2023
Luoto, Tim
Kulttuuriantropologia, Oulun yliopisto, 2023, ISBN: 978-952-62-3876-0.
Abstract | Links | BibTeX | Avainsanat: augmented reality games (ARG), englanninkieliset väitöskirjat, exergames, gamification, health, persuasion, physical activity, wellbeing
@phdthesis{Luoto2023,
title = {Digital magic circle: Physically activating properties of the augmented reality games in the Northern context},
author = {Tim Luoto},
url = {https://urn.fi/URN:ISBN:9789526238760},
isbn = {978-952-62-3876-0},
year = {2023},
date = {2023-01-01},
urldate = {2023-01-01},
school = {Kulttuuriantropologia, Oulun yliopisto},
abstract = {With respect to physical fitness, activity and wellbeing, digital games are often considered as “screen-time”, which reduces healthy physical activities, often causing the player to sit down and eat unhealthily while playing. However, when recognising and identifying the persuasive properties in games, their “magic circle” can be used to activate and move the players instead of passivating them. Many Augmented Reality Games (ARGs), such as Ingress Prime and Pokémon GO, can increase the physical activity of the players. This multidisciplinary dissertation examines, identifies and categorises persuasive properties of several ARGs, studied in the arctic context.
The findings of this study are based on qualitative material, such as participant observation, interviews, discussions and comments of the players as well as quantitative data. This study is an applied digital ethnography, comprising of both offline and online interactions, material and methods. The qualitative material was analysed applying content analysis and the statistical material was analysed using statistical software analysis. The findings were reflected in the light of several cultural and motivational theories, such as the flow and self-determination theories, as well as theories considering digital persuasion.
Digital, as well as traditional, games are inherently persuasive; they lure the player to continue playing. Based on this study, the “digital magic circle” comprises multiple cultural and psychological factors, as well as several factors related specifically to digital media. Essentially, games offer the players purposeful activity with clear and achievable goals: the more successful the game design, the stronger the persuasive power. Playing such games may cause the optimal experience (flow) in player, often resulting in the player to play even more. Such persuasiveness could be implemented in “moving games” like ARGs, increasing the player’s physical activity, affecting health and wellbeing.},
keywords = {augmented reality games (ARG), englanninkieliset väitöskirjat, exergames, gamification, health, persuasion, physical activity, wellbeing},
pubstate = {published},
tppubtype = {phdthesis}
}
With respect to physical fitness, activity and wellbeing, digital games are often considered as “screen-time”, which reduces healthy physical activities, often causing the player to sit down and eat unhealthily while playing. However, when recognising and identifying the persuasive properties in games, their “magic circle” can be used to activate and move the players instead of passivating them. Many Augmented Reality Games (ARGs), such as Ingress Prime and Pokémon GO, can increase the physical activity of the players. This multidisciplinary dissertation examines, identifies and categorises persuasive properties of several ARGs, studied in the arctic context.
The findings of this study are based on qualitative material, such as participant observation, interviews, discussions and comments of the players as well as quantitative data. This study is an applied digital ethnography, comprising of both offline and online interactions, material and methods. The qualitative material was analysed applying content analysis and the statistical material was analysed using statistical software analysis. The findings were reflected in the light of several cultural and motivational theories, such as the flow and self-determination theories, as well as theories considering digital persuasion.
Digital, as well as traditional, games are inherently persuasive; they lure the player to continue playing. Based on this study, the “digital magic circle” comprises multiple cultural and psychological factors, as well as several factors related specifically to digital media. Essentially, games offer the players purposeful activity with clear and achievable goals: the more successful the game design, the stronger the persuasive power. Playing such games may cause the optimal experience (flow) in player, often resulting in the player to play even more. Such persuasiveness could be implemented in “moving games” like ARGs, increasing the player’s physical activity, affecting health and wellbeing.
The findings of this study are based on qualitative material, such as participant observation, interviews, discussions and comments of the players as well as quantitative data. This study is an applied digital ethnography, comprising of both offline and online interactions, material and methods. The qualitative material was analysed applying content analysis and the statistical material was analysed using statistical software analysis. The findings were reflected in the light of several cultural and motivational theories, such as the flow and self-determination theories, as well as theories considering digital persuasion.
Digital, as well as traditional, games are inherently persuasive; they lure the player to continue playing. Based on this study, the “digital magic circle” comprises multiple cultural and psychological factors, as well as several factors related specifically to digital media. Essentially, games offer the players purposeful activity with clear and achievable goals: the more successful the game design, the stronger the persuasive power. Playing such games may cause the optimal experience (flow) in player, often resulting in the player to play even more. Such persuasiveness could be implemented in “moving games” like ARGs, increasing the player’s physical activity, affecting health and wellbeing.
2021
Leinonen, Anna-Maiju
Technology for promoting physical activity in young men Väitöskirja
Lääketieteen tekniikka, Oulun yliopisto, 2021, ISBN: 978-952-62-2887-7.
Abstract | Links | BibTeX | Avainsanat: activity monitor, adolescent, behavior change, englanninkieliset väitöskirjat, gamification, health, sedentary behavior, self-monitoring
@phdthesis{Leinonen2021,
title = {Technology for promoting physical activity in young men},
author = {Anna-Maiju Leinonen},
url = {http://urn.fi/urn:isbn:9789526228877},
isbn = {978-952-62-2887-7},
year = {2021},
date = {2021-01-01},
school = { Lääketieteen tekniikka, Oulun yliopisto},
abstract = {Although the health benefits of physical activity (PA) are well known, the majority of adolescents are not sufficiently physically active. New innovative ways to promote active lifestyles are needed. This study aimed to evaluate the effectiveness of a wrist-worn activity monitor (Polar Active) and a gamified web-based mobile service in promoting PA in young men. The study also examined the convergent validity between three different accelerometer-based PA measurement methods.
In this study, two randomized controlled trials (RCT) were conducted in Oulu, Finland among 18-year-old men. The three-month RCT (n=276) was conducted in fall 2012 and the six-month population-based RCT (n=496) between September 2013 and March 2014. In both trials, participants were randomized to an intervention and a control group. The intervention group was given the wrist-worn Polar Active monitor with PA feedback. In the six-month trial, the intervention group also got access to a mobile service developed in this study. During both trials, PA was continuously measured in both study groups. In the control group, PA was measured with an otherwise similar monitor but which provided only the time of day and no feedback. The convergent validity was examined between the agreement in time spent at different PA levels using Polar Active, mean amplitude deviation (MAD) of raw acceleration, and Actigraph with the Freedson thresholds. In the validation study, all three activity monitors were continuously used for two weeks by 41 volunteers.
