Skip to main content
Fachgebiete
Automobil + Motoren Bauwesen + Immobilien Business IT + Informatik Elektrotechnik + Elektronik Energie + Nachhaltigkeit Finance + Banking Management + Führung Marketing + Vertrieb Maschinenbau + Werkstoffe Versicherung + Risiko
DE
EN
Themenseiten
Organisationspsychologie Projektmanagement Marketing Smart Manufacturing
Bücher
Zeitschriften
Weitere Formate
Podcasts Webinare Technik Webinare Wirtschaft Kongresse Veranstaltungskalender Awards
Jetzt Einzelzugang starten
Zugang für Unternehmen
Referenzkunden
MTZ-Fachkongress

Antriebe und Energiesysteme von morgen


Austausch von Automobil- und Energiewirtschaft

Am 14./15. Mai geht es in Chemnitz um die Mobilitätswende durch Elektro- und Wasserstofffahrzeuge.
Erweiterte Suche
Anmelden
nach oben
Erschienen in:
A RECIPE for Meaningful Gamification Kapitel lesen Erstes Kapitel lesen

2015 | OriginalPaper | Buchkapitel

14. From Market Place to Collusion Detection: Case Studies of Gamification in Education

verfasst von : Pinata Winoto, Tiffany Y. Tang

Erschienen in: Gamification in Education and Business

Verlag: Springer International Publishing

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config
loading …

Abstract

During CHI 2011, a number of researchers attempted to define gamification (Deterding, Khaled, Nacke, & Dixon, 2011; Jacobs, 2013; Lee & Hammer, 2011). While most of these definitions have focused on the use such game elements as game mechanics, attributes, game-thinking, and many others, in non-game environments, Jacobs (2013) and Bunchball (2010) point to an additional key aspect of elements that should be prioritized: to influence player behaviors, which has been widely adopted in the business community to build customer community and loyalty, improve customer engagement, reinforce brand identity, and many others at various levels (Bunchball, 2010). Gartner pointed out that more than 50 % of businesses will use gamification as the driving mechanism to transform business operations by 2015 (Burke, 2011).

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

  • über 102.000 Bücher
  • über 537 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Maschinenbau + Werkstoffe
  • Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 390 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Maschinenbau + Werkstoffe




 

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 340 Zeitschriften

aus folgenden Fachgebieten:

  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Versicherung + Risiko




Jetzt Wissensvorsprung sichern!

