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What is Gamification
1.
Game elements and mechanics used in non-game activities. Examples include digital badges, Leaderboards, and points.
Learn more in: The Quest for Learning: Promoting Engagement and Disciplinary Literacy Through Game-Based Quests
2.
Is the use of videogames strategies, principles and elements to non-game contexts in order to gamefully promote desired and pre-established outcomes.
Learn more in: Fun and Games: How to Actually Create a Gamified Approach to Health Education and Promotion
3.
Application of game elements and principles for custom, application specific problems.
Learn more in: The Technological Power of Mysticism: A New Approach to Management of Religious Destinations
4.
A pedagogical intention which, to be achieved efficiently, must be able to select and quantify
gamification
mechanisms adapted to the right context, target, and learning objective.
Learn more in: Gamified Learning: Favoring Engagement and Learning Outcomes
5.
Gamification
is a kind of method which is used to change some skills of people with game mechanisms. The term which was coined by British Nick Pelling in 2002 only reached popular use in 2010.
Learn more in: Bring the Media Literacy of Turkish Pre-Service Teachers to the Table
6.
The use of game-thinking and game mechanics to engage users and solve problems, it involves the use of game elements and game design techniques in non-game contexts. The motivations to use
gamification
may include extrinsic motives (tangible intangible rewards), intrinsic motives (status, achievements, self-expression, and competition) and so on.
Learn more in: Reshaping Business Organizations Through Gamification
7.
The use of game mechanics, game elements and game aesthetics for non-gaming or entertainment purposes, to create engagement and contribute towards problem solving.
Learn more in: Let's All Play Together: Motivations of Different Gamification User Types
8.
Use of game-design elements and game principles in non-game contexts.
Learn more in: Gamification in E-Commerce: Enhancing Digital Customer Engagement Through Game Elements
9.
Gamification
reflects the use of game elements in a context that was not originally intended to be a game.
Learn more in: Using Gamification to Engage Higher-Order Thinking Skills
10.
An approach to the design of instructional technology that aims to engage learners in playful instructional tasks and promote positive emotions.
Learn more in: Augmented Reality in Informal Learning Settings: Leveraging Technology for the Love of History
11.
The addition of gaming elements.
Learn more in: Independent E-Learning: Khan Academy, Motivation, and Gamification
12.
A form of pedagogy that integrates game design to meet learning outcomes.
Learn more in: Clinical Skills Development in the Virtual Learning Environment: Adapting to a New World
13.
Conceptual model that aims to bring game mechanics to non-game contexts.
Learn more in: A Survey on Computer Programming Learning Environments
14.
The use of game elements within non-gaming context.
Learn more in: Benefits and Disadvantages of Utilizing Gamified Learning in Higher Education: A Systematic Analysis
15.
The process of integrating game mechanics into something that already exists – a website, an enterprise application, an online community.
Learn more in: Implications of Gamification and Virtual Reality in Higher Education
16.
The use of game-based mechanics and game-based design elements in non-game settings to engage users and encourage achievement of desired outcomes through motivation of users.
Learn more in: Gamification
17.
The use of game elements and design techniques in non-game contexts.
Learn more in: Multiplayer Game-Based Language Learning
18.
The application of game-design elements and game principles in non-game contexts.
Learn more in: Using Escape Rooms to Improve Pre-Service Teachers' Communicative Skills in English as a Foreign Language
19.
The usage of game design elements and mechanics in non-game environments to motivate users to perform a task or act in a certain way.
Learn more in: Gamification in Marketing: A Case Study From a Customer Value Perspective
20.
The process of introducing the mechanism and design of games in non-gamified experiences or contexts as an incentive to foment motivation, engagement, organizational productivity, learning, etc.
Learn more in: Story-Telling, Gamification, and Videogames: A Case Study to Teach English as a Second Language
21.
Concept with different definitions, but it is generally known as the use of game design elements in non-game contexts.
Learn more in: Gamification: Model-Driven Engineering Approaches
22.
The process and phenomenon of incorporating game-like structures and activities into non-gaming environments.
Learn more in: Games and Their Embodied Learning Principles in the Classroom: Connecting Learning Theory to Practice
23.
The use of game mechanics in non-game contexts to engage users in solving problems.
Learn more in: Mobility, Data, and Behavior: The TrafficO2 Case Study
24.
