ShodhKosh: Journal of Visual and Performing ArtsISSN (Online): 2582-7472
EVOLUTION OF GAMIFICATION, ITS IMPLICATIONS, AND ITS STATISTICAL IMPACT ON THE SOCIETY Deepak Sharma 1 1 Research
Scholar, Animation & VFX Department, Poornima University, Jaipur, Rajasthan,
India 2 HOD,
Dean, Animation & VFX Department, Poornima University, Jaipur, Rajasthan,
India
1. INTRODUCTION 1.1. gamification genesis Gamification encompasses the strategic
implementation of game-based mechanics, aesthetics, and cognitive principles to
effectively engage individuals, stimulate motivation, facilitate learning, and
address challenges within non-gaming contexts. By employing a combination of
motivational, captivating, and educational techniques, gamification fosters
confidence, empowerment, interaction, and collaboration among consumers and
audiences. This is achieved through the integration of gamified elements, such
as badges, points, and reward systems, within non-gaming environments. Roungas et al. (2019), Seaborn & Fels (2015) Within the technological landscape,
particularly in the domains of augmented reality (AR) and virtual reality (VR),
which have experienced exponential growth and exerted substantial influence
across diverse sectors including entertainment, education, health, and
marketing, a significant revolution is underway. These transformative
technologies have been in use for several years, predating the advent of
smartphones, computers, and digital technology. Koivisto & Hamari (2017) As far back as 1896, the Sperry and
Hutchinson company implemented a reward system known as the "green stamp
reward system" to enhance customer engagement and cultivate loyalty. This
process involved the manual accumulation of stamps to obtain rewards from the
company. While somewhat intricate, it marked an early instance of manual
gamification implementation to incentivize both buyers and consumers within a
traditional loyalty-based framework. Hamari & Koivisto (2015), Furtado et al. (2021) Over the course of its existence,
gamification has played an integral role and has been embraced by individuals
and organizations across various contexts. It has been leveraged to establish
reward systems and standardize features within companies and institutions.
Boasting a rich and illustrious history dating back to the early 1900s,
gamification's enduring significance is poised to persist well into the future. Huotari & Hamari (2016) 1.2. Objective Evaluating the
impact, potential and efficacy of gamified treatments or techniques in many
domains, such as education, health, or employment contexts, is one of the
objectives of gamification research. Whether gamification enhances engagement,
motivation, learning results, behaviour change, or other desired objectives may
be the focus of research. To look into the variables influencing the success of
gamification. In
order to do this, it is
necessary to investigate theories and evolution that describe the underlying
mechanics of gamification. The
overall objective of the evolution of gamification research study is to
strengthen the skills, layout, and execution of gamification in an array of
disciplines. 1.3. Early days of gamification 1908:
Scout Badge Movement - In 1908, a special scout movement emerged within
organizations to enhance the efficiency and skills of scouts. This was achieved
through the acquisition of special badges earned by participating in various
activities and events, which aimed to improve their proficiency in different
areas. Ali et al. (2021) 1973:
The Game of Work - Published in 1973 by Mr. Charles Conrad, "The Game of
Work" explored the theory of finding enjoyment in work akin to play. This
book emphasized the power of games to engage employees, resulting in increased
productivity and job satisfaction for thousands of individuals in managerial
and non-managerial roles. Pandey (2017) 1978:
Creation of MUD Multiplayer Game - In 1978, two talented students
named Roy Trishaw and Richard Bartle developed a text-based fantasy multiplayer
game known as MUD (Multi-User Dungeon) at Essex University's computer lab.