The three-month trial had a short-term positive effect on daily moderate-to-vigorous PA (MVPA) and sedentary time in the intervention group. The positive change in sedentary time was sustained for longer. During the six-month trial, a positive trend in favor of the intervention group was observed in daily MVPA. Low amount of daily vigorous PA at baseline was associated with the increase in MVPA. The functionalities of the mobile service related to PA were perceived as important and motivating, but the overall compliance with using the service and activity monitor remained low. In free-living conditions, the agreement between Polar Active, MAD, and Actigraph was dependent on the activity thresholds used and PA intensity. The information provided by this study can be utilized in future development of technology-based health services for activating young people.},
keywords = {activity monitor, adolescent, behavior change, englanninkieliset väitöskirjat, gamification, health, sedentary behavior, self-monitoring},
pubstate = {published},
tppubtype = {phdthesis}
}
Although the health benefits of physical activity (PA) are well known, the majority of adolescents are not sufficiently physically active. New innovative ways to promote active lifestyles are needed. This study aimed to evaluate the effectiveness of a wrist-worn activity monitor (Polar Active) and a gamified web-based mobile service in promoting PA in young men. The study also examined the convergent validity between three different accelerometer-based PA measurement methods.
In this study, two randomized controlled trials (RCT) were conducted in Oulu, Finland among 18-year-old men. The three-month RCT (n=276) was conducted in fall 2012 and the six-month population-based RCT (n=496) between September 2013 and March 2014. In both trials, participants were randomized to an intervention and a control group. The intervention group was given the wrist-worn Polar Active monitor with PA feedback. In the six-month trial, the intervention group also got access to a mobile service developed in this study. During both trials, PA was continuously measured in both study groups. In the control group, PA was measured with an otherwise similar monitor but which provided only the time of day and no feedback. The convergent validity was examined between the agreement in time spent at different PA levels using Polar Active, mean amplitude deviation (MAD) of raw acceleration, and Actigraph with the Freedson thresholds. In the validation study, all three activity monitors were continuously used for two weeks by 41 volunteers.
The three-month trial had a short-term positive effect on daily moderate-to-vigorous PA (MVPA) and sedentary time in the intervention group. The positive change in sedentary time was sustained for longer. During the six-month trial, a positive trend in favor of the intervention group was observed in daily MVPA. Low amount of daily vigorous PA at baseline was associated with the increase in MVPA. The functionalities of the mobile service related to PA were perceived as important and motivating, but the overall compliance with using the service and activity monitor remained low. In free-living conditions, the agreement between Polar Active, MAD, and Actigraph was dependent on the activity thresholds used and PA intensity. The information provided by this study can be utilized in future development of technology-based health services for activating young people.
In this study, two randomized controlled trials (RCT) were conducted in Oulu, Finland among 18-year-old men. The three-month RCT (n=276) was conducted in fall 2012 and the six-month population-based RCT (n=496) between September 2013 and March 2014. In both trials, participants were randomized to an intervention and a control group. The intervention group was given the wrist-worn Polar Active monitor with PA feedback. In the six-month trial, the intervention group also got access to a mobile service developed in this study. During both trials, PA was continuously measured in both study groups. In the control group, PA was measured with an otherwise similar monitor but which provided only the time of day and no feedback. The convergent validity was examined between the agreement in time spent at different PA levels using Polar Active, mean amplitude deviation (MAD) of raw acceleration, and Actigraph with the Freedson thresholds. In the validation study, all three activity monitors were continuously used for two weeks by 41 volunteers.
The three-month trial had a short-term positive effect on daily moderate-to-vigorous PA (MVPA) and sedentary time in the intervention group. The positive change in sedentary time was sustained for longer. During the six-month trial, a positive trend in favor of the intervention group was observed in daily MVPA. Low amount of daily vigorous PA at baseline was associated with the increase in MVPA. The functionalities of the mobile service related to PA were perceived as important and motivating, but the overall compliance with using the service and activity monitor remained low. In free-living conditions, the agreement between Polar Active, MAD, and Actigraph was dependent on the activity thresholds used and PA intensity. The information provided by this study can be utilized in future development of technology-based health services for activating young people.
2019
Haaranen, Lassi
Game-related learning and exposure in computer science Väitöskirja
Tietotekniikka, Aalto-yliopisto, 2019, ISBN: 978-952-60-8386-5.
Abstract | Links | BibTeX | Avainsanat: achievement badges, computer science education, englanninkieliset väitöskirjat, game-related approaches, gamification, informal learning, interoperability, online learning management systems
@phdthesis{Haaranen2019,
title = {Game-related learning and exposure in computer science},
author = {Lassi Haaranen},
url = {http://urn.fi/URN:ISBN:978-952-60-8386-5},
isbn = {978-952-60-8386-5},
year = {2019},
date = {2019-01-01},
school = {Tietotekniikka, Aalto-yliopisto},
abstract = {Given the importance of computers, and by extension computer science (CS), in contemporary society, it is crucial to provide the best possible education in the field. This dissertation looks at two different game-related approaches in computer science education: how digital games and gaming communities expose people to CS concepts; and how game-related approaches can be used to improve computer science education (CSE) in universities.
In order to structure this dissertation as well as future research, we present a classification of game-related approaches focused specifically on CSE. We see three broad approaches with games and CS: gameful approaches (e.g. gamification), designing and programming games, and entertainment games with learning content.
Modern digital games are complex systems that the players need to learn and master. With certain games, programming and CS concepts can be used to enhance the playing experience. This provides a spark of interest in computing for some that might eventually lead to studying CS or related fields in a university. This phenomenon was studied by interviewing students as well as through reflection essays in which the students not only outlined how games had piqued their interest in computers and CS but also how game development as a career was appealing to some of them.
Modern games are not just played in isolation or with a group of friends on the same couch. Instead, there are online gaming communities in which games are discussed and the actual gameplay is also recorded and either broadcasted live to an audience or uploaded to a video sharing service. We investigated two different online gaming communities in which CS and programming were a part of the games featured. We did this by gathering data on the interactions between the audience members. Through the discussion that we analyzed, we found that these communities are places where people are exposed to CS and programming. Moreover, these communities are places where both experienced programmers and newcomers come and discuss CS topics.
Using games in formal education was researched with two approaches. Firstly, we implemented two software systems, Acos and Daechschen, to support gamification in online learning management systems. The core design principles behind these systems strive for interoperability and extensibility so that they continue to be relevant and used in fast pacing ecosystems of modern online learning tools. Secondly, we investigated implementing achievement badges on a course with Daechschen. We looked into students' reactions to the badges and found out that overall it was slightly positive with a large group of students being indifferent to them.},
keywords = {achievement badges, computer science education, englanninkieliset väitöskirjat, game-related approaches, gamification, informal learning, interoperability, online learning management systems},
pubstate = {published},
tppubtype = {phdthesis}
}
Given the importance of computers, and by extension computer science (CS), in contemporary society, it is crucial to provide the best possible education in the field. This dissertation looks at two different game-related approaches in computer science education: how digital games and gaming communities expose people to CS concepts; and how game-related approaches can be used to improve computer science education (CSE) in universities.