The act of introducing gaming elements, liked scoring and leadership boards, to serve as incentives and motivators to students to participate and participate fully.
Learn more in: Gamifying Discussion Forums
25.
The employment of game-like elements in contexts other than games, generally, to pursue a certain goal (e.g., a positive behavioral change).
Learn more in: Sustainable Mobility in Smart Cities: The Key Role of Gamified Motivational Systems for Citizens' Engagement and Behavior Change
26.
Use of game elements in non – gaming context (Detering et al., 2011).
Learn more in: A Systematic Review of Gamification Within E-Learning
27.
Application of game elements to any activity.
Learn more in: Bridging the Language Gap With Emergent Technologies
28.
The use of digital gaming features to solve problems or improve situations in non-gaming environments.
Learn more in: Gamification in Classroom Management
29.
The application of game elements and mechanics in other activities with the purpose of increasing engagement.
Learn more in: Simulations in Business Education: A Case Study of Cesim™ Global Challenge
30.
Electronic video games designed for teaching and learning rather than purely entertainment.
Learn more in: Could Educational Technology Replace Traditional Schools in the Future?
31.
The practice of making activities more like games in order to make them more interesting or enjoyable.
Learn more in: The Fundamentals of Game-Based Learning
32.
An instructional design strategy which borrows elements from gaming.
Learn more in: Stop Saying Virtual Learning Does Not Work: Effective Distance Learning for K-3 Students
33.
Using game elements in non-gaming environments, such as assigning point values to activities and tracking points relative to other players.
Learn more in: Governmentality, Playbor, and Peak Performance: Critiques and Concerns of Health and Wellness Gamification
34.
Application of game-design elements and game principles in non-game contexts.
Learn more in: A Primer on Gamification Standardization
35.
Using the elements of game design in lesson planning.
Learn more in: Remote International Student to Remote Teacher: Intercultural, Pedagogical, and Instructional Training for International Teaching Assisstants
36.
Using games in lessons to make classes more entertaining, natural, and immersive.
Learn more in: Learning by Doing in 3D Environments: Collaborative Efforts in Second Life and Open Sim
37.
One form of DGBL that uses game-based elements such as mechanics, aesthetics, and game thinking in non-game contexts aimed at engaging people, motivating action, enhancing learning, and solving problems (Borgos et al, 2014 AU24: The in-text citation "Borgos et al, 2014" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).
Learn more in: Application of Gamification to Blended Learning in Higher Education
38.
Using game-based mechanics, aesthetics, and game-thinking to engage people, motivate action, promote learning, and solve problems.
Learn more in: Gamifying Children's Linguistic Intelligence With the Duolingo App: A Case Study From Indonesia
39.
A process which advocates the use of game-design aspects in non-game contexts. Reward systems, leader boards, badges, stages, and trophies are examples of game design components.
Learn more in: Simulations as Collaborative Learning Systems to Enhance Student Performance in Higher Education
40.
The use of specific approaches and techniques, specifically game mechanics, in various environments and settings, in order to attract people in problem solving and to enhance their contribution in a pleasant manner.
Learn more in: Playful Education and Innovative Gamified Learning Approaches
41.
Use of game mechanics or elements, such as points, rewards, and different levels, in non-entertainment contexts.
Learn more in: Math Teacher Perceptions About Gamification Strategies: An Exploratory Study in the Spanish Context
42.
It is an approach including such game elements as badges to increase motivation of learners.
Learn more in: A Guide for Mobile-Assisted Language Learning in Informal Settings: Pedagogical and Design Perspectives
43.
The process of using game mechanics and game thinking in non-gaming contexts to engage users and to solve problems.
Learn more in: Who Am I as a Healthcare Provider?: Identity and Transformative Learning in Virtual Environments
44.
Game mechanics applied to a non-game environment for increased participation and engagement.
Learn more in: Game-Based Learning in Higher Education: An Effective Pedagogical Tool for Enhanced Competency Building
45.
The application of game mechanics to nongame contexts.
Learn more in: Teaching Online EMI Mathematics Courses: A Proposal to Combine Gamification and Adaptive Learning
46.
The integration of game-mechanics or game-elements into a non-game environment such as in the physical classroom or virtual classroom.