Operating on a large DEC PDP-10 mainframe, this game focused on social online
gaming and adventure-based gameplay. Khaitova (2021) 1981:
Gamification Takes Off with Frequent Flyer Programs - Frequent Flyer Programs (FFP),
introduced in 1981, revolutionized gamification by incentivizing loyalty among
airline customers. These programs were designed to encourage travelers to earn rewards and accumulate points based on
factors such as distance flown, fare class, and partnerships. Points could then
be redeemed for discounted air tickets, special seating, and various amenities
available onboard. Chitroda (2015) 1982:
Academic Recognition and Research on Gamification - In 1982, gamification gained
academic recognition on a global platform. This was achieved through
symposiums, seminars, and workshops dedicated to exploring the potential of
gamification in diverse contexts. 1996:
Categorization of Players and Bartle's Taxonomy - Richard Bartle introduced a
classification system for players in 1996, categorizing them into four types:
socializers, explorers, achievers, and killers. This taxonomy was based on
character theory and provided insights into player behavior
within games. The "Bartle quotient" was developed as a scoring system
consisting of specific questions to measure player preferences and tendencies. Pandey (2017) 1999:
Recognition of Fun as a Software Requirement - In 1999, Stephen W. Draper
published an article analyzing the significance of
fun as a crucial software requirement. This work aimed to establish the
relationship between fun and software design, highlighting the importance of
enjoyable user experiences in creating effective and engaging software
applications. Landers (2014) 2000:
Rise of Gamification in the Gaming Industry - As the new millennium approached,
gamification gained momentum within the gaming industry. Game developers began
incorporating rewarding elements to engage users, resulting in unique and
sensational gaming experiences. This marked a significant turning point in the
history of gamification. Ali et al. (2021) 2002:
Coined Term "Gamification" by Nick Pelling - In 2002, Nick Pelling, a British
software engineer known as the "father of gamification," named this
concept "gamification." Pelling's extensive experience in developing
computer games and designing game-like user interfaces for electronic devices,
such as ATMs, mobile phones, and vending machines, contributed to the birth of
gamification as a recognized field. Ali et al. (2021), Pandey (2017), Khaitova (2021) 2005:
Bunch ball’s Gamification Platform - In 2005, Rajat Pahari founded
Bunch ball, a social gaming company focused on designing products that utilized
game mechanics to influence social behavior and
mindset. By 2007, Bunch ball had incorporated gamification tools into their
products, providing motivation, rewards, and loyalty programs to customers. Ali et al. (2021), Pandey (2017), Khaitova (2021) 2008:
Gamification Coined Term Documented by Bret Terrill - In 2008, Bret Terrill documented
the term "gamification" for the first time in a blog article. Terrill
aimed to elevate gamification by emphasizing its potential for enhancing user
engagement and motivation in the development of gamified applications. Ali et al. (2021), Pandey (2017), Khaitova (2021) 2009:
Foursquare Introduces Gamified City Guide - Foursquare, founded in 2009,
offered a city guide application that allowed users to explore new places and
locations. Foursquare integrated a badge system, rewarding users with special
badges for achieving specific milestones, fostering interaction and engagement
between users and the application. Ali et al. (2021), Pandey (2017), Khaitova (2021) 2010:
Jane McGonigal's TED Talk on Gaming's Potential - In 2010, Jane McGonigal delivered
a compelling TED Talk, highlighting the transformative potential of
gamification. She discussed how gaming could motivate individuals and
contribute to creating a better world. 2011:
Gamification's Outburst and Introduction of "Reality is Broken" - Following Jane McGonigal's
influential TED Talk, gamification experienced a surge in popularity. The
official release of "Reality is Broken" at the G-Summit in 2011
further fueled the interest in applying game design
elements to non-gaming contexts. Workshops and conferences dedicated to
gamification research and application were held, such as the Gamification
Research Network and the CHI (Computer-Human Interaction) Conference. Ali et al. (2021), Pandey (2017), Khaitova (2021) 2012:
Anticipated Rise of Gamification - In 2012, gamification was
projected to continue its upward trajectory, with predictions of over 2000
gamified applications expected by 2014 across various sectors. Mozilla
introduced Open Badges, while Amazon released the Game Circle to track
achievements and leaderboards. The fitness app Zombie Run was also launched,
utilizing gamification elements to track users' physical activity. Ali et al. (2021), Pandey (2017), Khaitova (2021) 2013-2015:
Gamification Research and Evaluation - During this period, extensive
research and evaluation were conducted on gamification strategies across
different sectors. While some implementations fell short of meeting
expectations or engaging users effectively, valuable insights were gained
regarding the design and application of gamified apps. Chitroda (2015), Pandey (2017) 2016:
Pokémon Go's Augmented Reality Game Success - In July 2016, Niantic released
Pokémon Go, an augmented reality game that quickly gained worldwide popularity.
