful way to engage students. Good practices in game-based lesson design and potentials for further development of gamification tools are discussed.

Let's All Play Together

Gamification is recognized as the next big thing in marketing by using game design elements in a non-game context. Producing desirable experiences and motivating users to remain engaged in an activity is one of the strengths of gamification. The introduction of digital social networks has become the biggest change regarding digital technology, also leading to the evolution and popularity of gamification. Although it is possible to design games, serious games, or gamified systems without knowing who the target users are, it is more likely to create a more engaging experience when these users are identified first. Taking this into consideration, this chapter will look to identify and present the motivations of individuals when using gamification systems. Identifying the motivations behind gamification usage and acknowledging the interaction between them will help organizations understand their audience and create more engaging experiences.

Evaluation of the volleyball coaches’ experience in a 3-dimensions environment

The new technologies in sport can help to reproduce a real game context. Therefore, we aim to characterize the experience of volleyball coaches immerged in a 3D volleyball game to see if the device could be a credible tool in a coaching training program. Seventeen volleyball coaches were immerged into three sequences of a 3D volleyball game with Oculus Rift headset before completing a perceptions’ questionnaire composed by 33 items concerning users’ experience factors and 3 open-ended questions. The results show positive scores for the immersion (M = 6.49, SD = 2.84), positive emotions (M = 5.24, SD = 2.69), judgment (M = 7.70, SD = 1.82) and flow (M = 5.83, SD = 2.75) even if this last result has to be taken carefully. The answers to the open-ended questions confirm those data. Despite some limitations, the link between the results and some important notions of the behaviour change as the intrinsic motivation, the self-determination theory and the learning outcomes seems to emphasize the benefits of an implementation of the device into a coaching training program. Nevertheless, this use has to be limited to the training of observations of the environment rather than the intervention training because of the lack of control on the environment and interaction allows by the 3D device.

Contextual Variation in External and Internal Workloads across the Competitive Season of a Collegiate Women’s Soccer Team

As sports technology has continued to develop, monitoring athlete workloads, performance, and recovery has demonstrated boundless benefits for athlete and team success. Specifically, technologies such as global positioning systems (GPS) and heart rate (HR) monitors have granted the opportunity to delve deeper into performance contributors, and how variations may exist based upon context. A team of NCAA Division I women’s soccer athletes were monitored during games throughout one competitive season. Individual athlete, positional groups, and team external and internal workloads were explored for differences based upon game location, opponent ranking, game result, and the final score differential. Game location and opponent ranking were found to have no effect on team-wide absolute or relative external workloads, whereas game result and score differential did. Internal workloads across the team tended to only vary by game half, independent of game context; however, the HR of defenders was determined to be higher during losses as compared to wins (p = 0.0256). Notably, the games that resulted in losses also represented the games with the fewest number of substitutions. These findings suggest high value in monitoring performance and workloads that are characteristic of varying, often multifaceted, contexts. It is hoped that this information can lead to more informed approaches to vital game-time and coaching decisions.

Fairness norm through social networks: a simulation approach

Recently there has been an increased interest in adopting game-theoretic models to social norms. Most of these approaches are generally lacking a structure linking the local level of the ‘norm’ interaction to its global ‘social’ nature. Although numerous studies examined local-interaction games, where the emphasis is placed on neighborhood relations, regarding social network as a whole unique entity seems to be quite limited. In this paper, we conduct a series of simulation experiments to examine the effects that a network topology could have on the speed of emergence of the social norm. The emphasis is placed on the fairness norm in the ultimatum game context, by considering three network type models (Barabási–Albert, Watts–Strogatz and Erdős–Rényi) and several intrinsic topological properties.

Cybersecurity educational games: a theoretical framework

Purpose Computer games that teach cybersecurity concepts have been developed to help both individuals and organizations shore up their defence against cybercrimes. Evidence of the effectiveness of these games has been rather weak, however. This paper aims to guide the design and testing of more effective cybersecurity educational games by developing a theoretical framework. Design/methodology/approach A review of the literature is conducted to explore the dependent variable of this research stream, learning outcomes and its relationship with four independent variables, game characteristics, game context, learning theory and user characteristics. Findings The dependent variable can be measured by five learning outcomes: information, content, strategic knowledge, eagerness to learn/time spent and behavioral change. Game characteristics refer to features that contribute to a game’s usefulness, interactivity, playfulness or attractiveness. Game context pertains to factors that determine how a game is used, including the target audience, the skill involved and the story. Learning theory explains how learning takes place and can be classified as behaviorism, cognitivism, humanism, social learning or constructivism. User characteristics including gender, age, computer experience, knowledge and perception, are attributes that can impact users’ susceptibility to cybercrimes and hence learning outcomes. Originality/value The framework facilitates taking stock of past research and guiding future research. The use of the framework is illustrated in a critique of two research streams. Multiple research directions are discussed for continued research into the design and testing of next-generation cybersecurity computer games.