Learn more in: Gamification, Learning, and the Acquisition of 21st Century Skills Amongst Malaysian Law Students
47.
The integration of elements inspired by game design into non-gaming context.
Learn more in: Motivational Active Learning in Blended and Virtual Learning Scenarios: Engaging Students in Digital Learning
48.
The introduction of game design features in a non-game context.
Learn more in: Gamification of E-Learning in African Universities: Identifying Adoption Factors Through Task-Technology Fit and Technology Acceptance Model
49.
Using game design and mechanics to drive motivation and increase engagement in learning.
Learn more in: Technology Tools for Integration in the Classroom
50.
Web-based activity that employs a rewards system such as points or leveling.
Learn more in: Assessing Language in an E-Learning Environment
51.
The influence affordances (i.e., components and mechanics that structure games) have on psychological outcomes and experiences, and in turn, motivation and behavioral outcomes.
Learn more in: Promoting Behavioral Weight Loss and Physical Activity: Design of Two Interventions
52.
Is the application of game elements and digital game design techniques to non-game problems, such as applying gamified techniques to teaching and learning processes.
Learn more in: The Gamification in Online Environments in the Context of the Flipped Classroom
53.
The use of game-thinking and game mechanics to enhance user motivation, enjoyment and engagement with the software.
Learn more in: Gamification to Improve Adherence to Clinical Treatment Advice: Improving Adherence to Clinical Treatment
54.
An interface that is game-like and creates a frame in which content can be placed, but it is not content-specific.
Learn more in: Games, Gamification, and eSports Intersections Within Digital and Online Learning
55.
Use of elements and features of games such as badges, levels and rewards to improve the instructional experience.
Learn more in: Game Concepts in Learning and Teaching Process
56.
Use of game design elements in other areas of activity.
Learn more in: Artificial Intelligence and E-Learning: Best Practices Across the Globe
57.
The use of game elements to engage and motivate users to achieve their goals.
Learn more in: Serious Games Tools to Support the Literacy Process
58.
The strategic attempt to enhance systems, services, organizations, and activities to create similar experiences to those experienced when playing games to motivate and engage users. This is generally accomplished through the application of game-design elements and game principles in non-game contexts.
Learn more in: Low-End XR Practices for Libraries
59.
Applying game mechanics to other web properties to increase engagement (Terrill, 2008 AU43: The in-text citation "Terrill, 2008" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).
Learn more in: Instagram as a Learning Space to Introduce Virtual Technology Tools Into Post-COVID Higher Education
60.
Occurs when an instructor adds points, badges, rewards, etc. to students when they complete course goals or learning objectives.
Learn more in: Breakout of a Traditional Classroom Reality With Game-Based Learning Pedagogy
61.
The application of game design and other typical game elements to non-game contexts.
Learn more in: From Traditional to Distance Learning: Chronicle of a Switch From Physical to Virtual – Using the Game Metaphor to Understand the Process
62.
The application of typical elements of game playing (e.g. points, competitions, social networks, leaderboards) to other areas of activity, such as the promotion of healthy behaviors.
Learn more in: The Promise of Gamification in Addressing Health Challenges of the Modern World
63.
In education, it is referred to add game dynamics, mechanics or components to a given academic course or educational content with a specific learning objective in order to foster students’ engagement.
Learn more in: Classcraft as a Resource to Implement Gamification in English-Medium Instruction
64.
In education, it is referred to add game dynamics, mechanics or components to a given academic course or educational content with a specific learning objective to foster students’ engagement.
Learn more in: Disruptive Methodologies and Cross-Curricular Competencies for a Training Adapted to New Professional Profiles: The Undergraduate Program in Translation and Interpreting
65.
A design approach in which game elements are implemented in learning environments.
Learn more in: Transitions in Student Motivation During a MUVE-Based Ecosystem Science Curriculum: An Evaluation of the Novelty Effect
66.
Strategic attempt in non-gaming contexts to enhance activities, tasks, projects, etc. to create similar experiences to those undergone when playing games, so that individuals feel motivated and engaged.
Learn more in: Spanish Teacher Attitudes Towards Digital Game-Based Learning: An Exploratory Study Based on the TPACK Model
67.
Use of elements of (video)game design in other contexts, benefiting the activities of those contexts with the characteristics that the game enhances, such as creativity, perseverance, and learning.
