Preface	6
	Acknowledgements	8
	Book Overview	10
	Contents	20
	About the Editors	24
	About the Authors	26
	Chapter 1: A RECIPE for Meaningful Gamification	56
	1.1 Introduction	56
	1.2 Situations for Reward-Based Gamification	57
	1.2.1 Long-Term Change	58
	1.3 Building Intrinsic Motivation	59
	1.4 Meaningful Gamification	59
	1.4.1 The RECIPE for Meaningful Gamification	60
	1.4.1.1 Play	60
	1.4.1.2 Exposition	62
	1.4.1.3 Choice	64
	1.4.1.4 Information	65
	1.4.1.5 Engagement	67
	1.4.1.6 Reflection	70
	1.4.2 Following the RECIPE for Meaningful Gamification	72
	1.4.2.1 Using Reward-Based Gamification with Meaningful Gamification	73
	1.5 Conclusion	73
	References	74
	Chapter 2: Studying Gamification: The Effect of Rewards and Incentives on Motivation	76
	2.1 Introduction	76
	2.2 Gamification and Serious Games	77
	2.3 The Proposed Model of Motivation in Games	79
	2.4 Needs-Based Theories	80
	2.4.1 Hierarchies of Needs	80
	2.4.2 Need Achievement Theory	80
	2.4.3 Goal Setting Theory	82
	2.4.4 Self-Efficacy	82
	2.5 Social-Based Theories	83
	2.5.1 The Social Comparison Theory	84
	2.5.2 Personal Investment Theory (PIT)	84
	2.6 Rewards-Based Theories	85
	2.6.1 Expectancy Value Theory (EVT)	85
	2.6.2 Skinner’s Principle of Partial Reinforcement	86
	2.7 Self-Determination Theory	87
	2.8 The Theoretical Base of Game Incentives and Rewards	88
	2.9 Mapping Game Elements	91
	2.10 Conclusions and Future Work	91
	Appendix	93
	References	96
	Chapter 3: A Conceptual Framework for Gamification Measurement	102
	3.1 Introduction	102
	3.2 What is Gamification	104
	3.3 Traditional Measures of Learning	105
	3.4 Kirkpatrick’s Four Levels	106
	3.5 Kolbs’ Experiential Theory	107
	3.6 Sweller’s Theory of Cognitive Load	108
	3.7 Towards a Unified Framework for Gamification Measurement	110
	3.8 Play Assessment Diagnostics	110
	3.9 A Gamification Scorecard	112
	3.10 Pre and Post Knowledge and Skills Assessment	114
	3.11 Gamification Performance Assessment Review (GPAR)	116
	3.12 Framework Application Process Methodology	117
	3.13 Conclusion and Final Thoughts	119
	References	120
	Chapter 4: Implementing Game Design in Gamification	122
	4.1 Gamification Miss the Game	122
	4.2 Gamification is not a Web-based Strategy	123
	4.3 Gamification Differs from Serious and Training Game	123
	4.4 Direct and Indirect Gamification	124
	4.5 Caillois’ Theory and the Drivers of Engagement	124
	4.6 Custom Engagement	125
	4.7 Mixed-up Experiences	126
	4.8 Paidia Against Ludus	126
	4.9 Field Applications	127
	4.10 Actual Gamification in Caillois’ Framework	127
	4.11 Alternative Frameworks	127
	4.12 8 Kinds of Fun	128
	4.13 4 Keys for fun	128
	4.14 Color Theory	129
	4.15 Usefulness of a Game Design Theory	130
	4.16 Self-Assessment Test	131
	4.16.1 Table Result	131
	4.16.2 Self Assessment Test	132
	4.16.2.1 Gaming Approach and Objectives	132
	Bibliography	133
	Ludography	134
	Chapter 5: Applied Behavioral Economics: A Game Designer’s Perspective	135
	5.1 Introduction: A Game Designer’s Perspective	135
	5.1.1 A Different Set of Goals	135
	5.1.2 An Entertainment Focus	136
	5.2 Gamification	137
	5.2.1 The Gamification of Games	137
	5.2.1.1 Aren’t They Games Already?	137
	Formalization	137
	Optimization	138
	5.2.1.2 Games as a Lens	139
	Transparency	139
	Observing “Unfiltered” Behavior	139
	5.2.2 Bringing These Lessons into Non-Game Environments	140
	5.2.2.1 The Customer as a Player	140