With over 800 million downloads and becoming the fastest application to reach
100 million downloads, Pokémon Go demonstrated the potential of gamification in
leveraging augmented reality and captivating players. 2017:
World Government Summit and Focus on Gamification - In 2017, the World Government
Summit hosted around 100 gamification advocates who gathered to discuss the
significance and ideas behind gamification. The aim was to harness the
potential of gamification as a software tool and deploy its principles in various
design elements. The future of education and gamification was introduced and
documented. Chitroda (2015), Pandey (2017) 2018:
Viral Spread of Gamification - In 2018, numerous organizations and
companies introduced gamification applications for mobile and computer
platforms. The Human Resources (HR) departments of many organizations shifted
their focus towards skill development and motivation of employees by
implementing gamification apps, departing from traditional learning solutions. Chitroda (2015), Pandey (2017) 2019:
Productivity and Motivation Boost with Gamification - A 2019 survey by Talent LMS
revealed that around 89% to 88% of employees felt more productive and motivated
when using gamification elements at work. While 43% of employees did not
consciously notice the presence of gamification, 33% expressed a desire for
more gamified apps to enhance their engagement and concentration in the
workplace. 2020:
Gamification in Online Teaching Amidst the Pandemic - The year 2020 witnessed a
significant turn for gamification as it played a crucial role in online
teaching during the global COVID-19 pandemic. With traditional classrooms
transitioning to virtual settings, gamification software emerged as a solution
to combat student disengagement. Special rewards were offered to students who
actively participated in classes, fostering interest, and facilitating easy
learning outcomes. Chitroda (2015), Pandey (2017) 2021:
Gamification Trends in Fitness Programs - As the COVID-19 pandemic
continued to impact lives, gamification gained prominence in fitness 2021: Gamification trends for
fitness programs: as the covid pandemic is still on its moves. Many people
started facing health issues due to home quarantine and working from home
decreased their mental health and after-effects of covid. Gamification again
took charge to support well-being and fitness programs for employees to boost
their mental health. Landers (2014), Chitroda (2015), Pandey (2017), Pandey (2017) 2022: Gamification blending with mixed
reality for an immersive change in the technology of different sectors like
education, and medical sector. 2. Gamification standards 2.1. Variables of gamification ·
Strong
narrative: Players are engaged and encouraged to be
creative when a storyline keeps them wondering what will happen next. This
inspires children to take initiative and keep paying attention to the tale as
it develops. Uppalike (2022), Kwon & Özpolat (2021), Xu & Hamari (2022) ·
Rewarding
system: Players should get rewards for their
successes and game-related advancement. Giving them real prizes and
acknowledging their accomplishments inspires them to keep up the good work.
Players should receive prizes that rise in line with their progress towards
higher scores, providing better benefits and incentives. Tsai et al. (2015) ·
Stylistic
considerations: The gaming interface is crucial to drawing
in players. Whether a player chooses to play on a computer, phone, or
television, visually attractive designs and visuals are crucial to grabbing
their attention. The interface should be simple to use and comprehend in order to allow for improved engagements. Thomas (2012) ·
Engage
the players: Giving players the freedom to create their
own goals and establish targets within predetermined timeframes may
significantly boost their motivation. As students work to finish activities and
accomplish their self-set objectives, this method fosters a sense of competence
and accomplishment. Uppalike (2022), Tsai et al. (2015) ·
Team
feedback analysis: Gathering player feedback is essential to
defining the gameplay environment. Their inventiveness and involvement in the
game are sparked by understanding their preferences and applying their
feedback. By progressively adding complexity and raising the bar for goal-setting by adding new rules and challenges depending on
feedback, you can encourage ongoing involvement. Kwon & Özpolat (2021), Xu (2015) 3. implementation of gamification
for the change 3.1. GAMIFICATION In Education Gamification
has emerged as a crucial strategy in education to motivate students and enhance
their learning experience through the incorporation of gamified elements. The
motivation of students can stem from intrinsic or extrinsic factors,
influencing their engagement and behavior within
educational contexts. Bozkurt (2017) By creating an environment that
fosters understanding and provides responsive instructional feedback loops,
gamification amplifies students' learning capacity. Swacha (2022) The immersive nature of gamified
approaches drives students to exhibit increased reflexive responses when
encountering complex subject matter. Fogg's Behavioral
Model states that gamification effectively modifies desired behavior
by addressing three key factors: motivation, ability, and triggers. Prisms of Neuroscience:
Frameworks for Thinking About Educational Gamification. (n.d.) By ensuring learners are
sufficiently motivated, have the necessary skills to perform the desired behavior, and are triggered to engage in that behavior, gamification becomes a powerful tool in
education. Jaskulska & Starba (2020) As the education landscape continues
to evolve rapidly alongside technological advancements, gamification proves to
be a valuable tool in cultivating students' learning abilities and motivation
to grasp intricate subject matters. Numerous online applications and portals
have been developed to educate students through both offline and online modes.