In order to structure this dissertation as well as future research, we present a classification of game-related approaches focused specifically on CSE. We see three broad approaches with games and CS: gameful approaches (e.g. gamification), designing and programming games, and entertainment games with learning content.
Modern digital games are complex systems that the players need to learn and master. With certain games, programming and CS concepts can be used to enhance the playing experience. This provides a spark of interest in computing for some that might eventually lead to studying CS or related fields in a university. This phenomenon was studied by interviewing students as well as through reflection essays in which the students not only outlined how games had piqued their interest in computers and CS but also how game development as a career was appealing to some of them.
Modern games are not just played in isolation or with a group of friends on the same couch. Instead, there are online gaming communities in which games are discussed and the actual gameplay is also recorded and either broadcasted live to an audience or uploaded to a video sharing service. We investigated two different online gaming communities in which CS and programming were a part of the games featured. We did this by gathering data on the interactions between the audience members. Through the discussion that we analyzed, we found that these communities are places where people are exposed to CS and programming. Moreover, these communities are places where both experienced programmers and newcomers come and discuss CS topics.
Using games in formal education was researched with two approaches. Firstly, we implemented two software systems, Acos and Daechschen, to support gamification in online learning management systems. The core design principles behind these systems strive for interoperability and extensibility so that they continue to be relevant and used in fast pacing ecosystems of modern online learning tools. Secondly, we investigated implementing achievement badges on a course with Daechschen. We looked into students' reactions to the badges and found out that overall it was slightly positive with a large group of students being indifferent to them.
In order to structure this dissertation as well as future research, we present a classification of game-related approaches focused specifically on CSE. We see three broad approaches with games and CS: gameful approaches (e.g. gamification), designing and programming games, and entertainment games with learning content.
Modern digital games are complex systems that the players need to learn and master. With certain games, programming and CS concepts can be used to enhance the playing experience. This provides a spark of interest in computing for some that might eventually lead to studying CS or related fields in a university. This phenomenon was studied by interviewing students as well as through reflection essays in which the students not only outlined how games had piqued their interest in computers and CS but also how game development as a career was appealing to some of them.
Modern games are not just played in isolation or with a group of friends on the same couch. Instead, there are online gaming communities in which games are discussed and the actual gameplay is also recorded and either broadcasted live to an audience or uploaded to a video sharing service. We investigated two different online gaming communities in which CS and programming were a part of the games featured. We did this by gathering data on the interactions between the audience members. Through the discussion that we analyzed, we found that these communities are places where people are exposed to CS and programming. Moreover, these communities are places where both experienced programmers and newcomers come and discuss CS topics.
Using games in formal education was researched with two approaches. Firstly, we implemented two software systems, Acos and Daechschen, to support gamification in online learning management systems. The core design principles behind these systems strive for interoperability and extensibility so that they continue to be relevant and used in fast pacing ecosystems of modern online learning tools. Secondly, we investigated implementing achievement badges on a course with Daechschen. We looked into students' reactions to the badges and found out that overall it was slightly positive with a large group of students being indifferent to them.
Pyky, Riitta
Liikuntalääketiede, Oulun yliopisto, 2019, ISBN: 978-952-62-2456-5.
Abstract | Links | BibTeX | Avainsanat: adolescent, englanninkieliset väitöskirjat, environment, exercise, gamification, health, intervention, parents, physical activity, sedentary behaviour, tailoring, youth
@phdthesis{Pyky2019,
title = {Physical activity and sedentary behaviour in young men: The determinants and effectiveness of a tailored, mobile, gamified intervention},
author = {Riitta Pyky},
url = {http://urn.fi/urn:isbn:9789526224565},
isbn = {978-952-62-2456-5},
year = {2019},
date = {2019-01-01},
school = {Liikuntalääketiede, Oulun yliopisto},
abstract = {Physical inactivity and sedentary behaviour (SB) are harmful to health, but both globally and in Finland, 80% of adolescents are not physically active enough and they sit too much. Unhealthy behaviour seems to accumulate in young men. Factors underlying unhealthy behaviour should be identified, and based on these, effective interventions for health promotion should be developed. In this study we aimed to clarify the determinants of physical activity (PA) and SB in young men. In addition, we studied the effects of a gamified, tailored, mobile PA intervention on PA and subjective wellbeing.
Population-based data were collected in call-ups organized by the Finnish Defence Forces in 2010, 2012 and 2013 in the Oulu area, Finland. Altogether 2526 approximately 18-year-old men filled in a questionnaire, attended physical performance tests and went through a medical examination. In 2013, all 811 men who attended physiological measurements were invited to participate in a six-month randomized controlled trial, and 496 (61%) of them agreed to do so and were randomized into intervention (n=250) and control (n=246) groups. The intervention group got access to a mobile service developed in this study. PA and SB were continuously monitored during the trial. The PA and SB of the controls was measured without feedback on behaviour.
The profiles “exercising but sitting”, “feeling unhappy”, “symptoms of disordered eating”, “being unfit with appearance-related motivation” and “gaming” were found among the sedentary young men. The men living in both built and natural environments were equally physically active. The mother’s PA was associated with PA in men living in the built environment and the father’s PA with PA among natural environment residents. The intervention had a borderline positive effect on moderate-to-vigorous PA, but there was no change in SB or light PA. Life satisfaction improved both in the intervention group and the control group. Various functionalities related to the PA of the mobile service were considered important. However, the compliance in using the service was limited. Improvements in PA, self-rated health and life satisfaction were seen, especially among the men in the intervention group with low levels of PA and poor subjective wellbeing at baseline.
This study complements existing knowledge on the PA and SB of youth and the findings on the effects of technology-based PA promotion. The study adds to literature on individual, environmental and parental factors underlying SB and PA in young men. These findings highlight the importance of individually designed health promotion among young men.},
keywords = {adolescent, englanninkieliset väitöskirjat, environment, exercise, gamification, health, intervention, parents, physical activity, sedentary behaviour, tailoring, youth},
pubstate = {published},
tppubtype = {phdthesis}
}
Physical inactivity and sedentary behaviour (SB) are harmful to health, but both globally and in Finland, 80% of adolescents are not physically active enough and they sit too much. Unhealthy behaviour seems to accumulate in young men. Factors underlying unhealthy behaviour should be identified, and based on these, effective interventions for health promotion should be developed. In this study we aimed to clarify the determinants of physical activity (PA) and SB in young men. In addition, we studied the effects of a gamified, tailored, mobile PA intervention on PA and subjective wellbeing.
