2024/2025 KAN-CCMVI2143U Gamification and Behavior Management
English Title | |
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 |
Min. participants | 30 |
Max. participants | 60 |
Study board |
Study Board for cand.merc. and GMA (CM)
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Course coordinator | |
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Main academic disciplines | |
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Teaching methods | |
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Last updated on 07/11/2024 |
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 | ||||||||||||||||||||||||||
Completed Bachelor degree or equivalent. 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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Description of the teaching methods | ||||||||||||||||||||||||||
The course will begin with lectures to provide
foundational knowledge on key concepts, theories, and frameworks
related to gamification and behavior management. These lectures
will cover topics such as game elements, motivation theories, and
practical applications of gamification in business settings. To
connect theory with practice, the course will feature a guest
lecture by an industry expert who will share real-world insights on
the use of gamification in business contexts.
Students will also prepare and deliver mini-presentations on assigned topics, such as different motivation theories or the design of gamified systems. Additionally, self-assessment exercises will encourage students to reflect on their learning progress, understand their strengths and weaknesses, and identify areas for further study. The course will employ a blended learning approach by combining traditional classroom instruction with online and self-directed learning activities. This will enable students to learn at their own pace while deepening their understanding of topics. The blended learning approach at the beginning of the course enables students to familiarize themselves with the critical concepts of gamification. It contributes to a more homogenous student knowledge base, which is essential for the subsequent face-to-face classes. The digital resources provided at the beginning of this course allow students more flexibility and the ability to engage with course content multiple times. This repetition is important for an in-depth understanding and learning of gamification principles before face-to-face classes move towards more detailed aspects of a gamification strategy. Students will also be expected to engage in their own readings outside of class, including chapters from the textbook, academic articles, and contemporary news pieces from outlets like The New York Times and The Guardian. |
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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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Student workload | ||||||||||||||||||||||||||
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Further Information | ||||||||||||||||||||||||||
3-week course cannot be combined with other
courses.
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 and grading.
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Expected literature | ||||||||||||||||||||||||||
Mandatory readings:
Kapp, K. M. (2012) The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education. Wiley.
Zichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and mobile apps. O'Reilly Media.
Selected Chapters will be provided on CANVAS
Bizzi, L. (2023). Why to gamify performance management? Consequences of user engagement in gamification. Information & Management, 60(3), 103762.
Doyne. S. (2018). Do You Gamify Your Life?. The New York Times. https://www.nytimes.com/2018/04/30/learning/do-you-gamify-your-life.html
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68.
Ryan, R. M., Rigby, C. S., & Przybylski, A. (2006). The motivational pull of video games: A self-determination theory approach. Motivation and Emotion, 30, 344-360.
Additional relevant readings::
Bitrián, P., Buil, I., & Catalán, S. (2021). Enhancing user engagement: The role of gamification in mobile apps. Journal of Business Research, 132, 170-185.
Harwood, T., & Garry, T. (2015). An investigation into gamification as a customer engagement experience environment. Journal of Services Marketing, 29(6/7), 533-546.
How gamification can boost employee engagement. (2024, March 28). Harvard Business Review. https://hbr.org/2024/03/how-gamification-can-boost-employee-engagement
Koivisto, J., & Hamari, J. (2019). The rise of motivational information systems: A review of gamification research. International Journal of Information Management, 45, 191-210.
Krath, J., Schürmann, L., & Von Korflesch, H. F. (2021). Revealing the theoretical basis of gamification: A systematic review and analysis of theory in research on gamification, serious games and game-based learning. Computers in Human Behavior, 125, 106963.
Morschheuser, B., Hamari, J., Koivisto, J., & Maedche, A. (2017). Gamified crowdsourcing: Conceptualization, literature review, and future agenda. International Journal of Human-Computer Studies, 106, 26-43.
Nacke, L. E., & Deterding, S. (2017). The maturing of gamification research. Computers in Human Behavior, 71, 450-454.
Nakamura, J., & Csikszentmihalyi, M. (2002). The concept of flow. Handbook of Positive Psychology, 89, 89-105. |