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2019/2020 KAN-CCMVI2089U Introduction to Gamification and Behavior Management
| English Title | |
| Introduction to Gamification and Behavior Management |
Course information |
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| Language | English |
| Course ECTS | 7.5 ECTS |
| Type | Elective |
| Level | Full Degree Master |
| Duration | Summer |
| Start time of the course | Summer |
| Timetable | Course schedule will be posted at calendar.cbs.dk |
| Max. participants | 80 |
| Study board |
Study Board for MSc in Economics and Business
Administration
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| Course coordinator | |
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| For academic questions related to the course, please contact instructor Fernando M. Amigo-Quintana at fma.msc@cbs.dk | |
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| Teaching methods | |
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| Last updated on 16-04-2020 | |
Relevant links |
| Learning objectives | ||||||||||||||||||||||
To achieve the grade 12, students should meet the
following learning objectives with no or only minor mistakes or
errors:
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| Course prerequisites | ||||||||||||||||||||||
| No special requirements. Knowledge of management and consumer behavior might be of help. | ||||||||||||||||||||||
| Examination | ||||||||||||||||||||||
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| Course content, structure and pedagogical approach | ||||||||||||||||||||||
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The use of game elements in the management of relationships
and behavior among individuals and between them and organizations
of all kinds has been part of the history of humankind. However,
never before have organizations had so many means and tools at
their disposal to motivate and promote desired meaningful behaviors
amongst their customers, employees, citizens, partners, etc.
Gamification is a behavior management scheme that uses
elements, mechanics and techniques used in games and translates
them into other contexts in order to encourage and motivate people
towards desired or specific behaviors and engagement.
When they are well designed, games provide a rewarding
experience; they engage and invite us to improve ourselves. And,
above all, they are not imposing. We do things because we want to
and not because we have to. The use of game elements, mechanics and
techniques in order to engage people goes precisely in that
direction.
There are many reasons behind the use of gamification. The
current low rates of individual engagement levels and the need for
new motivation schemes, the emergence of new behaviors fostered by
digitalization and the growing importance of intrinsic motivation,
among other aspects, call for new shemes in the the way motivation
and incentives are approached.
Gamification has in recent years been seen as very helpful in
contexts such as Human Resources Management, Marketing and Sales,
Corporate Compliance, Innovation, or Social transformation, among
others.
The course is organized around the following aspects:
- Introduction to gamification - Gamification building blocks - The gamification process. - Gamification environments Preliminary assignment:
Readings:
- Deterding, S., Khaled, R. and Nacke L. E. (2011). Gamification: Toward a Definition, CHI 2011. - Nacke, I, E. and Deterding, S. (2017). The maturing of gamification research, Computers in Human Behavior. http://dx.doi.or/10.1016/j.chb.2016.11.062 Activity:
Play your favorite games on your smartphones, but this time try to answer yourself these questions: - Why do I play games? - Why do I play these particular games? - What do I like and what I do not like about them? - What are the main elements in the game? Class 1: Introduction to gamification: concept, evolution and
characteristics.
Class 2: Gamification in context: the digitalization process Class 3: The need for behavior management and gamification Class 4: Building a gamified system: the process of gamification Class 5. Internal factors determining human behavior Class 5: External factor determining human behavior Class 6: Principles of game design and major elements Feedback activity:
Presentation of project ideas to the class for
discussion/feedback.
Home Project Assignments/mini projects are based on a research question (problem formulation) formulated by the students individually. Approval deadline will be defined by the instructor. Hand-in of the problem formulation directly to the instructor by the 3rd teaching week. Class 7: Game mechanics, dynamics and aesthetics
Class 8: Player motivations and interaction Class 9: Gamification enviroments I Class 10: Gamification environments II Class 11: Overview, review, Q&A |
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| Description of the teaching methods | ||||||||||||||||||||||
| This year all courses are taught digitally over the Internet. Instructors will apply a mixture of direct teaching through a live link (like Skype, Team, Zoom…) and indirect, where visual pre-recorded material is uploaded on Canvas. The instructor will inform participants about the precise format on Canvas. | ||||||||||||||||||||||
| Feedback during the teaching period | ||||||||||||||||||||||
| Presentation of project ideas to the class for
discussion/feedback.
Home Project Assignments/mini projects are based on a research question (problem formulation) formulated by the students individually. Approval deadline will be defined by the instructor. Hand-in of the problem formulation directly to the instructor by the 3rd teaching week. |
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| Further Information | ||||||||||||||||||||||
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Preliminary Assignment: To help students get maximum value
from ISUP courses, instructors provide a reading or a small number
of readings or video clips to be read or viewed before the start of
classes with a related task scheduled for class 1 in order to
'jump-start' the learning process.
Course timetable is available on
https://www.cbs.dk/uddannelse/international-summer-university-programme-isup/courses-and-exams
We reserve the right to cancel the course if we do not get
enough applications. This will be communicated on
https://www.cbs.dk/uddannelse/international-summer-university-programme-isup/courses-and-exams
end March 2020.
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| Expected literature | ||||||||||||||||||||||
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Mandatory readings:
- Class presentations and related materials (cases,
articles)
- Mollick, E. and Rothbard, N. (2014). Mandatory fun:
consent, gamification and the impact of games at work. The
Wharton School Research Paper Series.
- Mora, A., Riera, D., González, C., and Arnedo-Moreno, J.
(2015). A literature review of gamification design frameworks. In
Proceedings of 7th International Conference on Games and
Virtual Worlds for Serious Applications (VS-Games). Skovde,
Sweden.
- Morschheuser, B., Werder, K. and Hamari J. (2017).How to
gamify: a method for designing gamification. In Proceedings of the
50th Annual Hawaii International Conference on System Sciences
(HICSS). Hawaii, USA.
Additional relevant readings:
- Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does
Gamification Work?: A Literature Review of Empirical Studies on
Gamification. In HICSS’14 (pp. 3025–3034). Waikoloa, HI: IEEE
Computer Society Press.
- Markets and Markets. (2016). Gamification Market by Solution
(Consumer driven and Enterprise driven), Applications (Sales and
Marketing), Deployment Type (On-Premises and Cloud), User Type
(Large Enterprise, SMBs), Industry and Region: Global
Forecast to 2020.
http://www.marketsandmarkets.com/Market-Reports/gamification-market-991.html
- Salen, K. & Zimmerman, E. (2003). Rules of play: Game
design fundamentals. MIT Press.
- Stieglitz, S., Lattemann, C., Robra-Bissantz, S., Zarnekow,
R., & Brockmann, T. (Eds.). (2016). Gamification: Using Game
Elements in Serious Contexts. Springer.
- Werbach, K., & Hunter, D. (2012). For the Win: How game
thinking can revolutionize your business. Wharton Digital
Press.
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Last updated on
16-04-2020