These platforms leverage gamified elements to facilitate increased student
engagement and concentration during classes. By implementing reward systems and
offering points for correct answers and regular class attendance, students are
encouraged to actively participate and consistently attend classes. Ali et al. (2021) These accumulated points can later
be redeemed for special rewards and gifts, further motivating students.
Prominent examples of such gamified educational platforms include Oda Classes, Bijuce Classes, and Khan Academy. Raphael (2015), Hidayat (2021) 3.2. Gamification healthcare Applying
gamification to human health changes the behavior
routine and all-day activity of the individuals physically and mentally by
setting up set rules and goals to be followed in a given
time which gives in turn, reward points on daily basis. Malik & Momin (2022), Mat Zain (2020) In the past few years, many health
researchers have shown their interest in the potential of engaging and
indulging people with gamified applications for their interventional health and
behavior change. Gamification in health signifies the
physical outcome of humans and improving mental health sickness, aiming at particular goals to be achieved, keeping track by engaging
users from time to time with specific alarms. McDougall (2017), Lister et al. (2014) Much health-related application has been
developed on android, iOS, and windows over smartphones from which each individual can track their walking steps, heart points,
and many other things. Gamification in health has proven to be masterful in its
form. Some examples of health fit application that uses gamified tools are,
google fit. Kim et al. (2022), Fleming et al. (2017), Floryan et al. (2020) 3.3. Gamification as a marketing tool Increased in the demand for the use of mobile phones eventually raised
the demand for mobile applications which tends to generate competition in the
digital marketplace where competitors are racing to provide customers the real
value of the product, gamification provides the value points and special
discount through gamified apps over their product purchase; in turn, customers
can buy other products on discount rates e.g., licious,
pizza hut, dominos, fresh to home, goibibo air
tickets, etc. Sam-Epelle et al. (2022), Romashkin (2023), Xu et al. (2022) 4. Gamification statistical analysis. 4.1. education According to
Forbes Digital, the e-learning industry achieved a remarkable $107 billion in
revenue in 2015 and is projected to reach an impressive $325 billion by 2025.
The integration of game-based elements in learning has become increasingly
prevalent and is now considered mainstream, as indicated by Metaari's
2019 report. Metaari has revised its global revenue
forecast for the game-based learning market, revealing a compound annual growth
rate (CAGR) of 33.2% globally, which is slightly lower than the 37.1% observed
in the previous five years. However, it is anticipated that the market will
experience revenue growth more than quadruple in the next five years. Research
conducted by Koivisto, Majuri, Koivisto, and Hamari (2018), as well as Seaborn
and Fels (2015), has shown that gamification elements are highly suitable for
the education system. Furthermore, Metaari's 2019
report predicts a significant growth rate of 15.4% in the higher education
sector from 2019 to 2024. With the rapid advancement of technology, students
are increasingly relying on smartphones to access online classes and tutorials.
In fact, a current study conducted in 2019 by Ed Tech revealed that 64% of
students use smartphones to complete their homework, and they prefer learning
methods that employ gaming elements for a simplified understanding of complex
topics. Elsie Boskamp
(2023), Griffin (n.d.), Folse & Poole (2023) 4.2. marketing In marketing gamification technique is proving to be a hot cake of
selling products and services to their consumers by offering award cashback
systems and loyalty programs to their customers. Over the years there is a
tremendous change in the market size due to the globalization of digital and
e-commerce applications and websites. Smartphones replaced the traditional
gamification methods of worksheets with digitalized workspaces. The global
value of the gamification market size for 2020 was $ 9.1 billion and is
expected to grow up to $30.7 billion by 2025 (markets and markets, 2020). The
corporate sector and it sector is turning out to be the biggest user of
gamifying element solutions with a 47.5% exceptional growth rate. In the
education sector market size of the gamified educational application is
estimated to generate revenue of more than $24 million by 2024(eschool news, 2019). Nearly a maximum of all digital
application has adopted the gamification element to their market strategies.