	5.2.2.2 The Risk of the Gamified Workplace	141
	5.3 Relevant Concepts from Behavioral Economics	141
	5.3.1 Relevance	142
	5.3.2 Categorization	143
	5.3.3 Concepts, Mechanics, Non-Game Uses, and Common Errors	143
	5.3.3.1 Encouraging Engagement	143
	Loss Aversion	143
	In-Game Use	144
	Non-Game Use	144
	Common Errors	144
	Maintaining Intrinsic Focus	144
	In-Game Use	145
	Non-Game Use	145
	Common Errors	146
	Pseudocertainty	146
	In-Game Use	146
	Non-Game Use	147
	Common Errors	147
	5.3.3.2 Guiding Action	147
	The Paradox of Choice	147
	In-Game Use	147
	Non-Game Use	148
	Common Errors	148
	Scarcity/Urgency	148
	In-Game Use	148
	Non-Game Use	149
	Common Errors	149
	Variable Reinforcement Schedules	150
	In-Game Use	150
	Non-Game Use	150
	Common Errors	150
	5.3.3.3 Identity Investment	151
	Commitment	151
	In-Game Use	151
	Non-Game Use	152
	Common Errors	152
	IKEA Effect	152
	In-Game Use	153
	Non-Game Use	153
	Common Errors	154
	Sunk Costs	154
	In-Game Use	154
	Non-Game Use	155
	Common Errors	155
	5.4 Common Pitfalls	155
	5.4.1 Implementation Errors	155
	5.4.2 Design Errors	156
	5.4.3 Assumption of Universal Applicability	156
	5.5 Conclusion	157
	5.5.1 Implications	157
	5.5.2 Future Work	157
	References	158
	Chapter 6: Towards Leveraging Behavioral Economics in Mobile Application Design	159
	6.1 Introduction	159
	6.1.1 Observations of Irrationality in Everyday HCI	160
	6.1.1.1 Notifications	160
	6.1.1.2 Progress Bars	160
	6.1.1.3 App Return Policy	161
	6.1.1.4 Computer Help	161
	6.1.2 Chapter Overview	161
	6.1.3 Contribution	161
	6.2 Literature Review	162
	6.2.1 Persuasive Computing	162
	6.2.2 Gamification in Mobile Applications	164
	6.2.2.1 Training and Exploration	164
	6.2.2.2 Self Shaping	165
	6.2.2.3 Research	165
	6.2.2.4 Education	166
	6.2.2.5 Gamification in Business Practice	166
	6.2.3 Behavioral Economics and Psychological Computing	166
	6.2.3.1 Personal Finances	168
	6.2.3.2 Behavioral Economics Apps	168
	6.2.3.3 Context Changes in Mobile Scenarios	169
	6.3 Behavioral Economics in Mobile Experience Design	169
	6.3.1 Mental Accounting	169
	6.3.1.1 House Money	170
	6.3.1.2 Sunk Costs	170
	6.3.1.3 Payment Decoupling	171
	6.3.2 Loss Aversion as Gamification Factor	171
	6.3.3 The “IKEA-Effect” in Gamification	172
	6.3.4 Framing Effects	172
	6.3.4.1 Anchoring	173
	6.3.4.2 Asymmetric Choice in Settings-Menus	173
	6.4 Implementation of Selected Concepts for a Case Study	174
	6.4.1 General Functionality	174
	6.4.2 Mental Accounting and Self Control	174
	6.4.3 Loss Aversion	175
	6.4.4 Anchoring	175
	6.5 Evaluation of the MoneySaver Prototype	176
	6.5.1 Methodology	177
	6.5.1.1 Tasks	177
	6.5.1.2 Participants	178
	6.5.2 Results	179
	6.5.3 Discussion	180
	6.5.3.1 More Gamification Elements	181
	6.5.3.2 Anchors	181
	6.5.3.3 Loss aversion	182
	6.6 Summary and Conclusion	182
	References	183
	Chapter 7: A Parallel Universe: Psychological Science in the Language of Game Design	186
	7.1 Introduction	186
	7.2 A Short History of Games in Psychology	187
	7.3 Outside the Black Box: Behaviorism	188
	7.3.1 Token Economies	188
	7.3.2 Rules About Points	190
	7.3.3 Creating Persistence	190
	7.4 Inside the Black Box: Cognitive Science	192
	7.4.1 Maintaining Motivation in the Flow Zone	192
	7.4.2 Personality Types Among Gamers	193
	7.4.3 Games and the Science of the Self	195
	7.5 Warnings	196
	7.5.1 Video Game Addiction	197
	7.5.2 Undermining Intrinsic Motivation	197