THE EVOLUTION OF A SUPERHERO IN AMERICAN CINEMATOGRAPH

Цель статьи - показать, как трансформация образов супергероя в американском кинематографе отражает изменения исторических и культурных ценностей в сознании людей в течении относительно небольшого временного отрезка с начала XX - по начало XXI вв. Если первая половина XX века породила мифологизированных героев с четким делением на добрых и злых, соответствующих параметрам бинарности, в которых нуждалось западное общество, в связи с мировыми войнами, то во второй половине XX века, распространяющаяся на весь западный мир постмодернистская парадигма, с идеей множественности истин, множества возможностей для раскрытия подвижного креативного потенциала приводит к появлению амбивалентного героя - трикстера. Постмодернистская парадигма задает определенный игровой контекст: постмодернистская игра ведется с любыми условностями, формами, стилями, дискурсами. Поэтому такой супергерой уже не только спаситель, он вмещает в себе противоречия, совмещающие в себе разные образы героев и антигероев. На этом трансформация образа супергероя не завершается: появляются супергерои с исключительно отрицательными качествами, противостоят которым простые люди. Кроме постмодернистских тенденций, важным фактором, повлиявшим на эволюцию супергероя, явилась конкурентная борьба за читателя и зрителя между двумя крупнейшими компаниями по производству комиксов DC и Marvel. В статье использовались методы анализа, интерпретации, структурно-функциональный и компаративистский, показан процесс эволюции супергероического образа в американском кинематографе под влиянием современных постмодернистских установок и коммерческих проектов кампаний, специализирующихся в производстве супергероики. The purpose of the article is to show how the transformation of superhero images in American cinema reflects changes in historical and cultural values in the minds of people over a relatively short period of time (from the beginning of the 20th century to the beginning of the 21st centuries). If the first half of the XX century gave birth to mythologized heroes with a clear division into good and evil, corresponding to the parameters of binary that Western society needed in connection with world wars, then in the second half of the XX century, spreading to the entire Western world the postmodern paradigm, with the idea of a plurality of truths, of a multitude of possibilities for revealing a mobile creative potential, leads to the emergence of an ambivalent hero - a trick-ster. The postmodern paradigm sets a certain game context: the postmodern game is played with any conventions, forms, styles, discourses. Therefore, such a superhero is no longer only a savior, he contains contradictions that combine different images of heroes and antiheroes. The transformation of the superhero image does not end there: superheroes appear with extremely negative qualities, which are opposed by ordinary people. In addition to postmodern tendencies, an important factor that influenced the evolution of the super-hero was the competition for reader and viewer between the two largest comic companies DC and Marvel. The article used methods of analysis, interpretation, structural-functional and comparative, shows the process of evolution of the super-heroic image in American cinema under the influence of modern postmodern attitudes and commercial projects of campaigns specializing in the production of superheroics.

DELIVERING GAMIFICATION TO OVERCOME FINANCIAL PROBLEMS DURING A PANDEMIC

Gamification is a game design in a non-game context that can be applied to the UMKM business. This study investigates how gamification strategies can play a role in entrepreneurial behavior on attitudes, subjective norms and behavior control, and entrepreneurship education through self-efficacy, experience, and program involvement. The method in this study used a qualitative research strategy with a sample of 442 respondents. First, the root of the problem is reviewed from the literature review and strengthened by collecting data from the in-depth interview process. Furthermore, the data is processed using the Nvivo 12 application with word similarity analysis then the results of the study are used as a reference and conclusion through the data obtained. Finally, based on these results, research contributions are used to answer problems in the Organization's role to solve the relationship between gamification strategies for employee performance in improving entrepreneurial behavior and strengthening entrepreneurial education activities. The findings in this study indicate that the application of gamification with a total percentage of 100% can be used as a strategy for UMKM business recovery in the new normal era as a whole on each element that supports each other to have an impact on motivation, behavior change and psychological effects.