Jetzt informieren
Vorheriges Kapitel Educational Gamified Science Simulations
Nächstes Kapitel Physical Skills and Digital Gaming: The Relationship between Basketball and an Augmented Reality Adaption
Literatur
Bedford, D. W., Gregg, J. R., & Clinton, M. S. (2009). Implementing technology to prevent online cheating: A case study at a small southern regional university (SSRU). MERLOT Journal Online Learning and Teaching, 5(2), 230–238.
Bedford, D. W., Gregg, J. R., & Clinton, M. S. (2011). Preventing online cheating with technology: A pilot study of remote proctor and an update of its use. Journal of Higher Education Theory and Practice, 11(2), 41–58.
Cantador, I., Conde, J. M., (2010). Effects of competition in education: a case study in an e-learning environment. In: Proceedings of the IADIS international conference e-learning 2010, Freiburg, 2010.
Chan, T., Chou, C., (1995). Simulating a learning companion in reciprocal tutoring systems. In: Proceedings of the international conference on computer support for collaborative learning(CSCL’95), pp. 49-56.
Chiesl, N. (2007). Pragmatic methods to reduce dishonesty in web-based courses. Quarterly Review of Distance Education, 8(4), 203–211.
Christe, B. (2003). Designing online courses to discourage dishonesty: Incorporate a multilayered approach to promote honest student learning. Educause Quarterly, 11(4), 54–58.
Constant, D., Sproull, L., & Kiesler, S. (1996). The kindness of strangers: The usefulness of electronic weak ties for technical advice. Organization Science, 7, 119–135.CrossRef
Deterding, S., Khaled, R., Nacke, L. E., Dixon, D., (2011). Gamification: toward a definition. In: Proceedings of CHI 2011 Gamification Workshop, Vancouver, BC, 2011
Domínguez, A., Saenz-de-Navarrete, J., Marcos, L., Fernández-Sanz, L., Pagés, C., & Martínez-Herráiz, J.-J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers and Education, 63, 380–392.CrossRef
Erdal, D., & Whiten, A. (1996). Egalitarianism and Machiavellian intelligence in human evolution. In P. Mellars & K. Gibson (Eds.), Modeling the early human mind. Cambridge, MA: MacDonald Monograph Series.
Gartner, A., & Riessman, F. (1994). Tutoring helps those who give, those who receive. Educational Leadership, 52(3), 58–60.
González, C., Area, M., (2013). Breaking the rules: Gamification of learning and educational materials. In: Proceedings of the 2nd international workshop on interaction design in educational environments, pp. 7-53.
Greer, J., McCalla, G., Collins, J., Kumar, V., Meagher, P., & Vassileva, J. (1998). Supporting peer help and collaboration in distributed workplace environments. International Journal of Artificial Intelligence in Education, 9, 159–177.
Jacobs, M., (2013) Gamification: Moving from addition to creation. In: CHI 2013 Workshop on Designing gamification: creating gameful and playful experiences.
Johnson, W. B. (2002). The intentional mentor: Strategies and guidelines for the practice of mentoring. Professional Psychology: Research and Practice, 33, 88–96.CrossRef
Kapp, K. L. (2010). The gamification of learning and instruction. San Francisco: Pfeiffer.
King, C. G., Guyette, R. W., & Piotrowski, C. (2009). Online exams and cheating: An empirical analysis of business students’ views. J Educators Online, 6(1), 1–11.
Kunsch, C., Jitendra, A., & Sood, S. (2007). The effects of peer-mediated instruction in mathematics for students with learning problems: A research synthesis. Learning Disabilities Research & Practice, 22(1), 1–12.CrossRef
Lawrence, R. (2004). Teaching data structures using competitive games. IEEE T Education, 47(4), 459–466.CrossRef
Lee, J. J., & Hammer, J. (2011). Gamification in education: What, how, why bother? Academic Exchange Quarterly, 15, 2.
Lepper, M. R., & Hodell, M. (1989). Intrinsic motivation in the classroom. In C. Ames & R. Ames (Eds.), Research on motivation in education (Vol. 3, pp. 73–105). San Diego, CA: Academic.
Manski, C. F. (1993). Identification of endogenous social effects: The reflection problem. Review Economic Studies, 60(3), 531–542.CrossRef
McLean, M. (2004). Does the curriculum matter in peer mentoring? From mentee to mentor in problem-based learning: A unique case study. Mentoring & Tutoring, 12, 173–186.CrossRef
Muñoz-Merino, P. J., Molina, M. F., Muñoz-Organero, M., & Kloos, C. D. (2012). An adaptive and innovative question-driven competition-based intelligent tutoring system for learning. Expert Systems with Applications, 39(8), 6932–6948.CrossRef
Regueras, L. M., Verdú, E., Muñoz, M. F., Pérez, M. A., de Castro, J. P., & Verdú, M. J. (2009). Effects of competitive E-learning tools on higher education students: a case study. IEEE T Education, 52(2), 279–285.CrossRef
Regueras, L. M., Verdú, E., Verdú, M. J., & de Castro, J. P. (2011). Design of a competitive and collaborative learning strategy in a communication networks course. IEEE T Education, 54(2), 302–307.CrossRef
Rigney, D. (2010). The Matthew effect: How advantage begets further advantage. New York: Columbia University Press.
Simões, J., Redondo, R. D., & Vilas, A. F. (2013). A social gamification framework for a K-6 learning platform. Computers in Human Behavior, 29(2), 345–353.CrossRef
Terrion, J. L., & Leonard, D. (2010). Motivation of paid peer mentors and unpaid peer helpers in higher education. International Journal of Evidence Based Coaching and Mentoring, 8(1), 85–103.
Topping, K. (2008). Peer-assisted learning: A practical guide for teachers. Newton, MA: Brookline Books.
von Neumann, J., & Morgenstern, O. (1944). Theory of games and economic behavior. Princeton, NJ: Princeton University Press.
Williams, L. (2011). Pair programming. In A. Oram & G. Wilso (Eds.), Making software: What really works, and why we believe it. Sebastopol, CA: O’Reilly Media.
Williams, L., Kessler, R. R., Cunningham, W., & Jeffries, R. (2000). Strengthening the case for pair programming. IEEE Software, 17(4), 19–25.CrossRef
Metadaten
Titel
From Market Place to Collusion Detection: Case Studies of Gamification in Education
verfasst von
Pinata Winoto
Tiffany Y. Tang
Copyright-Jahr
2015
Buch
Gamification in Education and Business

Print ISBN: 978-3-319-10207-8

Electronic ISBN: 978-3-319-10208-5

Copyright-Jahr: 2015

DOI
https://doi.org/10.1007/978-3-319-10208-5_14

Premium Partner

    Bildnachweise