	7.5.3 Believing Psychological Myths	198
	7.6 Summary and Future Directions	199
	References	200
	Chapter 8: Context to Culture for Gamification HCI Requirements: Familiarity and Enculturement	203
	8.1 Introduction	203
	8.2 A History of Affordance	205
	8.2.1 Confusion Between Culture and Context	208
	8.2.2 The Culture to Context Continuum	210
	8.3 Crush the Castle and Angry Birds	211
	8.4 Discussion and Conclusion	213
	References	214
	Chapter 9: Psychological Theory and the Gamification of Learning	216
	9.1 Introduction	216
	9.2 Theoretical Review	217
	9.2.1 Theory of Gamified Instructional Design	217
	9.2.2 Theories of Learning via Conditioning	219
	9.2.3 Expectancy Theories	223
	9.2.4 Goal-Setting Theory	225
	9.2.5 Self-Determination Theory	229
	9.3 Summary and Recommendations for Researchers and Practitioners	233
	References	234
	Chapter 10: A History and Frameworks of Digital Badges in Education	238
	10.1 Introduction	238
	10.2 History and Context	240
	10.3 Value for Education	242
	10.4 Frameworks for Educational Use	244
	10.5 Models of Educational Use	246
	10.6 Current Use of Digital Badges in Education	247
	10.7 Summary	249
	References	250
	Chapter 12: A Gamification-Based Framework for Developing Learning Activities of Computational Thinking	269
	12.1 Introduction	269
	12.2 Background	271
	12.2.1 Gamification	271
	12.2.2 Learning Theories	273
	12.2.3 Computational Thinking	273
	12.3 Developing Learning Activities	274
	12.4 The Proposed Framework	277
	12.4.1 The Pillars of the Constructivist Learning Theory	278
	12.4.2 Gamification Elements	279
	12.4.2.1 Elements of Behavior Category	279
	12.4.2.2 Elements of Progression Category	282
	12.4.2.3 Elements of Feedback Category	282
	12.4.3 Teacher’s Guideline of Gamification Elements	283
	12.4.4 Computational Thinking Skills	284
	12.4.5 Dispositions and Behaviors of Computational Thinking	285
	12.4.6 Computational Thinking Vocabulary	285
	12.5 Use of Proposed Framework	286
	12.6 Application Scenarios	287
	12.6.1 First Scenario	287
	12.6.2 Second Scenario	292
	12.6.3 Third Scenario	295
	12.6.3.1 Activity 1	296
	12.6.3.2 Activity 2	297
	12.7 Conclusions and Future Work	299
	References	301
	Chapter 13: Educational Gamified Science Simulations	303
	13.1 Introduction and Motivation	303
	13.2 Background	304
	13.2.1 Educational Simulations in Science Education	304
	13.2.2 Motivation and Learning	305
	13.2.3 Games and Gamification in Education	306
	13.2.3.1 Designing Instructional Environments with Game Elements	308
	13.2.4 Game Design and Gamification Strategies	309
	13.2.4.1 Game Design Elements	309
	13.2.4.2 Gamification Strategies	309
	13.2.4.3 Game Mechanics in more Detail	310
	13.3 Gamification of Simulations and Simulation Games	311
	13.3.1 Towards a Definition	311
	13.3.2 Educational Simulation Games	313
	13.3.2.1 Analyzing Successful Examples	313
	13.3.2.2 Educational Simulation Game Design	314
	13.3.3 Educational Gamified Simulations	314
	13.3.3.1 Analyzing Successful Examples	314
	13.3.3.2 Educational Gamified Simulation Design	315
	13.3.4 Analyzing Design Characteristics of Gamified Simulations	315
	13.4 Design Principles for Educational Gamified Simulations	316
	13.4.1 Design Elements	316
	13.4.2 Design Process	317
	13.4.3 Gamification Strategies	318
	13.4.3.1 Integrate Game Elements into the Existing Simulation	319
	13.4.3.2 Build a Gamification Framework Around the Existing Simulation	319