Learn more in: The Role of Gamification in Neurocognitive Rehabilitation
68.
The application of game elements to other activities and processes.
Learn more in: Level Up: Multiple Player Professional Development
69.
An application of typical elements of game playing (e.g. point scoring, competition with others, rules of play) to other areas of activity.
Learn more in: Game Aspects in Collaborative Navigation of Blind Travelers
70.
The application of elements, strategies and patterns typically found in game-like applications in non-game environments.
Learn more in: Why Gamification Is Not the Solution for Everything
71.
The process of deploying everyday game play elements such as points scoring or completion to other areas of activity, which is used as an online marketing method to encourage engagement with a given product/service.
Learn more in: Gamification Tools to Facilitate Student Learning Engagement in Higher Education: A Burden or Blessing?
72.
Strategic attempt in non-gaming contexts to enhance activities, tasks, projects, etc. to create similar experiences to those undergone when playing games, so that individuals feel motivated and engaged.
Learn more in: Gamifying CLIL: Unlocking the Potential of Game-Based Learning
73.
Use of game-design elements and principles in non-game contexts such as healthcare, education, and so on.
Learn more in: mHealth for Illness Self-Management for People With Schizophrenia: Opportunities and Implications in Gamification
74.
Gamification
is the strategic attempt to enhance systems, services, organisations and activities in order to create similar experiences to those experienced when playing games in order to motivate and engage users. In the contexts of education, the desired student behaviour which
Gamification
can possibly enable include attending the classes, focusing on meaningful learning tasks, and taking initiative in curriculum work.
Learn more in: Future Opportunities for Using Gamification in Management Education
75.
Gamification
is defined as the application of game design principles and the inclusion of game elements in non-gaming contexts. From the user experience (UX) perspective, this term is also considered to be an informal umbrella term to describe the inclusion of game design elements in non-game applications such as business, education, health care, human resources, to name a few.
Learn more in: The Effectiveness of Gamification on Student Engagement, Learning Outcomes, and Learning Experiences
76.
An activity carried out to transform something already in existence and alter it by incorporating game-based mechanics to enhance cognitive engagement.
Learn more in: Introduction to Simulation Learning in Emergency and Disaster Management
77.
Incorporation of gaming elements in a non-gaming context.
Learn more in: Application of Gamification in Modern Education
78.
The use of game mechanics in a non-game context in order to motivate desired behavior.
Learn more in: The Potential of Gaming to Ameliorate Human Factors in Information Security Compliance
79.
This consists of applying strategies and game mechanics in non-recreational environments and applications in order to promote motivation, active learning and problem solving as it is done in the context of the game. The goal is to create meaningful and motivating learning experiences in a “non-recreational” context.
Learn more in: The Use of the Escape Room as a Methodology for the Development of Professional Skills in the Training of Future Teachers: Active Methodologies and Development of Skills in Future Teachers
80.
The addition of fun-elements to normally serious and non-fun processes like learning or working to raise motivation and alter attitudes and behavior.
Learn more in: Digitized Public Administration: Using Gamification to Introduce Innovation
81.
An active methodology based on the significant elements of (video)games.
Learn more in: Theoretical Overview of the Game in Education and an Innovative Proposal in Higher Education
82.
Using game-based elements to engage, motivate, and promote learning.
Learn more in: Teaching and Learning Mandarin Chinese: Gamification and Simulation in an Early Childhood Classroom
83.
The use of video game principles or designs in the structuring of a learning experience (see Abrams & Walsh, 2014 ).
Learn more in: Virtual Worlds and Online Videogames for Children and Young People: Promises and Challenges
84.
The implementation of competition and active engagement into what might be an otherwise ordinary experience, thereby adding an element of risk and reward.
Learn more in: Augmented Reality Gamifies the Library: A Ride Through the Technological Frontier
85.
The process of adding game like elements to something to encourage participation.
Learn more in: Serious Cooperative Board Games as an Innovative Approach in a Study Abroad Course in Peru
86.
the inclusion of game like experiences in an online course, such as earning digital badges for completing tasks.
Learn more in: Social Presence in an Online Learning Environment
87.
An approach that applies gaming features such as elements, aesthetics, or metaphors in non-game-based settings to motivate and engage its users.
