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2025/2026  KAN-CGMAI3014U  Gamification and Behavior Management

English Title
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
Min. participants 30
Max. participants 60
Study board
Study Board for Governance, Law, Accounting & Management Analytics
Programme Master of Science (MSc) in Economics and Business Administration - General Management and Analytics (GMA)
Course coordinator
  • Torsten Ringberg - Department of Marketing (Marketing)
For academic questions, please contact tri.marktg@cbs.dk
Main academic disciplines
  • Consumer behaviour
  • Communication
  • Management
Teaching methods
  • Face-to-face teaching
Last updated on 03-11-2025

Relevant links
Learning objectives
To achieve the grade 12, students should meet the following learning objectives with no or only minor mistakes or errors:
  • Understand the fundamental theories and concepts of gamification and behavior management
  • Analyze the risks and benefits of gamification in different business contexts
  • Apply game-based methods to enhance employee engagement, customer retention, and organizational outcomes
  • Critically evaluate case studies and real-life examples of gamification strategies
  • Design a gamification strategy for a business or organizational setting
  • Communicate and present gamification concepts effectively to stakeholders
Course prerequisites
Completed Bachelor degree or equivalent. Knowledge of management and consumer behavior might be of help.
Examination
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. 10 pages
Assignment type Project
Release of assignment The Assignment is released in Digital Exam (DE) at exam start
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, The exam assignment is written in parallel with the course.
Make-up exam/re-exam
Same examination form as the ordinary exam
1st retake: 72-hour home home assignment, max. 10 pages.
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.
Course content, structure and pedagogical approach

Gamification

This course introduces business students to the principles of gamification and its application in behavior management within organizational settings. The course provides a comprehensive overview of how game-based methods can drive motivation, engagement, and productivity in various business environments. Students will explore foundational theories, such as conditioning, self-determination theory, and cognitive load theory, to understand how these behavioral management frameworks underpin effective gamification strategies.

 

The course will examine key gamification concepts, including game elements like goals, rewards, feedback, storytelling, player types, and game patterns, to illustrate their practical applications in enhancing learning, problem-solving, and decision-making within organizations. Additionally, students will analyze research evidence on the effectiveness of games for learning and develop skills to design gamification strategies tailored to specific business contexts.

 

Through case studies, interactive discussions, and a practical project, students will learn to apply gamification techniques to enhance organizational performance, improve customer experience, foster employee engagement, support innovation, and promote behavioral change. Blended learning is introduced mid-course to support practical insight sessions, such as online guest talks and/or case studies from industry practice. This approach enables students to explore real-life scenarios, apply theoretical knowledge in practical contexts, and engage directly with industry professionals.

 

Precourse activity:

The purpose of this preliminary assignment is to critically analyze a real-world example of gamification and evaluate the factors that contributed to its success. This will help students understand the practical application of gamification principles and theories discussed in the course. Please note that this assignment will not be graded, but students will receive feedback. The precourse activity serves as a foundation for the final homework assignment, which will be graded.

 

Instructions:

Choose a real-world example of a gamification approach used by a company, organization, or platform. This could be a gamified marketing campaign, a customer loyalty program, or a business based on gamification. Examples might include Starbucks, Duolingo, or Strava. Please provide a link to the source of your real-world example.

Write a critical analysis (800-1,000 words) of the selected gamification approach, addressing the following points:

 

  1. Description of the Gamification Strategy: Provide a brief overview of the chosen example. What game elements (e.g., points, badges, leaderboards) were employed? How were these elements integrated into the overall strategy?
  2. Success Factors: Evaluate the reasons why you believe the gamification approach was successful. Consider aspects such as user engagement, motivation, retention rates, increased productivity, or improved customer satisfaction. Provide data, if available, to support your assessment.
  3. Critique of Limitations: Critically examine any limitations or challenges faced by the gamification initiative. Were there any unintended consequences or ethical considerations? How could the strategy be improved or adapted for different contexts?
  4. Justification of Success: Based on your analysis, justify why you believe this gamification example is considered successful. What specific outcomes (e.g., increased sales, enhanced learning outcomes, higher employee satisfaction) demonstrate its effectiveness? What lessons can be drawn from this example for applying gamification in other business contexts?

 

Class Schedule:

  • Class 1: Introduction: Course Overview, Gamification Basics, and Behavior Management Theories
  • Class 2: Game Mechanics and Game Elements
  • Class 3: Conditioning in Gamification
  • Class 4: Motivation in Gamification
  • Class 5: Managing the Cognitive Load in Gamification

 

Feedback Activity: Multiple Choice Quiz on CANVAS

  • Class 6: Practical Insights I
  • Class 7: Practical Insights II
  • Class 8: Gamification Design Process, Player Types, and Player Patterns
  • Class 9: Ethical Considerations in Gamification and Impact Assessment
  • Class 10: Outlook: Critical Reflections and Novel Technologies
Research-based teaching
CBS’ programmes and teaching are research-based. The following types of research-based knowledge and research-like activities are included in this course:
Research-based knowledge
  • Classic and basic theory
  • Models
Research-like activities
  • Development of research questions
  • Discussion, critical reflection, modelling
  • Students conduct independent research-like activities under supervision
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.
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
Precourse activity 20 hours
Classroom attendance 30 hours
Preparation 129 hours
Feedback activity 7 hours
Examination 20 hours
Further Information
This is an intensive 3-week course that cannot be combined with any other courses.
 
Precourse activity: The course coordinator uploads precourse activity 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.
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.
Last updated on 03-11-2025