	13.5 Case Study: Gamified TEALsim	320
	13.5.1 Integrate Game Elements into the Existing Simulation	320
	13.5.2 Build a gamification framework around the existing simulation	322
	13.6 Conclusions	323
	References	323
	Chapter 14: From Market Place to Collusion Detection: Case Studies of Gamification in Education	326
	14.1 Introduction	326
	14.2 Case Studies	328
	14.2.1 Case Study One: Peer Tutoring (The Price of Helps)	328
	14.2.1.1 Discussion	330
	14.2.2 Case Study Two: Pairwise Competition on Programming Tasks	331
	14.2.3 Case Study Three: Fair Grouping Issue	333
	14.2.4 Case Study Four: Simulated Market (An Outsourcing Game)	334
	14.2.5 Case Study Five: Preventing Cheating (Sharing Answers) During Exams	335
	14.3 Discussions	336
	14.4 Concluding Remarks and Future Studies	337
	References	338
	Chapter 15: Physical Skills and Digital Gaming: The Relationship between Basketball and an Augmented Reality Adaption	340
	15.1 Introduction	340
	15.2 Transferability between real and digital worlds	341
	15.3 Transfer effects, transfer layers and forms of transfer	343
	15.4 Theories of schemes as explanatory models for (sport motoric) transfers	345
	15.5 Transfer and transformation	347
	15.6 Intermondial transfer by the example of basketball	349
	15.6.1 Experimental Setup	353
	15.6.2 Results	354
	15.7 Summary and Outlook	358
	References	359
	Additional Reading Section	362
	Chapter 16: Storytelling to Immersive Learners in an Authentic Virtual Training Environment	363
	16.1 Introduction	363
	16.2 Realism and Authenticity	365
	16.2.1 Realism Through Technology	366
	16.2.2 Authentic Assessment in nDiVE	366
	16.3 Integration of Gamification Mechanics	367
	16.3.1 Ghost Images and Rewind	368
	16.3.2 Time and Space Controls	368
	16.3.3 Save Points and Multiple Lives	369
	16.4 An Interactive Story	369
	16.4.1 Nonlinear Narratives in Unrestricted Learning Spaces	369
	16.4.2 The Gamified Nudge	370
	16.5 Future Developments in nDiVE	373
	16.6 Conclusions	375
	References	375
	Chapter 17: Shaping Behaviours Through Space and Place in Gamified Virtual Learning Environments	378
	17.1 Introduction	378
	17.2 Literature Review	379
	17.2.1 Gamification	379
	17.2.2 Structure of Collaborative Virtual Space	380
	17.2.3 Policy	380
	17.3 Case Study	381
	17.3.1 The Critical Incident	382
	17.3.2 Data Sources	383
	17.3.3 The Drunken Avatar Encounter	383
	17.3.3.1 Timeline	383
	17.3.4 Perceptions and Reality	384
	17.4 Gamification Elements in the 2D and 3D Collaborative Virtual Environments	385
	17.4.1 Reflections on the Incident	385
	17.5 Reconceptualising Virtual Environments	389
	17.5.1 Creating a Team Place	389
	17.5.2 Behaviour-Mapping Model for Space and Place Incorporating Aspects of Policies and Gamification	391
	17.5.2.1 The Individual Place	391
	17.5.2.2 The Sphere of Space	392
	17.5.2.3 The Sphere of Place	392
	17.5.2.4 The Policy Dimension	393
	Orientation Policy	393
	Location Specific Policy	393
	More Considerations Supporting Adherence to Policy	395
	Further Mediating Roles	395
	Technical Support for Compensating Policy Dimension	395
	17.5.2.5 The Gamification Dimension	396
	A Meaningful Gamification Design	396
	The Dark Side of Gamification	398
	17.6 Conclusion	398
	References	399
	Chapter 18: The Development and Assessment of a Team-­Based Management Game	402
	18.1 Introduction	402
	18.2 Learning Theory and Experiential Learning Models	404