Learn more in: Critical Thinking Through Game Prototyping: An Innovative Practice for Education
88.
Group learning using games that present challenges and simulate situations.
Learn more in: Education in Higher Education: Trends and Challenges – Innovate in School and/or Innovate the School
89.
Treatments are modified and programmed as a game. The game aims on alleviating the symptoms of the client as the regular intervention would do.
Learn more in: E-Mental Health: Contributions, Challenges, and Research Opportunities from a Computer Science Perspective
90.
Implementation of game elements in non-ludic or non-play contexts.
Learn more in: Learning of English as a Foreign Language and Gifted and Talented Students: The Role of ICT in Educational Innovation
91.
The use of game mechanics in traditionally nongame activities.
Learn more in: Redefining the Meaning of Learning
92.
This consists of the reward systems and competitive elements used in games using digital game design techniques in non-game elements, especially in the education world in an interactive and attractive way.
Learn more in: Games in Education: Bibliometric Analysis
93.
Use of game elements to convert extrinsic motivation to intrinsic motivation in non-game contexts.
Learn more in: Gamification and Health in a Holistic Perspective
94.
Gaming mechanics can be used to solve problems in nongaming environments, such as in a business, making it possible to measure and evaluate the reputation or performance consumers associate with products and destinations.
Learn more in: Augmented Reality for Smart Tourism in Religious Heritage Itineraries: Tourism Experiences in the Technological Age
95.
The practice of applying game design to contexts so as to purposefully increase user motivation, fun, and engagement.
Learn more in: The Development of a Gamified System for Health Activism as a Graduate Student Project
96.
Using game elements, such as incentive systems, to motivate players to engage with a task they would not otherwise find attractive.
Learn more in: Educators as Facilitators of Game-Based Learning: Their Knowledge, Attitudes, and Skills
97.
The application of typical elements of game playing (e.g., point scoring, competition with others, rules of play) to other areas of activity, in this case, learning.
Learn more in: Understanding Modern Learners, Technology, and Medical Education
98.
Is a learning technique that uses the mechanics of video games in education in order to achieve better results.
Learn more in: Gamification in Physical Education Through the Popular Games of Don Quijote de la Mancha to Improve Affective Domain and Social Interactions
99.
Using gaming structures and gameplay features for serving the primary purpose other than entertainment.
Gamification
does not necessarily mean using a whole game.
Gamification
is also considered to occur if using individual elements of games.
Learn more in: Leadership Learning through Virtual Play
100.
The use of game elements in non-game contexts in order to engage and/or create, maintain and change behaviors.
Learn more in: E-Health and Psychology: Self-Regulation to Help Software Design
101.
The use of game thinking and game-design mechanics in non-game contexts to engage users creativity and activity.
Learn more in: Gamification and Social Media as Tools for Tourism Promotion
102.
The use of game design elements in non-game contexts.
Learn more in: Utilizing Digital Educational Games to Enhance Adult Learning
103.
The activities that make the process of introducing a product, service or idea to the people in order to be marketed by making use of game elements to make it fun.
Learn more in: Digital Gamification in the Tourism Industry
104.
The use of game-based mechanics and game-based design elements in non-game settings to engage users and encourage achievement of desired outcomes through motivation of users.
Learn more in: Gamification Design Elements in Business Education Simulations
105.
Generally characterizes approaches through which video games and other technology-enhanced gaming systems (such as video games and virtual reality) are being used to transform workplace activities. Strategies for
gamification
can vary from simple contests to complex segments derived from familiar or newly-invented games.
Learn more in: Cyberloafing and Constructive Recreation
106.
Creating a totally engaging experience for a player by matching the task demands to the level of ability of the player with appropriate feedback and interactive elements.
Learn more in: Gamification in Rehabilitation: Finding the “Just-Right-Challenge”
107.
Use of game elements to motivate players to engage in a task, action, or activity they otherwise would not find attractive.
Learn more in: Educational Innovation to Address Climate Change Issues: The Emerging Trend of (Online) Escape Rooms
108.
An interdisciplinary theory, which recently received interest in the marketing domain from a service perspective focusing on applying game thinking and mechanics in non-game contexts.
Learn more in: Gamifying a Car's Servicescape
109.
The software is built with playful elements, although the activity is not a game.