Population-based data were collected in call-ups organized by the Finnish Defence Forces in 2010, 2012 and 2013 in the Oulu area, Finland. Altogether 2526 approximately 18-year-old men filled in a questionnaire, attended physical performance tests and went through a medical examination. In 2013, all 811 men who attended physiological measurements were invited to participate in a six-month randomized controlled trial, and 496 (61%) of them agreed to do so and were randomized into intervention (n=250) and control (n=246) groups. The intervention group got access to a mobile service developed in this study. PA and SB were continuously monitored during the trial. The PA and SB of the controls was measured without feedback on behaviour.
The profiles “exercising but sitting”, “feeling unhappy”, “symptoms of disordered eating”, “being unfit with appearance-related motivation” and “gaming” were found among the sedentary young men. The men living in both built and natural environments were equally physically active. The mother’s PA was associated with PA in men living in the built environment and the father’s PA with PA among natural environment residents. The intervention had a borderline positive effect on moderate-to-vigorous PA, but there was no change in SB or light PA. Life satisfaction improved both in the intervention group and the control group. Various functionalities related to the PA of the mobile service were considered important. However, the compliance in using the service was limited. Improvements in PA, self-rated health and life satisfaction were seen, especially among the men in the intervention group with low levels of PA and poor subjective wellbeing at baseline.
This study complements existing knowledge on the PA and SB of youth and the findings on the effects of technology-based PA promotion. The study adds to literature on individual, environmental and parental factors underlying SB and PA in young men. These findings highlight the importance of individually designed health promotion among young men.
Population-based data were collected in call-ups organized by the Finnish Defence Forces in 2010, 2012 and 2013 in the Oulu area, Finland. Altogether 2526 approximately 18-year-old men filled in a questionnaire, attended physical performance tests and went through a medical examination. In 2013, all 811 men who attended physiological measurements were invited to participate in a six-month randomized controlled trial, and 496 (61%) of them agreed to do so and were randomized into intervention (n=250) and control (n=246) groups. The intervention group got access to a mobile service developed in this study. PA and SB were continuously monitored during the trial. The PA and SB of the controls was measured without feedback on behaviour.
The profiles “exercising but sitting”, “feeling unhappy”, “symptoms of disordered eating”, “being unfit with appearance-related motivation” and “gaming” were found among the sedentary young men. The men living in both built and natural environments were equally physically active. The mother’s PA was associated with PA in men living in the built environment and the father’s PA with PA among natural environment residents. The intervention had a borderline positive effect on moderate-to-vigorous PA, but there was no change in SB or light PA. Life satisfaction improved both in the intervention group and the control group. Various functionalities related to the PA of the mobile service were considered important. However, the compliance in using the service was limited. Improvements in PA, self-rated health and life satisfaction were seen, especially among the men in the intervention group with low levels of PA and poor subjective wellbeing at baseline.
This study complements existing knowledge on the PA and SB of youth and the findings on the effects of technology-based PA promotion. The study adds to literature on individual, environmental and parental factors underlying SB and PA in young men. These findings highlight the importance of individually designed health promotion among young men.
2018
Giunti, Guido
3MD for chronic conditions: A model for motivational mHealth design Väitöskirja
Tieto- ja sähkötekniikan tiedekunta, Oulun yliopisto, 2018, ISBN: 978-952-62-2015-4.
Abstract | Links | BibTeX | Avainsanat: chronic conditions, consumer health informatics, englanninkieliset väitöskirjat, gamification, health behavioral change, information systems, medical informatics, mHealth, user-centered design
@phdthesis{Giunti2018,
title = {3MD for chronic conditions: A model for motivational mHealth design},
author = {Guido Giunti},
url = {https://urn.fi/URN:ISBN:9789526220154},
isbn = {978-952-62-2015-4},
year = {2018},
date = {2018-01-01},
school = {Tieto- ja sähkötekniikan tiedekunta, Oulun yliopisto},
abstract = {Chronic conditions are the leading cause of death in the world. Major improvements in acute care and diagnostics have created a tendency towards the chronification of formerly terminal conditions, requiring people with these conditions to learn how to self-manage. Mobile technologies hold promise as self-management tools due to their ubiquity and cost-effectiveness.
The delivery of health-related services through the use of mobile technologies (mHealth) has grown exponentially in recent years. However, only a fraction of these solutions takes into consideration the views of relevant stakeholders like healthcare professionals or even patients. The use of behavioral change models (BCM) has proven important in developing successful health solutions, yet engaging patients remains a challenge. There is a trend in mHealth solutions called gamification that attempts to use game elements to drive user behavior and increase engagement. As it stands, designers of mHealth solutions for behavioral change in chronic conditions have no clear way of deciding what factors are relevant to consider.
This doctoral thesis is framed in Consumer Health Informatics within the field of Medical Informatics and Information Systems. The focus of this work was to discover factors for the design of mHealth solutions for chronic patients; to do so, negotiations between medical knowledge, BCM and gamification were explored through an embedded case study research methodology. The data obtained was thematically analyzed to create the Model for Motivational Mobile-health Design for Chronic conditions (3MD).
The 3MD model guides the design of condition-oriented gamified behavioral change mHealth solutions. The main components are: 1) Condition specific, which describe factors that need to be adjusted and adapted for each particular chronic condition; 2) Motivation related, which are factors that address how to influence behaviors in an engaging manner; and 3) Technology based, which are factors that are directly connected to the technical capabilities of mobile technologies. 3MD also provides a series of high level illustrative design questions for designers to use and consider during the design process.
The work on this thesis addresses a recognized gap in research and practice, and proposes a unique model that could be of use in the generation of new solutions to help chronic patients.},
keywords = {chronic conditions, consumer health informatics, englanninkieliset väitöskirjat, gamification, health behavioral change, information systems, medical informatics, mHealth, user-centered design},
pubstate = {published},
tppubtype = {phdthesis}
}
Chronic conditions are the leading cause of death in the world. Major improvements in acute care and diagnostics have created a tendency towards the chronification of formerly terminal conditions, requiring people with these conditions to learn how to self-manage. Mobile technologies hold promise as self-management tools due to their ubiquity and cost-effectiveness.
The delivery of health-related services through the use of mobile technologies (mHealth) has grown exponentially in recent years. However, only a fraction of these solutions takes into consideration the views of relevant stakeholders like healthcare professionals or even patients. The use of behavioral change models (BCM) has proven important in developing successful health solutions, yet engaging patients remains a challenge. There is a trend in mHealth solutions called gamification that attempts to use game elements to drive user behavior and increase engagement. As it stands, designers of mHealth solutions for behavioral change in chronic conditions have no clear way of deciding what factors are relevant to consider.