	18.3 Preliminary Surveys of Games of the TBMR Genre	407
	18.3.1 Hypermarket Game	407
	18.3.2 Software Stores Control	407
	18.3.3 Xing Game	408
	18.4 The SGIBS Game Design and Development Process	408
	18.4.1 Feedback	411
	18.5 The SGIBS Game: Characteristics and Features	412
	18.6 The Game Development Process	413
	18.6.1 The Decision Input Mechanism	413
	18.6.2 Progression Through the Game Session: A Snapshot	416
	18.6.3 Decision Tracking Features	419
	18.7 The SGIBS Game Assessment Trials	422
	18.7.1 Results of Test Measurements and Perception Surveys	422
	18.7.2 Survey of Students’ Perception of Game Value	423
	18.7.3 Synthesis of Game Design with Reference to Suggested Models and Frameworks	425
	18.7.3.1 de Freitas et al. (2009) 4-D Framework	425
	18.7.3.2 The Keller (1984) Four Step ARCS Model	426
	18.7.3.3 The Four Types of Participants Suggested by Schwan (2006)	427
	18.8 Conclusions	427
	18.9 Future Developments	428
	References	429
	Chapter 19: Gamification in Virtual Worlds for Learning: A Case Study of PIERSiM for Business Education	431
	19.1 Introduction	431
	19.2 Gamification	432
	19.3 Gamification of Education	433
	19.4 Virtual Worlds and Gaming	435
	19.5 A Case Study: PierSim	435
	19.5.1 Why PierSim? What’s Wrong With Business Education?	435
	19.5.2 What is PierSim	437
	19.5.3 Sample	440
	19.6 Results	440
	19.6.1 Descriptive Statistics	441
	19.7 Teach About Business	441
	19.8 Interpretation	443
	19.9 Conclusion	444
	19.10 Appendix: Questionnaire	445
	References	446
	Chapter 20: Theoretical Considerations for Game-Based e-Learning Analytics	448
	20.1 Introduction	448
	20.2 Big Data and Complexity Science	449
	20.3 Data from Game-Based and Gamified e-Learning	452
	20.4 Atomistic Data Challenges	453
	20.5 Holistic Data Challenges	456
	20.6 Summary	459
	References	460
	Chapter 21: Critical Perspective on Gamification in Education	462
	21.1 Introduction	462
	21.2 Basics of Learning	463
	21.3 Technology	463
	21.4 Educational Change and Technology	464
	21.5 Gaming	465
	21.6 Scholarship of Teaching and Learning	467
	21.7 Conclusion and Future Directions	470
	References	472
	Chapter 22: Implementing Gamification: Requirements and Gamification Platforms	476
	22.1 Introduction	476
	22.2 The Gamification Process	477
	22.2.1 Business Modeling	478
	22.2.2 Requirements	479
	22.2.3 Design	479
	22.2.4 Provisioning	480
	22.2.5 Implementation	481
	22.2.6 Test	481
	22.2.7 Deployment	481
	22.2.8 Monitoring	481
	22.3 Requirements	482
	22.3.1 General Gamification Requirements	482
	22.3.1.1 Basic Concepts (L1)	482
	22.3.1.2 Gamification Rules (L2)	483
	22.3.2 Functional Requirements	485
	22.3.3 Non-Functional Requirements	486
	22.4 Gamification Solutions	486
	22.4.1 Achievement Systems	487
	22.4.2 Integrated Solutions	488
	22.4.3 Generic Gamification Platforms	489
	22.4.4 Others	491
	22.5 Requirements Mapping	491
	22.6 Application	493
	22.7 Summary	494
	References	494
	Chapter 23: Workplace Psychology and Gamification: Theory and Application	496
	23.1 Theory and Definitions	496
	23.1.1 Engagement in the Workplace	497
	23.1.1.1 The Job Demand-Resource Model	498
	23.1.1.2 Psychological Capital and Positive Emotions	501
	23.1.2 Engagement in Games	501
	23.1.2.1 Mastery	502
	23.1.2.2 Positive Emotions and Personal Resources	502
	23.1.2.3 Social Components	502
	23.1.2.4 Purpose	503
	23.2 Research Model	503
	23.3 Application	506
