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This is the first research that makes a linkage between organizational behavioral management and gamification. Gamification is the use of game-elements in a non-gaming context (Deterding, 2011a). It is used in organizations in order to change the behavior of the workforce. However, Gartner (2012) claims that 80% of the gamified applications fail to meet their objectives because of bad design. As a result, the aim of this study was to comprehend how gamification can be applied in order to change behavior. With regard to this research question, a qualitative approach using semi-structured interviews with gamification experts is used in order to understand how gamification should be used. In addition, we have checked if they are applying organizational behavioral management in their gamification applications.
This thesis has the topic Gamification for supporting ITIL process management, for example change management. The targets and assumptions are defined in chapter 2. The motivation for this paper can also be found there.
Chapter 3 is dedicated to the definition of relevant terms and basics of Gamification and ITIL. The facet change management is particularly distinguished, as well as the motivational background why Gamification can work and does work.
The two used methods, an expert interview and prototyping, are explained and justified in chapter 4.
Nowadays firms are continuously in transition and through that, face new challenges. One of these challenges for established companies is keeping up with start-ups that are gaining ground. The innovation management of established companies recognize the importance of an entrepreneurial attitude and are looking into the opportunities of fostering this. One of these opportunities might be in the use of gamification. Gamification is rising in popularity, but through the newness of this concept long-term effects have not been clearly established. Also, despite a growing application of gamification, there is still limited academic foundation regarding the effects of gamification. Therefore, the aim of this study is to answer the following research question: How can innovation management use gamification in order to foster an entrepreneurial attitude?
This exploratory research started off with a literature study to develop a conceptual model. This conceptual model is shown in Figure 2 of the master thesis. The left side of this model shows internal gamification, the right side shows an entrepreneurial attitude. In this model internal gamification includes seven gamification drivers. Based on literature, a distinction is made between extrinsically and intrinsically based drivers. The four extrinsically based drivers are development and accomplishment, ownership and personalisation, scarcity and impatience, and avoiding loss (Wu, 2014; Chou, 2013; Molenaar, 2014a). These four drivers are expected to have mainly short-term effects. The three intrinsically based drivers are explore and surprise, social influence and relatedness, and giving meaning and higher goal (Wu, 2014; Chou, 2013; Molenaar, 2014a).
have been formally designated to approve, monitor, and review biomedical and behavioral research involving humans. They often conduct some form of risk-benefit analysis in an attempt to determine whether or not research should be done.
The purpose of the review process is to assure, both in advance and by periodic review, that appropriate steps are taken to protect the rights and welfare of humans participating as subjects in a research study. A key goal of IRBs is to protect human subjects from physical or psychological harm [..]
But once in a while there comes a study that not only violates those rules. And one study that just did that was actually negligently doing that on children. Gabe Zichermann from Gamification.co was equally stunned and felt obliged to write about it (read his take on it here Behavioral Economics Doesn’t Really Work (and is kinda dangerous)).
A paper titled Unintended Negative Consequences of Rewards for Student Attendance: Results from a Field Experiment in Indian Classrooms had just all ingredients of incompetent scientists who had not done their homework.
The researchers tried to increase class attendance of 9th graders in Indian classrooms in some of the poorest neighborhoods of the city of Ahmedabad. On certain days up to a quarter of the students do not show up at school. To motivate the pupils to come to class they could earn rewards in form of erasers.