This doctoral thesis is framed in Consumer Health Informatics within the field of Medical Informatics and Information Systems. The focus of this work was to discover factors for the design of mHealth solutions for chronic patients; to do so, negotiations between medical knowledge, BCM and gamification were explored through an embedded case study research methodology. The data obtained was thematically analyzed to create the Model for Motivational Mobile-health Design for Chronic conditions (3MD).
The 3MD model guides the design of condition-oriented gamified behavioral change mHealth solutions. The main components are: 1) Condition specific, which describe factors that need to be adjusted and adapted for each particular chronic condition; 2) Motivation related, which are factors that address how to influence behaviors in an engaging manner; and 3) Technology based, which are factors that are directly connected to the technical capabilities of mobile technologies. 3MD also provides a series of high level illustrative design questions for designers to use and consider during the design process.
The work on this thesis addresses a recognized gap in research and practice, and proposes a unique model that could be of use in the generation of new solutions to help chronic patients.
The delivery of health-related services through the use of mobile technologies (mHealth) has grown exponentially in recent years. However, only a fraction of these solutions takes into consideration the views of relevant stakeholders like healthcare professionals or even patients. The use of behavioral change models (BCM) has proven important in developing successful health solutions, yet engaging patients remains a challenge. There is a trend in mHealth solutions called gamification that attempts to use game elements to drive user behavior and increase engagement. As it stands, designers of mHealth solutions for behavioral change in chronic conditions have no clear way of deciding what factors are relevant to consider.
This doctoral thesis is framed in Consumer Health Informatics within the field of Medical Informatics and Information Systems. The focus of this work was to discover factors for the design of mHealth solutions for chronic patients; to do so, negotiations between medical knowledge, BCM and gamification were explored through an embedded case study research methodology. The data obtained was thematically analyzed to create the Model for Motivational Mobile-health Design for Chronic conditions (3MD).
The 3MD model guides the design of condition-oriented gamified behavioral change mHealth solutions. The main components are: 1) Condition specific, which describe factors that need to be adjusted and adapted for each particular chronic condition; 2) Motivation related, which are factors that address how to influence behaviors in an engaging manner; and 3) Technology based, which are factors that are directly connected to the technical capabilities of mobile technologies. 3MD also provides a series of high level illustrative design questions for designers to use and consider during the design process.
The work on this thesis addresses a recognized gap in research and practice, and proposes a unique model that could be of use in the generation of new solutions to help chronic patients.
Hassan, Lobna
Means to gameful ends: How should gamification be designed? Väitöskirja
Information Systems Science, Hanken Svenska handelshögskolan, 2018, ISBN: 978-952-232-368-2.
Abstract | Links | BibTeX | Avainsanat: civic engagement, e-participation, englanninkieliset väitöskirjat, gamefulness, gamification, motivation
@phdthesis{Hassan2018,
title = {Means to gameful ends: How should gamification be designed?},
author = {Lobna Hassan},
url = {http://hdl.handle.net/10227/198994},
isbn = {978-952-232-368-2},
year = {2018},
date = {2018-01-01},
school = {Information Systems Science, Hanken Svenska handelshögskolan},
abstract = {For a long time, information systems have been designed to provide organizational utility, efficiency, and cost reduction. As technological advancement took place, information systems grew to further facilitate personal productivity and entertainment. Out of modern systems, games have an extraordinary reach in modern society. That reach eventually became too significant to ignore without systematic study. While many individuals recognize the value of and need for hard work in life, many—perhaps all—do not wish to live in a universe of pure work or passive engagement with their life’s activities. In that light, scholars began investigating game design as a means to attain enjoyment and motivation in mundane life activities, giving birth to the gamification movement as we know it today. As a design and research stream, gamification refers to the design of systems, services, and processes to provide “gameful” experiences—psychological experiences, similar to those provided by games—to positively influence engagement with mundane life activities. While the user benefits reported from implementing gamification showcase its potentially positive impact, the understanding of how to design gamification is still in its infancy. Some gamification designs may be suitable to some users or in certain contexts, but the same designs may not have the same results for different users or in different contexts. Furthermore, current methods to design gamification have been developed in isolation, each reinventing the wheel, and hence struggle to provide comprehensive guidance for the gamification design process. This dissertation employs the goal-setting theory, showcasing how gamification design can suit the preferences of different users. The dissertation additionally investigates contextualized gamification design by employing the deliberation theory and researching design for collective, group engagement such as is seen in the context of civic engagement. Finally, the dissertation contributes a holistic gamification design method that incorporates the design knowledge currently gathered in the gamification fields, as well as lessons learned from the failure of gamification projects. The contributions complement each other and provide a multi-dimensional gamification design knowledge on how gamification should be designed. While this dissertation has theoretically and practically contributed to the knowledge on gamification design, there is more to be researched before gamification design can come close to being perfect. The journey to gamify is merely commencing. Not only is this pursuit of how to gamify essential to understand a phenomenon and the human behavior around it, but it is also essential to create a gameful reality, one not of pure work but of enjoyment, motivation, persistence and flow.},
keywords = {civic engagement, e-participation, englanninkieliset väitöskirjat, gamefulness, gamification, motivation},
pubstate = {published},
tppubtype = {phdthesis}
}
For a long time, information systems have been designed to provide organizational utility, efficiency, and cost reduction. As technological advancement took place, information systems grew to further facilitate personal productivity and entertainment. Out of modern systems, games have an extraordinary reach in modern society. That reach eventually became too significant to ignore without systematic study. While many individuals recognize the value of and need for hard work in life, many—perhaps all—do not wish to live in a universe of pure work or passive engagement with their life’s activities. In that light, scholars began investigating game design as a means to attain enjoyment and motivation in mundane life activities, giving birth to the gamification movement as we know it today. As a design and research stream, gamification refers to the design of systems, services, and processes to provide “gameful” experiences—psychological experiences, similar to those provided by games—to positively influence engagement with mundane life activities. While the user benefits reported from implementing gamification showcase its potentially positive impact, the understanding of how to design gamification is still in its infancy. Some gamification designs may be suitable to some users or in certain contexts, but the same designs may not have the same results for different users or in different contexts. Furthermore, current methods to design gamification have been developed in isolation, each reinventing the wheel, and hence struggle to provide comprehensive guidance for the gamification design process. This dissertation employs the goal-setting theory, showcasing how gamification design can suit the preferences of different users. The dissertation additionally investigates contextualized gamification design by employing the deliberation theory and researching design for collective, group engagement such as is seen in the context of civic engagement. Finally, the dissertation contributes a holistic gamification design method that incorporates the design knowledge currently gathered in the gamification fields, as well as lessons learned from the failure of gamification projects. The contributions complement each other and provide a multi-dimensional gamification design knowledge on how gamification should be designed. While this dissertation has theoretically and practically contributed to the knowledge on gamification design, there is more to be researched before gamification design can come close to being perfect. The journey to gamify is merely commencing. Not only is this pursuit of how to gamify essential to understand a phenomenon and the human behavior around it, but it is also essential to create a gameful reality, one not of pure work but of enjoyment, motivation, persistence and flow.
