Gamification in Education and Business PDF
Preview Gamification in Education and Business
Torsten Reiners · Lincoln C. Wood Editors Gamifi cation in Education and Business Gamifi cation in Education and Business Torsten Reiners • Lincoln C. Wood Editors Gamifi cation in Education and Business Editors Torsten Reiners Lincoln C. Wood School of Information Systems Department of Business Information Systems Curtin University Auckland University of Technology Bentley , WA , Australia Auckland , New Zealand ISBN 978-3-319-10207-8 ISBN 978-3-319-10208-5 (eBook) DOI 10.1007/978-3-319-10208-5 Springer Cham Heidelberg New York Dordrecht London Library of Congress Control Number: 2014953389 © Springer International Publishing Switzerland 2015 T his work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfi lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifi cally for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center. Violations are liable to prosecution under the respective Copyright Law. T he use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specifi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com) Pref ace We did not intend this book to be a manual or to provide a complete examination of all elements of gamifi cation. Clearly, given the pace with which research has been developing in this nascent area, a comprehensive overview within the confi nes of publication schedules would be an ambitious and ultimately unachievable task. Instead, we have elected to focus our attention on two areas (namely, business and education) and provide an overview for the scientifi c and business community on the work that has been conducted as well as providing direction for further research. We included a small number of salient use cases for insight into practical use and application of gamifi cation approaches. While the world appears to be drifting towards hyper-competitiveness, we hear of people feeling ‘trapped’ in many jobs from the high-powered through to the mun- dane. Facing the ‘electronic whip’, we can see that many people are yearning for greater meaning within their lives. In some cases, people just want to enjoy their jobs more. They want to move away from their regular work processes (e.g. effi cien- cies and effectiveness in meeting corporate goals) towards something more mean- ingful and personal to them; something that will get them motivated, provide a sense of accomplishment, and which will help them to smile at work each day. M eanwhile, our educational philosophies have changed little over several thou- sand years. Students are still treated as minds to be shaped, despite the overwhelm- ing evidence that we should be encouraging them to seek and explore. What stops a student from learning? While towering geniuses often speak fondly of their love for learning, a love of learning is infrequently encouraged and we hear few students express a desire to spend more time learning. Gamifi cation has been positioned as one approach, tool, or set of techniques which may change how various activities are undertaken so that those involved begin to experience more fun, enjoyment, and pleasure in their tasks. The term became popular in 2010 and dominates especially areas with human interaction and focus on the quality of the experience since then. And the hype is still progressing today as people continue to investigate how the appropriate theories can be implemented v vi Preface and further developed. There are now many defi nitions of ‘gamifi cation’; yet, some are concise (fun, play, passion) or too specifi c with strong reference to gaming mechanisms. Thus, we propose a simple, comprehensive defi nition unrestricted in its application, environment, or discipline: Gamifi cation is a designed behaviour shift through playful experiences Saying that, we should not get between you and your exploration of this book and learning more about gamifi cation and its value for education and business. Enjoy. And keep us informed about your thoughts about how you use gamifi cation now and it will develop in the future. Bentley, WA, Australia Torsten Reiners Auckland, New Zealand Lincoln C. Wood Acknowledgements This book would not have been possible without the input of many friends and col- leagues along the away. We have both been heavily infl uenced by our interactions with a variety of our students that have suffered through our incessant experiments and work to better engage, motivate, and teach our students. Furthermore, the on- going support from our institutions Curtin University (Perth, Australia) and Auckland University of Technology (Auckland, New Zealand) has been fundamen- tal in allowing us the freedom and fl exibility to pursue these concepts and ideas within the scope of our teaching and research. This book is a major step forward on our pathway, but also opens up new exciting ideas and invaluable connections to be explored in the near future. Join us on our travel and follow our reports on facebook nDiVE Project or blog ndive - project.com . W e further acknowledge the immense amount of work that the editorial team at Springer has provided. Without the help of Matthew Amboy, Christine Crigler, Mishra Manoranjan, and Rekha Udaiyar this book would not have been possible. Thanks for your support, trust, and patience. We thank the authors of the included manuscripts, the reviewers and all the colleagues who invested some of their precious time to help us. Finally and most importantly, we thank our long-suffering wives: Kirsten Reiners and Penny Wood. From the very fi rst BBQ where the pair of us crept away to dis- cuss, debate, and argue about the ideas that led to our projects and this book, our wonderful wives have stood with us, helped, and supported us throughout the pro- cess. Without them, we would certainly be lost and unable to complete this project. vii viii Acknowledgements Support for the production of this publication has been provided by the Australian Government Offi ce for Learning and Teaching (Grant: Development of an authentic training environment to support skill acquisition in logistics and supply chain man- agement, ID: ID12-2498). The views expressed in this publication do not necessar- ily refl ect the views of the Australian Government Offi ce for Learning and Teaching. Book Ov erview We have experienced a great deal of enjoyment while working towards bringing this volume to print and we hope that this sense of pleasure has been shared by the con- tributors to the work. It has been a time-consuming and arduous task from the fi rst dissemination of the call for chapters to the fi nal selection of interesting chapters demonstrating the infl uence and impact of gamifi cation within business and educa- tion. We received lots of feedback and proposals for chapters, of which we had to pick those of the highest quality but also best fi t to tell a story of interest for the reader. The fi nal selection came from a widely dispersed group of international authors—all experts with years of experience in research or practice—who discuss the current state-of-the-art in their areas of expertise and how they anticipate the development of gamifi cation over the ensuing years. Before we send you off to immerse yourself in the book and enjoy your journey through the four parts (Theory, Education, Business, and Use Cases), you should get some insight into what you can expect. Warning: if you dislike spoilers, skip the chapter overviews presented after the maps showing the current location of the authors. Some plain facts of the book are: • 58 Proposals received • 41 Submitted chapters • 34 Chapters accepted (58.6 % acceptance rate) – 8 Theory-driven and empirical – 13 Education – 11 Business – 2 Use case focus • 66 Authors from 14 countries on 4 continents (see below) • 764 pages • 137 Figures, 99 in colour ix
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