Learn more in: Using Motivational Modelling With an App Designed to Increase Student Performance and Retention
110.
Mix user interaction and user interface with the language and dynamics of the game, exploiting the new language used by video games together with the mechanics of the Game Design, combining the use of technological means and the learning of notions or procedures the entertainment of the game.
Learn more in: An Augmented Reality (AR) Experience for Lorenzo Lotto
111.
It is a technique that uses the dynamics and mechanics of the game to learn something through action. It seeks the motivation of the students, allowing them to live gratifying experiences that transform learning.
Learn more in: Gamification Assessment: A New Experience in the Degree of Business Administration and Management
112.
Strategic attempt in non-gaming contexts to enhance activities, tasks, projects, etc. to create similar experiences to those undergone when playing games, so that individuals feel motivated and engaged.
Learn more in: Designing and Producing CLIL Materials for Mathematics Content Learning: An International Telecollaborative Case Study
113.
A learning technique that transfers the mechanics of games to the educational field.
Learn more in: Active Methodologies in Education for Sustainability and Development of Action Skills
114.
Integration of game elements such as points top ups and competition in class lessons to enhance inspiration and active participation among learners.
Learn more in: Smart Interactive Game-Based System for Preschools in Tanzania
115.
Gamification
refers to the applications of game design principles and the inclusion of game elements in non-gaming contexts. The
gamification
practice is also considered to be an informal umbrella term to describe the inclusion of game design elements in non-game applications such as business, education, health care, human resources, to name a few.
Learn more in: A Text Mining Analysis of Faculty Reflective Narratives on Their Participation in the TeachTech Program at The University of Texas at El Paso: Implications for Integrating IT Technologies Into College Pedagogy
116.
Use of techniques associated with games in other contexts and processes.
Learn more in: Evaluating the Use of Digital Cartography to Showcase the Intangible Heritage: The Case of Literary Tourism
117.
The process of enhance systems, services, organizations, and activities to create similar experiences to those experienced when playing games in order to motivate and engage users.
Learn more in: Virtual Training for Scuba Divers
118.
The use of game-based mechanics and game-based design elements in non-game settings to engage users and encourage achievement of desired outcomes through motivation of users.
Learn more in: Educating the Future Workforce: Bridging the Gap Between Learners' Needs and Skills in Need
119.
Process related with the player´s thinking and the game technics to attract users and solve problems.
Learn more in: Educational Innovation Techniques Based on Assessment and Development of Student Potential
120.
Application of game-design elements and game principles in non-game contexts.
Learn more in: Are We Ready for the Job Market?: The Role of Business Simulation in the Preparation of Youngsters
121.
The application of game design elements on non-game settings, in order to influence motivation and participation.
Learn more in: Utilizing Instantaneous Feedback to Promote Self-Regulated Learning in Online Higher Education Courses: The Case for Digital Badges
122.
The use of game elements such as points, badges, leaderboards in non-game contexts such as business or education with the purpose of motivating the user and increasing work satisfaction and productivity.
Learn more in: Modern Technologies Used in Education
123.
The use of game elements in non-gaming environment to promote motivation and engagement.
Learn more in: A Systematic Review of Video Games for Second Language Acquisition
124.
Gaming mechanics can be used to solve problems in nongaming environments, such as in a business, making it possible to measure and evaluate the reputation or performance consumers associate with products and destinations.
Learn more in: Religious Tourism Experience Model (RTEM): A Recommendation Model for Dissemination of Cultural and Religious Heritage
125.
It refers to the use of game design elements and procedures within non-game contexts to engage users and to facilitate them the solving of problems in a fun way.
Learn more in: From Digital Distraction to Digital Motivation: Utopia or Reality
126.
A process in which people make use of the thinking and mechanics behind games in non-game contexts.
Learn more in: Gamification for Technology-Enhanced Language Teaching and Learning
127.
The application of game design principles and the inclusion of game elements in non-gaming contexts.
Learn more in: Applying Gamification to Enhance the Universal Design for Learning Framework
128.
It combines the use of mechanisms and dynamics game in the learning context to foster motivation and make learning more exciting and interactive.
Learn more in: Gamification as an Engaging Approach for University Students in Distance Education
129.
“The use of game design elements in non-game contexts” ( Deterding, Dixon, Khlaled, & Nacke, 2011 ).