2017
Koivisto, Jonna
Learning clinical reasoning through game-based simulation: Design principles for simulation games Väitöskirja
Informaatiotutkimus ja interaktiivinen media, Tampereen yliopisto. , 2017, ISBN: 978-952-03-0550-5.
Abstract | Links | BibTeX | Avainsanat: englanninkieliset väitöskirjat, games, gamification, information systems, motivation
@phdthesis{Koivisto2017b,
title = {Learning clinical reasoning through game-based simulation: Design principles for simulation games},
author = {Jonna Koivisto},
url = {https://urn.fi/URN:ISBN:978-952-03-0550-5},
isbn = {978-952-03-0550-5},
year = {2017},
date = {2017-01-01},
school = {Informaatiotutkimus ja interaktiivinen media, Tampereen yliopisto. },
abstract = {Gamification is a design approach that draws from game design in order to induce gameful experiences in different contexts, and has become a trending topic in the industry and academia in recent years. Increasing numbers of products and services are being designed to include some gameful elements with the goal of inducing experiences such as mastery, enjoyment, flow or relatedness, in addition to their core functions. The concept can be traced to a larger development of gamification in culture and society where games and game play have become a mainstream entertainment form and are increasingly permeating all aspects of our daily lives.
This dissertation focuses on gamification, seen as an intentional design aspect of information systems, and the factors that influence the use of gamified systems. The dissertation examines the perceived benefits of gamification, and their relationship with intention to use gamification services based on empirical data gathered via surveys from the users of a gamification service. Furthermore, the dissertation reviews empirical research on gamification based on a systematically gathered body of literature and draws conclusions on the state of research on the topic. The theoretical background of the work is multidisciplinary drawing from the fields of information system science and game research.
The main contributions of the dissertation relate to 1) the utilitarian, hedonic and social benefits of gamification and how these contribute to the use of gamification services, 2) the demographic differences in the relationships between benefits and use intentions, and 3) the findings from an overarching literature review on how and where gamification is implemented, how it is studied, and how the results are converging with regards to the effectiveness of gamification.
The findings indicate that gamification systems are used for both their utility, as well as for hedonic reasons. Secondly, the findings indicate the significant role of the social benefits such as receiving recognition from the social community that influence the use of gamification. Thirdly, in regard to user attributes and factors, this work shows that demographic factors affect some of the perceived benefits of gamification, as well as presents empirical evidence of the so-called novelty effects of gamification. Fourthly, the dissertation presents the most comprehensive view of gamification literature to date. The current mapping indicates that research efforts have been rather focused, and several perspectives still lack attention. However, gamification research reports mainly positively oriented results from gamification experiments, thus providing support for continuing the research efforts on the potential of gamification.},
keywords = {englanninkieliset väitöskirjat, games, gamification, information systems, motivation},
pubstate = {published},
tppubtype = {phdthesis}
}
Gamification is a design approach that draws from game design in order to induce gameful experiences in different contexts, and has become a trending topic in the industry and academia in recent years. Increasing numbers of products and services are being designed to include some gameful elements with the goal of inducing experiences such as mastery, enjoyment, flow or relatedness, in addition to their core functions. The concept can be traced to a larger development of gamification in culture and society where games and game play have become a mainstream entertainment form and are increasingly permeating all aspects of our daily lives.
This dissertation focuses on gamification, seen as an intentional design aspect of information systems, and the factors that influence the use of gamified systems. The dissertation examines the perceived benefits of gamification, and their relationship with intention to use gamification services based on empirical data gathered via surveys from the users of a gamification service. Furthermore, the dissertation reviews empirical research on gamification based on a systematically gathered body of literature and draws conclusions on the state of research on the topic. The theoretical background of the work is multidisciplinary drawing from the fields of information system science and game research.
The main contributions of the dissertation relate to 1) the utilitarian, hedonic and social benefits of gamification and how these contribute to the use of gamification services, 2) the demographic differences in the relationships between benefits and use intentions, and 3) the findings from an overarching literature review on how and where gamification is implemented, how it is studied, and how the results are converging with regards to the effectiveness of gamification.
The findings indicate that gamification systems are used for both their utility, as well as for hedonic reasons. Secondly, the findings indicate the significant role of the social benefits such as receiving recognition from the social community that influence the use of gamification. Thirdly, in regard to user attributes and factors, this work shows that demographic factors affect some of the perceived benefits of gamification, as well as presents empirical evidence of the so-called novelty effects of gamification. Fourthly, the dissertation presents the most comprehensive view of gamification literature to date. The current mapping indicates that research efforts have been rather focused, and several perspectives still lack attention. However, gamification research reports mainly positively oriented results from gamification experiments, thus providing support for continuing the research efforts on the potential of gamification.
This dissertation focuses on gamification, seen as an intentional design aspect of information systems, and the factors that influence the use of gamified systems. The dissertation examines the perceived benefits of gamification, and their relationship with intention to use gamification services based on empirical data gathered via surveys from the users of a gamification service. Furthermore, the dissertation reviews empirical research on gamification based on a systematically gathered body of literature and draws conclusions on the state of research on the topic. The theoretical background of the work is multidisciplinary drawing from the fields of information system science and game research.
The main contributions of the dissertation relate to 1) the utilitarian, hedonic and social benefits of gamification and how these contribute to the use of gamification services, 2) the demographic differences in the relationships between benefits and use intentions, and 3) the findings from an overarching literature review on how and where gamification is implemented, how it is studied, and how the results are converging with regards to the effectiveness of gamification.
The findings indicate that gamification systems are used for both their utility, as well as for hedonic reasons. Secondly, the findings indicate the significant role of the social benefits such as receiving recognition from the social community that influence the use of gamification. Thirdly, in regard to user attributes and factors, this work shows that demographic factors affect some of the perceived benefits of gamification, as well as presents empirical evidence of the so-called novelty effects of gamification. Fourthly, the dissertation presents the most comprehensive view of gamification literature to date. The current mapping indicates that research efforts have been rather focused, and several perspectives still lack attention. However, gamification research reports mainly positively oriented results from gamification experiments, thus providing support for continuing the research efforts on the potential of gamification.
2015
Hakulinen, Lasse
Gameful approaches for computer science education: From gamification to alternate reality games Väitöskirja
Tietotekniikka, Aalto-yliopisto, 2015, ISBN: 978-952-60-6172-6.