	23.3.1 Use Case	506
	23.3.2 Evaluation Results	508
	23.4 Summary and Outlook	510
	23.5 Appendix 1: Model Estimations	511
	23.6 Appendix 2: Questionnaire Items	512
	References	513
	Chapter 24: The Gamification as a Resourceful Tool to Improve Work Performance	517
	24.1 Introduction	517
	24.2 How Gamification Works	519
	24.3 Gamification’s Technical Limitations	520
	24.4 Gamification’s Solution to Business and Technical Problems	521
	24.4.1 Marketing	521
	24.4.2 Community	522
	24.4.3 Sales	523
	24.4.4 Support	523
	24.4.5 Product	524
	24.4.6 HR/Learning	524
	24.5 The Limitations of Gamification: Problems, Implications, and Managerial Caveats	525
	24.6 Assessment of Gamification’s Success	526
	24.7 Conclusion	527
	References	529
	Chapter 25: Gamification in the Enterprise: Differences from Consumer Market, Implications, and a Method to Manage Them	533
	25.1 Introduction	533
	25.1.1 The Notion of Games	534
	25.1.2 Game Mechanics	536
	25.1.3 Levels of Gamification	536
	25.1.4 Areas of Application in Consumer and Enterprise Markets	537
	25.1.5 Why Gamification in the Enterprise is Different to Consumer-Focused Gamification?	537
	25.1.6 Next Sections	538
	25.2 Differentiating Gamification in the Consumer and Enterprise Market	538
	25.2.1 Discussion of the Differences	541
	25.2.1.1 Purpose of Gamification	541
	25.2.1.2 Reasons for Engagement	541
	25.2.1.3 Design of Gamified Environment	541
	25.2.1.4 Creative Freedom	542
	25.2.1.5 Factors of Motivation	542
	25.2.1.6 Impact of Failure	542
	25.2.1.7 Design of the Work	542
	25.2.1.8 Conflict of Interest	543
	25.3 Leveraging Theories and Research in Existing Areas for Gamification	543
	25.3.1 Motivation	543
	25.3.2 Persuasion	545
	25.3.3 Engagement	546
	25.4 A Framework for Gamification in the Enterprise	547
	25.4.1 Need for the Framework	547
	25.4.1.1 Set the Goals and Objectives	547
	25.4.1.2 Understand the Challenges in Attaining the Set Objectives	549
	25.4.1.3 Analyze the Factors for Motivation and Management of Challenges	549
	25.4.1.4 Designing Gamified System	550
	25.4.1.5 Measure and Improve	551
	25.4.1.6 Engagement Boosters	551
	25.5 Case Studies	551
	25.5.1 Sustainable Innovation Program	551
	25.5.2 Experiential Learning Program	553
	25.5.2.1 Learning	553
	25.6 Conclusion	554
	References	554
	Chapter 26: Designing Gamification to Guide Competitive and Cooperative Behavior in Teamwork	556
	26.1 Introduction	556
	26.2 Goals, Conflicts, and Behavior in Non-game Teamwork	558
	26.2.1 Goals and Task Design	559
	26.2.2 Conflict Management	560
	26.2.3 Compete or Cooperate	560
	26.3 Gamification and the Persuasive Game Design Model	562
	26.3.1 Gamification	562
	26.3.2 The Persuasive Game Design Model	563
	26.4 Game Design Elements: Rules and Goals	564
	26.5 A Framework for the Gamification of Teamwork Situations	566
	26.5.1 Game Goals	568
	26.5.2 Interaction Design	568
	26.5.3 User Characteristics and User Experience	569
	26.5.4 Applying the Framework	570
	26.6 Illustrative Design Cases	571
	26.6.1 Leadership game RANJ	571
	26.6.2 Red Team Game	571
	26.7 Future Research on Transfer Effects	572
	26.7.1 Direct Effects	572
	26.7.2 Transfer Effects	573
	26.8 Conclusion	573
	References	574
	Chapter 27: Gamification and Law	577
	27.1 General Information About This Chapter and Introduction	577
	27.2 Laws and Regulations, Selected Cases and Best Practices	580
	27.3 Civil Law: Contract Law (Terms of Service)	580