Learn more in: The Effects of Active Videogames on BMI among Young People: A Meta-Analysis
130.
Gamification
means that concepts and techniques, that are used in games, are applied in environments and circumstances that are not part of a gaming situation. In this chapter it means to apply gaming concepts and techniques to help organizational members understand the digital transformation that their organisation is facing.
Learn more in: Digital Transformations Carried Out Through Games
131.
Using game-based strategies to teach students or employees tasks that otherwise may be relatively mundane, with the goal of increasing motivation, knowledge retention, engagement, and/or satisfaction.
Learn more in: Gamification Strategies for Higher Education Student Worker Training
132.
The use of game features, such as badges, quests, or storylines, in non-game situations, to increase motivation and engagement.
Learn more in: Video Game Making and Modding
133.
Mix user interaction and user interface with the language and dynamics of the game, exploiting the new language used by video games together with the mechanics of the Game Design, combining the use of technological means and the learning of notions or procedures the entertainment of the game.
Learn more in: Gamification: To Engage Is to Learn
134.
Application of the principles and tools of games in teaching-learning processes in order to improve students' motivation, participation and learning outcomes.
Learn more in: Analysis of Motivations and Experiences of Pre-Service Teachers in Gamified Math Trials
135.
The application of game elements such as missions and scores to a non-game context.
Learn more in: Games in Innovation Education: Simulated vs. Authentic Gamified Participation
136.
An educational approach in which students are motivated through game elements such as points, badges, or quests.
Learn more in: Learning Environments: Physical Classrooms or Virtual Worlds
137.
The use of game mechanics such as points in non-gaming contexts.
Learn more in: Altered Realities: How Virtual and Augmented Realities Are Supporting Learning
138.
The use of game-related mechanisms in other areas, particularly on websites or social networks. Its goal is to increase the adoption and use of these applications by building on the human predisposition to engage in play.
Learn more in: Innovation, Ethics, and Consumer Protection: The Context of Fintech Gamification in Quebec
139.
Understood as the use of games in non-leisure environments and settings in order to motivate, and encourage effort, loyalty and other positive values. Using technology increases possibilities and participants. Applied to tourism, it can promote tourism marketing and change player-tourist behaviour.
Learn more in: Alternative Tourism Strategies to Enhance Local Sustainable Tourism Development: The ALTER-ECO Project in Gandia (Spain)
140.
The process of enhancing a service with affordances for gameful experiences in order to support users’ overall value creation.
Learn more in: Library Consumer Engagement Practices
141.
The application of game principles and elements in a learning environment in order to influence behavior, increase motivation and drive participation in students
Learn more in: Gamification of Middle School Mathematics and Science: Game-Playing for Learning
142.
Use of an existing game which has not been designed with specific learning objectives in mind, towards the achievement of specific learning objectives.
Learn more in: Game Mechanics Supporting a Learning and Playful Experience in Educational Escape Games
143.
The integration of game elements, mechanics, and incentives into non-game situations and scenarios to engage participants and motivate use.
Learn more in: Developing Teacher Knowledge about Gamification as an Instructional Strategy
144.
Describes the incentivizing of engagement in strategic problem solving and meaning making with activities usually associated with games and play.
Learn more in: Supporting and Facilitating Pedagogical Creativity With Gamification: Democracy, Agency, and Choice
145.
The application of typical elements of game playing (e.g. rules, objectives, competition) to other areas of activity, in this instance to the context of the workplace and in the process of identifying and acknowledging the emotional self with LSP®.
Learn more in: Ludic Approaches to Teaching and Learning: Facilitating the Emotional Self at Work in Higher Education
146.
Defined as the use of game in educational environments.
Learn more in: Using Online Programs to Centre Students in the Twenty-First Century
147.
Strategy to increase user involvement, improving performance by generating experiences similar to those experienced in playing games.
Learn more in: Understanding the Application of Gamification to Business When Applied to Marketing
148.
It is an application of games and integration of games like elements to solve business problems.
Learn more in: Exploring Learning Preferences of Gen Z Employees: A Conceptual Analysis
149.
The use of game mechanics in non-game contexts. The use of gamified learning activities can make the educational experience more engaging for students.
Learn more in: Learning GIS in Architecture: An Educational Experience to Improve Student ICT Skills
150.