Abstract | Links | BibTeX | Avainsanat: achievement badges, achievement goal orientation, alternate reality games, computer science education, englanninkieliset väitöskirjat, gameful, gamification, motivation, serious games
@phdthesis{Hakulinen2015,
title = {Gameful approaches for computer science education: From gamification to alternate reality games},
author = {Lasse Hakulinen},
url = {http://urn.fi/URN:ISBN:978-952-60-6173-3},
isbn = {978-952-60-6172-6},
year = {2015},
date = {2015-01-01},
school = {Tietotekniikka, Aalto-yliopisto},
abstract = {The main objective of this thesis is to enrich computer science education by studying two gameful teaching interventions: 1) achievement badges and 2) alternate reality games.
Gamification is the use of game design elements in non-game contexts, and achievement badges are one commonly used gamification method that can be used to provide optional challenges for students. We studied the use of achievement badges in a Data Structures and Algorithms course and found out that badges can be used to steer students' behavior even if they are not tied to tangible rewards such as course grades. Specifically, students used more time in the online learning environment, had more sessions in the system, and spent more time between exercise submissions when the badges were used. Furthermore, we found out that students' attitudes towards the badges varied. We also studied the use of badges in relation to achievement goal orientations that characterize students' preferences to different goals and outcomes. We found out that students who had high avoidance orientation were less motivated by the badges than other students. On the other hand, students who were the most motivated by the badges had higher mastery-intrinsic, mastery-extrinsic, and performance-approach orientations, and lower avoidance orientation. Furthermore, we compared the badge intervention with the use of heatmaps that provided feedback on one's behavior in a non-gameful way. An interest towards the badges correlated with mastery-extrinsic and performance-approach, whereas interest towards the heatmaps correlated with mastery-extrinsic and performance-avoidance orientations.
Alternate Reality Games (ARG), are games that blur the line between reality and fiction and typically they involve puzzles and an interactive narrative. We explored the use of ARGs for teaching computer science by organizing an ARG covering a wide range of computer science concepts. In the feedback collected after the game, participants reported learning several computer science concepts during the game. We also evaluated how authenticity, intrinsic motivation, and replayability were taken into account in the game design. Furthermore, we present an example of an educational ARG that was not part of any official curriculum and relied on voluntary participation. Based on the results, alternate reality games seem like a promising approach to be used in computer science education.
In addition to evaluating the two approaches, we provide support for applying them in education by describing the implementation of our badge systems and introducing a method for producing automatically assessed programming tasks that are suitable for ARGs.},
keywords = {achievement badges, achievement goal orientation, alternate reality games, computer science education, englanninkieliset väitöskirjat, gameful, gamification, motivation, serious games},
pubstate = {published},
tppubtype = {phdthesis}
}
The main objective of this thesis is to enrich computer science education by studying two gameful teaching interventions: 1) achievement badges and 2) alternate reality games.
Gamification is the use of game design elements in non-game contexts, and achievement badges are one commonly used gamification method that can be used to provide optional challenges for students. We studied the use of achievement badges in a Data Structures and Algorithms course and found out that badges can be used to steer students' behavior even if they are not tied to tangible rewards such as course grades. Specifically, students used more time in the online learning environment, had more sessions in the system, and spent more time between exercise submissions when the badges were used. Furthermore, we found out that students' attitudes towards the badges varied. We also studied the use of badges in relation to achievement goal orientations that characterize students' preferences to different goals and outcomes. We found out that students who had high avoidance orientation were less motivated by the badges than other students. On the other hand, students who were the most motivated by the badges had higher mastery-intrinsic, mastery-extrinsic, and performance-approach orientations, and lower avoidance orientation. Furthermore, we compared the badge intervention with the use of heatmaps that provided feedback on one's behavior in a non-gameful way. An interest towards the badges correlated with mastery-extrinsic and performance-approach, whereas interest towards the heatmaps correlated with mastery-extrinsic and performance-avoidance orientations.
Alternate Reality Games (ARG), are games that blur the line between reality and fiction and typically they involve puzzles and an interactive narrative. We explored the use of ARGs for teaching computer science by organizing an ARG covering a wide range of computer science concepts. In the feedback collected after the game, participants reported learning several computer science concepts during the game. We also evaluated how authenticity, intrinsic motivation, and replayability were taken into account in the game design. Furthermore, we present an example of an educational ARG that was not part of any official curriculum and relied on voluntary participation. Based on the results, alternate reality games seem like a promising approach to be used in computer science education.
In addition to evaluating the two approaches, we provide support for applying them in education by describing the implementation of our badge systems and introducing a method for producing automatically assessed programming tasks that are suitable for ARGs.
Gamification is the use of game design elements in non-game contexts, and achievement badges are one commonly used gamification method that can be used to provide optional challenges for students. We studied the use of achievement badges in a Data Structures and Algorithms course and found out that badges can be used to steer students' behavior even if they are not tied to tangible rewards such as course grades. Specifically, students used more time in the online learning environment, had more sessions in the system, and spent more time between exercise submissions when the badges were used. Furthermore, we found out that students' attitudes towards the badges varied. We also studied the use of badges in relation to achievement goal orientations that characterize students' preferences to different goals and outcomes. We found out that students who had high avoidance orientation were less motivated by the badges than other students. On the other hand, students who were the most motivated by the badges had higher mastery-intrinsic, mastery-extrinsic, and performance-approach orientations, and lower avoidance orientation. Furthermore, we compared the badge intervention with the use of heatmaps that provided feedback on one's behavior in a non-gameful way. An interest towards the badges correlated with mastery-extrinsic and performance-approach, whereas interest towards the heatmaps correlated with mastery-extrinsic and performance-avoidance orientations.
Alternate Reality Games (ARG), are games that blur the line between reality and fiction and typically they involve puzzles and an interactive narrative. We explored the use of ARGs for teaching computer science by organizing an ARG covering a wide range of computer science concepts. In the feedback collected after the game, participants reported learning several computer science concepts during the game. We also evaluated how authenticity, intrinsic motivation, and replayability were taken into account in the game design. Furthermore, we present an example of an educational ARG that was not part of any official curriculum and relied on voluntary participation. Based on the results, alternate reality games seem like a promising approach to be used in computer science education.
In addition to evaluating the two approaches, we provide support for applying them in education by describing the implementation of our badge systems and introducing a method for producing automatically assessed programming tasks that are suitable for ARGs.
Hamari, Juho
Gamification: Motivations & effects Väitöskirja
Tietojärjestelmätiede, Aalto-yliopisto, 2015, ISBN: 978-952-60-6055-2.