Will discuss some case statistics of the market size of gamification
like: O’Neill (n.d.) 1)
Kahoot is a Norwegian-based educational video games
platform having 90 million and over marked users with 75%growth rate to become
the fastest learning online portal in the world using gamification market
strategies. Metaari (2019) 2)
Duolingo: another language certification online
platform having user-based over 300 million (citrus bits, 2020) applying full
game-based algorithms to retain the users to learn languages in a simpler form. 3)
Roblox: in 2018 Roblox introduced an education
program through gamified elements which led to a boom in active users of the
Roblox application it raised to 90 million users having a 75% growth rate 4)
106% sales growth has been seen in kfc Japan after the implementation of gamified content in
their marketing strategies. (Gamify 2021) 5)
Starbuck's gross sales increased to $2.65 billion
after the deployment of Starbucks dedicated reward application (gamify 2021) Healthcare Gamification Market Size, Share & Growth
Report, 2032. (n.d.) 4.3. health care The
covid19 pandemic globally impacted many industries. Due to the outbreak,
everything went digital from education to the healthcare sector which has
proven to be on the positive side due to the increased adoption of digital
global healthcare applications. At the time of the covid-19 pandemic, physical
yoga, massage therapy, meditation centers, and gyms
were closed which compelled people to adopt healthcare applications to keep
track record of their health. According to (allied market research) the global
healthcare gamification market will generate a revenue of $9,040.9 million by
2031. In the 2021 report, the market size has shown a result of $3,260 million
and is expected to grow at the 11% cagr. Gamification in Healthcare: The
Value of Fun. (2020) 5. Findings and discussion Gamification has
been demonstrated to boost student participation and motivation by raising
their levels of engagement in educational activities. Improved learning
outcomes to studies, gamification can improve students' comprehension,
knowledge retention, and problem-solving abilities. Enhanced motivation: by
utilizing students' inherent motivation and offering extrinsic rewards and
incentives for progress and performance, gamified learning experiences can
boost student motivation. Collaboration and social contact with gamified
educational activities can encourage student cooperation, teamwork, and social
contact, which will improve their communication and cooperative abilities.
Positive attitudes towards learning experiences have been linked to happier, more
upbeat attitudes and feelings about learning, which increases satisfaction and
enjoyment. The gamification technique is pacing with the standard to indulge
the consumers and learners to its best possible ways. Mazarakis (2021), Kleszczyński (2019) 6. Significance of Gamification The usefulness of gamification to impact society lies in its capacity to persuade and inspire individuals to engage in and retain desirable behaviors. Gamification has the capacity to positively impact user behavior and drive change in that behaviour. Studies on gamification have the potential to solve societal issues and foster constructive social change. It could be used to foster environmentally friendly habits, advance civic involvement, and inspire group action to address global problems. Bengtsson et al. (2021) Studies help create novel solutions and a brighter future by researching how well gamification works in addressing social concerns. By integrating gamified aspects into work settings gamification helps in, jobs, and projects to get completed more effectively and with greater interest by encouraging healthy competition, goal-setting, and feedback loops. Kahila et al. (2020) Integrating game aspects into educational environments. Learning may be made more interesting, interactive, and personalized through gamification, which can boost motivation, promote deeper learning, and enhance academic success. Awadzi (2018), Zainuddin et al. (2020) 7. Limitations Every new tech has its limitations, gamification is been accepted widely all over the world but every caset has two sides so does gamification. Making games is tedious work and takes plenty of time to develop the elements of it which are quite costly. Merging the right game element to the selected topic in education is a major task, the wrong element can affect directly the potential of the learner or distract the outcome of employees from their actual task. Learners often get addicted to the gameplay leads to overstimulation and a waste of time for the learners competing with certain levels of the game. Online gaming learning platform tends to increase the screen time of the learners affecting the eyesight and physical health of the individuals. 8. Conclusion The paper aimed to describe the evolution of the gamification system and to investigate whether its elements are proving to be a boom to society or not. We came across several reviewed papers and concluded the implementation of gamification elements for well-being purposes. Gamification works on the promising shreds of evidence of a survey done. If the gamification principle applies in the right sense it proves to be the right implementation of behavior change the people. Although many studies have also shown to have no positive effects of gamification on learning and behavior change as it only triggers the extraneous motivation of the learners for a short period. There is no empirical proof till now which proves the implementation of gaming elements improves the actual learning or behavior change. It only anticipated in terms of the statically implementation of gamification in different sectors. Further investigation and analysis are required blended with technology to outcome specific results.
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