Learning technique that moves the mechanics of games to the educational-professional field in order to achieve better results.
Learn more in: Trends in Management of TI Projects and CEO Competence
151.
The process of applying an extrinsic motivational framework using elements found in games, such as points, badges, and leaderboards.
Learn more in: Guidelines for Designing Effective Games as Clinical Interventions: Mechanics, Dynamics, Aesthetics, and Outcomes (MDAO) Framework
152.
A practice consisting in adding game-like elements in non-game contexts like education with the goal of increasing the learner’s engagement.
Learn more in: Leveling Up: Using Motivational Digital Technology to Create Meaningful CLIL Experiences
153.
It is the application of game design elements and game principles in non-gaming contexts in order to solve problems or learn in a fun and facilitated way to make the learning curve less steep, also allowing to improve user involvement.
Learn more in: Prosumers Building the Virtual World: How a Proactive Use of Virtual Worlds Can Be an Effective Method for Educational Purposes
154.
Application of typical game playing elements into other areas of activity.
Learn more in: The Power of Technology in K-12 Education
155.
Adding game elements to a non-gaming context, such as team-players competitiveness, win/lose logic, or gaining points through the activity.
Learn more in: Chemistry Edutainment: A Storytelling Activity for Middle-School Children
156.
Use of game elements, such as incentive systems, to motivate players to engage in a task they would not otherwise find attractive.
Learn more in: Challenges in the Application of Educational Escape Rooms in the Brazilian Context
157.
The application of typical elements of game-playing to other activities, like learning-games.
Learn more in: A Paradigm for Global Student Interactions Through Digital Technologies in a Post-COVID Era
158.
The process of adding games or game-like elements to something to encourage user testing participation.
Learn more in: A Cyber-Physical System Testbed for Security Experimentation
159.
A mechanism of applying game elements in non-gaming context.
Learn more in: Design and Implementation of Gamified Course Contents
160.
Generally characterizes approaches through which video games and other technology-enhanced gaming systems (such as video games and virtual reality) are being used to transform workplace activities. Strategies for
gamification
can vary from simple contests to complex segments derived from familiar or newly-invented games.
Learn more in: Cyberloafing and Constructive Recreation
161.
Adopts game paradigm and resources in other contexts, such as education.
Learn more in: The Contribution of Serious Games for the Success of Students in Entrepreneurship
162.
Application of game design techniques and mechanics to non-game problems, such as engineering, business, or social impact challenges, for educational proposes.
Learn more in: Applying Gamification Strategies to Create Training in Lean Methodologies: A Practical Case
163.
Entails the application of game mechanisms (e.g., points, badges, leaderboards) to non-game scenarios, such as business, education, or health.
Learn more in: How Innovative Technologies Are Improving the Delivery of E-Assessment in Higher Education
164.
The use of game elements and principles for educational purposes.
Learn more in: Insights Into University-Business Cooperation in the Information Society: A Romanian Project for Higher Education
165.
The application of game mechanics and game design techniques in non-game context to motivate players to achieve higher goals.
Learn more in: A Fuzzy-Based Calorie Burn Calculator for a Gamified Walking Activity Using Treadmill
166.
The use of elements of game-playing in another activity, usually to make that activity more interesting.
Learn more in: Structural Modeling and Analysis of Barriers Encountered in Gamification Applications in Health
167.
It is the application of game principles and game-design elements in non-game contexts. For example, in the educational environment.
Learn more in: Virtual Reality, Augmented Reality, and Mixed Reality in Education: A Brief Overview
168.
Gamification
is a learning technique that transfers the full potential of games to the educational environment to improve results.
Learn more in: Improving Emergency Management Training Within Organizations: TiER-Tool – A Serious Game
169.
Gamification
is the use of game-like elements in traditionally non-game like settings and has been proven to increase user enjoyment and participation.
Learn more in: Using Leap Motion and Gamification to Facilitate and Encourage Rehabilitation for Hand Injuries: Leap Motion for Rehabilitation
170.
Teaching strategy based on introducing well-defined rules and competition to motivate students to engage in tasks they otherwise would not address. This does not imply that such tasks are games in themselves.
Learn more in: Game-Based Approach to Reasoning, Problem Solving, and Communication for High School Students
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