Abstract | Links | BibTeX | Avainsanat: badges, englanninkieliset väitöskirjat, gamification, hedonic information systems, playfulness
@phdthesis{Hamari2015,
title = {Gamification: Motivations & effects},
author = {Juho Hamari},
url = {http://urn.fi/URN:ISBN:978-952-60-6056-9},
isbn = {978-952-60-6055-2},
year = {2015},
date = {2015-01-01},
school = {Tietojärjestelmätiede, Aalto-yliopisto},
abstract = {The field of information systems has a sustained tradition of dividing systems into either utilitarian or hedonic systems, with the core idea that some systems are purely utilitarian in nature and some are self-purposeful. However, in recent years, information system design has been increasingly used for motivational purposes, that is, a hedonic or motivational system design is employed as a method for increasing the utility of systems and activities. Simply put, the core idea is that the more enjoyable or motivating a system or activity becomes, it can also become more utilitarian since the user is expected to be more willing to increase the amount and quality of related activities.
The most popular conceptual development in this area has sparked wide-ranging interest towards this phenomenon, and has adopted the name 'GAMIFICATION'. This multi-disciplinary term arises from the general conception that game design, if anything, is an art of hedonic system design, since games are one of the pinnacle forms of self-purposeful systems. In other words, self-purposeful systems such as games are thought to be used for the sole purpose of non-utilitarian enjoyment that is derived from the actual use of the system, rather than from any concrete outcomes of that use. Therefore, the term gamification can be read as 'a process of making systems/activities more enjoyable and motivating, in order to support the utilitarian or otherwise beneficial outcomes of the system, service or activity.
Although the idea of gamification has been enormously popular over the last couple years, there has remained a dearth of conceptually refined understanding of the phenomenon, as well as a gap in the empirical evidence offered to demonstrate its effectiveness. With these paucities in mind, this dissertation aims to address both the conceptual and empirical gap. From the conceptual perspective, this dissertation presents two studies in which gamification is linked to IS/marketing theory. The first study links marketing literature with observations drawn from actual games on how game developers use game mechanics in their services as means of marketing (Study 1 - Game design as marketing: How game mechanics create demand for virtual goods). The second conceptual study forms a definition of gamification, arrived at by triangulating theories taken from game studies, motivational psychology, service marketing and IS/HCI (Defining Gamification - A Service Marketing Perspective). To investigate the empirical gap, this dissertation presents two studies. The first empirical study investigates what (social) benefits and motivations drive the continued use of gamification services (Social motivations to use gamification: an empirical study of gamifying exercise). The second empirical study presents a 1.5 year long field experiment on the effects of gamification on user activity and retention (Transforming Homo Economicus into Homo Ludens: A Field Experiment on Gamification in a Utilitarian Peer-To-Peer Trading Service).},
keywords = {badges, englanninkieliset väitöskirjat, gamification, hedonic information systems, playfulness},
pubstate = {published},
tppubtype = {phdthesis}
}
The field of information systems has a sustained tradition of dividing systems into either utilitarian or hedonic systems, with the core idea that some systems are purely utilitarian in nature and some are self-purposeful. However, in recent years, information system design has been increasingly used for motivational purposes, that is, a hedonic or motivational system design is employed as a method for increasing the utility of systems and activities. Simply put, the core idea is that the more enjoyable or motivating a system or activity becomes, it can also become more utilitarian since the user is expected to be more willing to increase the amount and quality of related activities.
The most popular conceptual development in this area has sparked wide-ranging interest towards this phenomenon, and has adopted the name 'GAMIFICATION'. This multi-disciplinary term arises from the general conception that game design, if anything, is an art of hedonic system design, since games are one of the pinnacle forms of self-purposeful systems. In other words, self-purposeful systems such as games are thought to be used for the sole purpose of non-utilitarian enjoyment that is derived from the actual use of the system, rather than from any concrete outcomes of that use. Therefore, the term gamification can be read as 'a process of making systems/activities more enjoyable and motivating, in order to support the utilitarian or otherwise beneficial outcomes of the system, service or activity.
Although the idea of gamification has been enormously popular over the last couple years, there has remained a dearth of conceptually refined understanding of the phenomenon, as well as a gap in the empirical evidence offered to demonstrate its effectiveness. With these paucities in mind, this dissertation aims to address both the conceptual and empirical gap. From the conceptual perspective, this dissertation presents two studies in which gamification is linked to IS/marketing theory. The first study links marketing literature with observations drawn from actual games on how game developers use game mechanics in their services as means of marketing (Study 1 - Game design as marketing: How game mechanics create demand for virtual goods). The second conceptual study forms a definition of gamification, arrived at by triangulating theories taken from game studies, motivational psychology, service marketing and IS/HCI (Defining Gamification - A Service Marketing Perspective). To investigate the empirical gap, this dissertation presents two studies. The first empirical study investigates what (social) benefits and motivations drive the continued use of gamification services (Social motivations to use gamification: an empirical study of gamifying exercise). The second empirical study presents a 1.5 year long field experiment on the effects of gamification on user activity and retention (Transforming Homo Economicus into Homo Ludens: A Field Experiment on Gamification in a Utilitarian Peer-To-Peer Trading Service).
The most popular conceptual development in this area has sparked wide-ranging interest towards this phenomenon, and has adopted the name 'GAMIFICATION'. This multi-disciplinary term arises from the general conception that game design, if anything, is an art of hedonic system design, since games are one of the pinnacle forms of self-purposeful systems. In other words, self-purposeful systems such as games are thought to be used for the sole purpose of non-utilitarian enjoyment that is derived from the actual use of the system, rather than from any concrete outcomes of that use. Therefore, the term gamification can be read as 'a process of making systems/activities more enjoyable and motivating, in order to support the utilitarian or otherwise beneficial outcomes of the system, service or activity.
Although the idea of gamification has been enormously popular over the last couple years, there has remained a dearth of conceptually refined understanding of the phenomenon, as well as a gap in the empirical evidence offered to demonstrate its effectiveness. With these paucities in mind, this dissertation aims to address both the conceptual and empirical gap. From the conceptual perspective, this dissertation presents two studies in which gamification is linked to IS/marketing theory. The first study links marketing literature with observations drawn from actual games on how game developers use game mechanics in their services as means of marketing (Study 1 - Game design as marketing: How game mechanics create demand for virtual goods). The second conceptual study forms a definition of gamification, arrived at by triangulating theories taken from game studies, motivational psychology, service marketing and IS/HCI (Defining Gamification - A Service Marketing Perspective). To investigate the empirical gap, this dissertation presents two studies. The first empirical study investigates what (social) benefits and motivations drive the continued use of gamification services (Social motivations to use gamification: an empirical study of gamifying exercise). The second empirical study presents a 1.5 year long field experiment on the effects of gamification on user activity and retention (Transforming Homo Economicus into Homo Ludens: A Field Experiment on Gamification in a Utilitarian Peer-To-Peer Trading Service).