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"It will have to be renamed," said Kris Duggan, founder of gamification startup Badgville. "It is a loaded word."
Duggan said he encourages Badgeville employees to use terms like “behavior management,” “persuasive design,” and “motivational design,” but the change of tone goes beyond just how people in the industry talk. 
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The recent trend towards gamification shows gaming elements creeping in to applications and activities that may not normally be considered as "playing a game."
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With gamification gaining global popularity as an effective strategy in building and maintaining audience engagement in marketing, human resources, and educational fields, five gamification practitioners from Australia, Brazil, New Zealand,...
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Gamification is fast being touted as a panacea for everything from employee engagement to higher productivity, from customer loyalty to effectiveness in
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Articles relating to gaming and gamification:
* LEARNING BY PLAYING. USING COMPUTER GAMES IN TEACHING ENGLISH GRAMMAR TO HIGH SCHOOL STUDENTS * COMPUTER GAMES USED IN TEACHING OF GEOGRAPHY * SERIOUS GAME APPLICATION IN ANTI-AIRCRAFT MISSILE TRAINING * TRENDS FOR DEVELOPING SERIOUS GAMES AS A COMPLEMENTARY SOLUTION TO TRADITIONAL EDUCATION AND TRAINING * GBL AND CREATIVITY IN CLASSES * SUGGESTOPEDIA, A SERIOUS COMPETITIVE GAME * GAMIFYING EDUCATION: A PROPOSED TAXONOMY OF SATISFACTION METRICS * APPROACHES ON METRICS AND TAXONOMY IN SERIOUS GAMES * ASPECTS OF SERIOUS GAMES CURRICULUM INTEGRATION - A TWO-FOLDED APPROACH - * THE PROJECT LABOUR MARKET IN TOUCH: NEW NON-ROUTINE SKILLS VIA MOBILE GAME-BASED LEARNING * INTEROPERABILITY STRATEGIES FOR SERIOUS GAMES DEVELOPMENT * STUDENTS’ TIME PERSPECTIVE AND ITS EFFECTS ON GAME BASED LEARNING * SOLUTIONS FOR DEVELOPING SCORM CONFORMANT SERIOUS GAMES
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Kim Flintoff's insight:
Check pages 20-25 for Games and Gamification
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Applying game achievement systems to enhance user experience in a photo sharing serviceMarkus Montola, Timo Nummenmaa, Andrés Lucero, Marion Boberg, Hannu Korhonen
Achievement systems are reward structures providing additional goals for players, and thus extending the play time of videogames. In this paper, we explore how applications other than games could benefit from achievement systems, and how users perceive this additional content in a service. For this purpose, we added an achievement system to a geo-tagged photo sharing service called Nokia Image Space. The results suggest that there is some potential in achievement systems outside the game domain. The achievements triggered some friendly competition and comparison between users. However, many users were not convinced, expressing concerns about the achievements motivating undesirable usage patterns. Therefore, an achievement system poses certain design considerations when applied in non- game software.
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At some fundamental level, all games are built from the same basic concept. From Skyrim to football to Monopoly to poker, a player has both a goal and a set of rules that frame exactly how he or she achieves that goal. Some rules say what you can do, some say what you cannot. All the same, something about our brains craves rules. In a very innately human way, they create challenges for us to exercise our minds and bodies. At the same time, it’s very arbitrary. There’s no intuitive reason why one must dribble a basketball or have a hand of five rather than six cards in poker, and yet these restrictions invigorate and stimulate us to achieve arbitrary goals. Mind you, I am not saying games are pointless, but rather that there is tremendous potential in encouraging the kind of behavior seen when one plays a game. In fact, many people are trying to do just that.
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From
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Interest in gamification is growing steadily. But as the underlying mechanisms of gamification are not well understood yet, a closer examination of a gamified activity's meaning and individual game design elements may provide more insights. We examine the effects of points -- a basic element of gamification, -- and meaningful framing -- acknowledging participants' contribution to a scientific cause, -- on intrinsic motivation and performance in an online image annotation task. Based on these findings, we discuss implications and opportunities for future research on gamification.
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In her TED talk, "Gaming Can Make a Better World," author and researcher Jane McGonigal posits that in game worlds people are "motivated to do something that matters, inspired to collaborate, to coo
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This paper appears in: Abstract Many students play (computer) games during leisure time. While playing those games they adopt skills which can be easily addressed when it comes to teaching of more sophisticated knowledge. Nevertheless many educators today dissipate this opportunity. Some others have already evaluated gaming scenarios and methods for teaching students and have created the term “gamification”. This paper will describe the history among this new term and explain the possible impact on teaching. It will take well-researched facts into consideration to discuss the potential. Moreover scenarios will be demonstrated and evaluated for educators to use and adopt on their own.
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Central and Eastern European Online Library - CEE journals, documents, articles, periodicals, books available online for download
Abstract:
This paper considers several popular modalities of electronic games, serious and otherwise, and outlines the reasons why some are successful and some are not at the task of retaining the attention of their core audience. In order to accomplish this task, a taxonomy of satisfaction metrics for end-users is proposed based on modern trends in electronic entertainment. A new approach is needed in order to account for dramatic changes in the electronic gaming landscape wrought by the explosion of mobile gaming on one hand and social gaming on the other. Two main modifications to the taxonomy incorporate social obligations as a motivating factor separate from a desire to socialize in and of itself and consider the importance of feedback both in light of Fogg’s work (Persuasive Technologies, 2010)and Shneiderman’s well known eight rules of interface design and related work. This taxonomy is then correlated to previous advances in this field of study, such as Fogg’s Behavioral Model and Bartle’s quartet of gamer archetypes. The taxonomy, thus improved, is demonstrated by using it to examine exemplars of the various categories of game now popular or being created. The analyses conducted lead to ways in which the current approach to serious game design methodology can be modified and possibly improved. This paper then examines specifically how this new methodology may be best employed in the field of e-learning. Of special interest is gamifying presence and distance learning supported by traditional e-learning materials and doing so both effectively and with few resources. Finally, the paper presents a discussion on the means and methods which may be used to verify the new taxonomy and its applicability to the field of gamification.
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This study investigates the use of gamification to improve college student in-class participation and engagement.
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The use of computer-based gaming in education is not a new phenomenon. Many educators nostalgically remember green Apple II monitors displaying the games Lemonade Stand and Oregon Trail in the early 1980s. Technology in schools has evolved considerably since then, and gaming has become pervasive within all demographic subgroups. Gaming within education is currently a fragmented value proposition. Education games are inherently engaging to students because they present novel situations and are immersive. The authors argue that video games often do a better job of teaching than decontextualized, skill-and-drill instruction. Students can use educational games to engage in difficult tasks without embarrassment when they fail, and teachers can use educational games to build problem-solving skills and help students see the meaning in their lessons. (Contains 2 resources.) Principal Leadership, v12 n1 p56-59 Sep 2011
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From
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Adding game elements to an application to motivate use and enhance the user experience is a growing trend known as gamification. This study explores the use of game achievements when applied to a mobile application designed to help new students at university. This paper describes the foundations of a design framework used to integrate game elements to Orientation Passport, a personalised orientation event application for smart phones. Orientation Passport utilises game achievements to present orientation information in an engaging way and to encourage use of the application. The system is explained in terms of the design framework, and the findings of a pilot study involving 26 new students are presented. This study contributes the foundations of a design framework for general gamified achievement design. It also suggests that added game elements can be enjoyable but can potentially encourage undesirable use by some, and aren't as enjoyable if not enforced properly by the technology. Consideration is also needed when enforcing stricter game rules as usability can be affected.
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