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2022/2023  KAN-CCMVI2089U  Introduction to Gamification and Behavior Management

English Title
Introduction to Gamification and Behavior Management

Course information
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 60
Study board
Study Board for MSc in Economics and Business Administration
Course coordinator
  • Torsten Ringberg - Department of Marketing (Marketing)
For academic questions related to the course, please contact instructor Fernando M. Amigo-Quintana at fma.msc@cbs or course responsible Torsten Ringberg (tri.marktg@cbs.dk).
Main academic disciplines
  • Customer behaviour
  • Communication
  • Management
Teaching methods
  • Face-to-face teaching
Last updated on 16-11-2022

Relevant links
Learning objectives
To achieve the grade 12, students should meet the following learning objectives with no or only minor mistakes or errors:
  • Learning the principles of gamification and the usefulness of game elements, mechanics and techniques in achieving the goals of an organization
  • Understanding the factors that determine behavior and the need for behavior management and motivation
  • Learning about the major game elements and how to use them in other contexts
  • Understanding players and their motivations
  • Understanding the process of gamification and learning how to build a gamified system in different environments to motivate good, positive, intelligent behaviors.
Course prerequisites
Completed Bachelor degree or equivalent. Knowledge of management and consumer behavior might be of help.
Examination
Introduction to Gamification and Behavior Management:
Exam ECTS 7,5
Examination form Home assignment - written product
Individual or group exam Individual exam
Size of written product Max. 15 pages
Written in parallel with the course
Assignment type Project
Duration Written product to be submitted on specified date and time.
Grading scale 7-point grading scale
Examiner(s) One internal examiner
Exam period Summer
Make-up exam/re-exam
Same examination form as the ordinary exam
Retake exam: 72-hour home project assignment, max. 10 pages, new exam question.
If the number of registered candidates for the make-up examination/re-take examination warrants that it may most appropriately be held as an oral examination, the programme office will inform the students that the make-up examination/re-take examination will be held as an oral examination instead.

Exam form for 3rd attempt (2nd retake): The second retake is always an online oral exam (20 minutes online oral exam with no preparation time) with one internal examiner and an internal co-examiner.
Course content, structure and pedagogical approach
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
Description of the teaching methods
Presentation of your project ideas to the class for discussion/feedback after three weeks. Ongoing active participation during the course. Case studies and other activities.
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.
Student workload
Preliminary assignment 20 hours
Classroom attendance 33 hours
Preparation 126 hours
Feedback activity 7 hours
Examination 20 hours
Further Information
Ordinary 6 weeks course
 
Preliminary Assignment: The course coordinator uploads Preliminary Assignment on Canvas at the end of May. It is expected that students participate as it will be included in the final exam, but the assignment is without independent assessment&grading.
 

Course and exam timetable is/will be available on https://www.cbs.dk/en/study/international-summer-university/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/en/study/international-summer-university/courses-and-exams in start March.
Expected literature

 

Mandatory readings:

 

- Class presentations and related materials (case studies)
 
- Deterding, Sebastian, Dan Dixon, Rilla Khaled and Lennard Nacke (2011). From Game Design Elements to Gamefulness: Defining "Gamification". MindTrek '11. Tampere, Finland.
 
- 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.
 
- Mollick, E. and Rothbard, N. (2014). Mandatory fun: consent,  gamification and the impact of games at work. The Wharton School Research Paper Series. Philadelphia, PA.
 
- 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), pp.1298-1307. Hawaii, USA.
 
- Nacke, Lennard and Sebastian Deterding (2017). The maturing of gamification research. Computers in Human Behavior. New York, NY: Elsevier.
 
- Rapp, Amon (2014). A Swot Analysis of the Gamification Practices: Challenges, Open Issues and Future Perspectives. In Proceedings of the 5th International Conference  onApplied Human Factors and Ergonomics (AHFE), pp. 6919-6930. Krakov, Poland
 
- Salen, K. & Zimmerman, E. (2003). Rules of play: Game design fundamentals. Boston, MA: MIT Press.
 
- Stieglitz, S., Lattemann, C., Robra-Bissantz, S., Zarnekow, R., & Brockmann, T. (Eds.). (2016). Gamification: Using Game Elements in Serious Contexts. New York, NY: Springer.

 

Additional relevant readings:

 
- 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
 
- Werbach, K., & Hunter, D. (2012). For the Win: How game thinking can revolutionize your business. Wharton Digital Press.
Last updated on 16-11-2022