	27.3.1 Bragg vs. Linden Lab	581
	27.3.2 Peter Ludlow vs. Electronic Arts	583
	27.4 Civil Law: Liability and Measurability	584
	27.5 Copyright Law	585
	27.5.1 Betamax Case	586
	27.6 Unfair Competition and Consumer Protection Law	589
	27.6.1 Example: Picknplay	590
	27.7 Conclusion and Final Remarks	591
	References	594
	Chapter 28: How to Avoid the Dark Side of Gamification: Ten Business Scenarios and Their Unintended Consequences	595
	28.1 Introduction	595
	28.2 Recruitment	596
	28.2.1 Scenario One	596
	28.2.1.1 Potential Problems	596
	28.2.2 Scenario Two	597
	28.2.2.1 Potential Problems	598
	28.2.3 Scenario Three	599
	28.2.3.1 Potential Problems	599
	28.3 Onboarding	600
	28.3.1 Scenario Four	600
	28.3.1.1 Potential Problems	600
	28.3.2 Scenario Five	601
	28.3.2.1 Potential Problems	602
	28.4 Training	602
	28.4.1 Scenario Six	602
	28.4.1.1 Potential Problems	603
	28.4.2 Scenario Seven	603
	28.4.2.1 Potential Problems	604
	28.5 Performance	604
	28.5.1 Scenario Eight	604
	28.5.1.1 Potential Problems	604
	28.5.2 Scenario Nine	605
	28.5.2.1 Potential Problems	605
	28.5.3 Scenario Ten	606
	28.5.3.1 Potential Problems	606
	28.6 Conclusions	607
	References	608
	Chapter 29: Gamification of Survey Research: Empirical Results from Gamifying a Conjoint Experiment	611
	29.1 Introduction	611
	29.1.1 Background and Motivation	611
	29.1.2 Application of Gamification	612
	29.1.3 Gamification of Work	613
	29.1.4 Gamification of Surveys	613
	29.1.5 Respondent Engagement in Survey Research	614
	29.1.6 Conjoint Experiments	615
	29.2 Methodology	616
	29.2.1 Conjoint Experiment Design	616
	29.2.2 Measurement of Engagement	616
	29.2.3 Applicability of Gamification to Conjoint Analysis	617
	29.2.4 Experimental Design	618
	29.2.5 Effect of the Game Setting on Engagement	619
	29.2.6 Additional Motivating Factors	620
	29.3 Description of Game Versions	620
	29.3.1 Version 1.0: Simple Choice Sets	620
	29.3.2 Version 2.1: Salesperson: No Correct Answers	621
	29.3.3 Version 2.2: Salesperson: With Correct Answers	621
	29.3.4 Version 3: Monsters: With Correct Answers	621
	29.4 Experimental Results	623
	29.4.1 The Research Setting	623
	29.4.2 Drop-Off Rate	624
	29.4.3 Time Taken	624
	29.4.4 Self-Reported Engagement	625
	29.4.5 Number of Choice Tasks Completed	627
	29.4.6 Minimum Efforts	628
	29.4.7 Reliability of Results	628
	29.5 Summary and Conclusions	629
	References	631
	Chapter 30: Project Knowledge Management While Simply Playing! Gaming Mechanics in Project Knowledge Management Systems	634
	30.1 Motivation or Why Gamification is Needed in Project Knowledge Management	634
	30.2 Research on Gamification	636
	30.2.1 Definition	637
	30.2.2 Realization of Gamification	637
	30.2.3 Design and Implementation	639
	30.2.4 Effects and Influencing Factors of Gamification	640
	30.3 Gamification in Project Knowledge Management	642
	30.3.1 Issues of Knowledge Management in Companies	643
	30.3.2 Design of a Project Knowledge Management System	644
	30.3.2.1 Requirements and Design of our Project KMS	645
	30.3.2.2 Design Choices from a Gamification Perspective	647
	30.4 Conclusion	652
	References	652
	Chapter 31: How Gamification Can Help Companies to Become More Sustainable: A Case Study on Ride Sharing	656
	31.1 Introduction	656
	31.2 Gamification Framework	657
	31.3 Applied Gamification: Gamifying Ride Sharing for Better Sustainability	658
	31.3.1 Define Business Objectives	659
	31.3.2 Delineate Target Behaviors	661
	31.3.3 Describe Your Players	662
	31.3.4 Devise Activity Cycles	665
	31.3.5 Don’t Forget About the Fun	666
	31.3.6 Deploy Appropriate Tools	668
	31.4 Creating the Narrative: The Personification of Anti-Objectives	669
	31.5 Building the Relationships: Getting Cooperation into Motion	671
	31.6 Making Progress: Green Feedback, Skill Unlocking, Gifting	673
	31.7 Selecting the Ride: Joyfully and Autonomously Picking the Driver	674
	31.8 Discussion	674
	31.9 Summary	675
	References	676
	Chapter 32: Gamification-supported Exploration and Practicing for Automotive User Interfaces and Vehicle Functions	678
	32.1 Introduction	678
	32.1.1 Motivation	678
	32.1.2 Contribution	679
	32.1.3 Chapter Overview	680
	32.2 Elements and Mechanics of Gamification	680
	32.3 Gamification in the Automotive Domain	681
	32.3.1 Gamified Automotive Applications outside Vehicles	681
	32.3.1.1 Automotive Marketing with Gamified Applications	681
	32.3.1.2 Gamified Speed Monitoring Applications	682
	32.3.2 Gamified Automotive Applications in Vehicles	683
	32.3.2.1 Navigation and Efficient Driving	683
	32.3.2.2 Safe Driving	683
	32.3.2.3 Eco-Driving	684
	32.4 Gamified Learning and Exploration	685
	32.4.1 Gamified Learning	685
	32.4.2 Gamified Tutorials, Training and Exploration	685
	32.5 Potential Limitations and Challenges of Gamification	687
	32.6 Gamification-Based Framework for Automotive User Interface Training	688
	32.6.1 Purpose of the Framework	688
	32.6.2 General Functionality	688
	32.6.3 Sample Scenarios for the Gamified Automotive Training Framework	689
	32.6.3.1 Interactive Tutorial for Car Buyers	689
	32.6.3.2 Guidance for Rental Car and Car Sharing Users	691
	32.7 Evaluation of the Offline Mode Prototype	692
	32.7.1 Evaluation Setting and Methodology	692
	32.7.1.1 Tasks	692
	32.7.1.2 Participants	693
	32.7.2 Results	694
	32.7.2.1 Results of Driving Experiment	694
	32.7.2.2 Results related to the Mobile Application	696
	32.7.3 Discussion	696
	32.7.3.1 Influence of Gamification on the Training Motivation (RQ1)	696
	32.7.3.2 Influence of Gamification on the Driving Performance (RQ2)	696
	32.7.3.3 Influence of Gamification on Recommendations (RQ3)	697
	32.7.3.4 Negative Aspects of Gamification (RQ4)	697
	32.8 Towards Guidelines for Gamification in the Automotive Domain	698
	32.9 Conclusion and Future Work	699
	References	700
	Chapter 33: Application of Game Thinking and Game Elements in New Joiner Induction and On-Boarding Process	703
	33.1 Preface	703
	33.2 The Game	704
	33.3 Induction and On-Boarding	705
	33.4 The Team	706
	33.5 Approach	706
	33.6 Business Need	706
	33.7 Design and Develop	707
	33.8 Pilot-Run	709
	33.9 Game Day	710
	33.10 Learning and Next Steps	710
	33.11 Participant Feedback	711
	Chapter 34: Gamification: The Measurement of Benefits	712
	34.1 Overview	712
	34.2 Measurement Construct	712
	34.3 Goal Setting	713
	34.4 Exercise	713
	34.5 Establishing KPIs	714
	34.6 KPIs by Business Environment	714
	34.7 Using the Right Data to Get the Metrics	717
	34.8 Data Considerations: Categorizations	718
	34.8.1 Action Naming Convention	718
	34.8.2 Segmentation	718
	34.8.3 Contextual Tags and Metadata	719
	34.8.4 Verifying the Measurement Plan: Silent Tracking	719
	34.9 Analysis	721
	34.10 Conclusion	725
	34.11 Appendix: Measurement and Learning Plan	726
	Reference	727
	Index	728