Authors:
(1) Clauvin Almeida, Pontifical Catholic University of Rio de Janeiro (PUC-Rio), Rio de Janeiro, Brazil;
(2) Marcos Kalinowski, Pontifical Catholic University of Rio de Janeiro (PUC-Rio), Rio de Janeiro, Brazil;
(3) Anderson Uchoa, Federal University of Ceara (UFC), Itapaje, Brazil;
(4) Bruno Feijo, Pontifical Catholic University of Rio de Janeiro (PUC-Rio), Rio de Janeiro, Brazil. Table of Links Abstract and 1 Introduction 2. Background and Related Work and 2.1. Gamification 2.2. Game Design Elements and 2.3. Gamification Effects 2.4. Related Work on Gamification Negative Effects 3. Systematic Mapping and 3.1. The Research Questions 3.2. Search Strategy and 3.3. Inclusion and Exclusion Criteria 3.4. Applying the Search Strategy 3.5. Data Extraction 4. Systematic Mapping Results 5. Focus Group: Developer Perception on the Negative Effects of Game Design Elements 5.1. Context and Participant Characterization 5.2. Focus Group Design 5.3. The Developers’ Perception on The Negative Effects 5.4. On the Perceived Usefulness, Ease of use and Intent of Adoption of Mapped Negative Effects 5.5. Participant Feedback 6. Limitations 7. Concluding Remarks 7.1. Future Research Directions Acknowledgements and References 5.4. On the Perceived Usefulness, Ease of use and Intent of Adoption of Mapped Negative Effects As designed, based on a simplified and direct approach on the main TAM constructs, we asked participants to assign one vote to their agreement degree on the usefulness, ease of use, and intent of adoption of information on potential negative effects of game design elements to support adoption decisions. We have collected the agreement degree by the participants in the session’s virtual mural (as illustrated in section G of Figure 7) based on a five-point Likert scale [114]. Figure 16 illustrates the level of Agreement reported by the participants. All participants strongly agree about the usefulness of the potential negative effects of game design elements to support adoption decisions. On the other hand, only one participant partially disagrees and three participants partially agree that the information about the potential negative effects are easy to use. Finally, one participant partially agrees and three participants strongly agree on the intent to use. With regard to these questions, participant P1 mentioned that information about the negative effects are sensitive to the context of the gamified software: “[...] depending on the context of your software, it may be that all negatives effects become positives, for instance. So, depending on the context, and if a catalog is created, it is very sensitive to the context of the application.”. Additionally, P2 mentioned that information about negative effects is important for developers who have never implemented a gamified system: “[...] to learn from other people’s experience, for example with a succinct catalog so that you can get information quickly and learn, I think it is extremely valuable.”. This paper is available on arxiv under CC BY 4.0 DEED license. Authors: (1) Clauvin Almeida, Pontifical Catholic University of Rio de Janeiro (PUC-Rio), Rio de Janeiro, Brazil; (2) Marcos Kalinowski, Pontifical Catholic University of Rio de Janeiro (PUC-Rio), Rio de Janeiro, Brazil; (3) Anderson Uchoa, Federal University of Ceara (UFC), Itapaje, Brazil; (4) Bruno Feijo, Pontifical Catholic University of Rio de Janeiro (PUC-Rio), Rio de Janeiro, Brazil. Authors: Authors: (1) Clauvin Almeida, Pontifical Catholic University of Rio de Janeiro (PUC-Rio), Rio de Janeiro, Brazil; (2) Marcos Kalinowski, Pontifical Catholic University of Rio de Janeiro (PUC-Rio), Rio de Janeiro, Brazil; (3) Anderson Uchoa, Federal University of Ceara (UFC), Itapaje, Brazil; (4) Bruno Feijo, Pontifical Catholic University of Rio de Janeiro (PUC-Rio), Rio de Janeiro, Brazil. Table of Links Abstract and 1 Introduction Abstract and 1 Introduction 2. Background and Related Work and 2.1. Gamification 2. Background and Related Work and 2.1. Gamification 2.2. Game Design Elements and 2.3. Gamification Effects 2.2. Game Design Elements and 2.3. Gamification Effects 2.4. Related Work on Gamification Negative Effects 2.4. Related Work on Gamification Negative Effects 3. Systematic Mapping and 3.1. The Research Questions 3. Systematic Mapping and 3.1. The Research Questions 3.2. Search Strategy and 3.3. Inclusion and Exclusion Criteria 3.2. Search Strategy and 3.3. Inclusion and Exclusion Criteria 3.4. Applying the Search Strategy 3.4. Applying the Search Strategy 3.5. Data Extraction 3.5. Data Extraction 4. Systematic Mapping Results 4. Systematic Mapping Results 5. Focus Group: Developer Perception on the Negative Effects of Game Design Elements 5. Focus Group: Developer Perception on the Negative Effects of Game Design Elements 5.1. Context and Participant Characterization 5.1. Context and Participant Characterization 5.2. Focus Group Design 5.2. Focus Group Design 5.3. The Developers’ Perception on The Negative Effects 5.3. The Developers’ Perception on The Negative Effects 5.4. On the Perceived Usefulness, Ease of use and Intent of Adoption of Mapped Negative Effects 5.4. On the Perceived Usefulness, Ease of use and Intent of Adoption of Mapped Negative Effects 5.5. Participant Feedback 5.5. Participant Feedback 6. Limitations 6. Limitations 7. Concluding Remarks 7. Concluding Remarks 7.1. Future Research Directions 7.1. Future Research Directions Acknowledgements and References Acknowledgements and References 5.4. On the Perceived Usefulness, Ease of use and Intent of Adoption of Mapped Negative Effects As designed, based on a simplified and direct approach on the main TAM constructs, we asked participants to assign one vote to their agreement degree on the usefulness, ease of use, and intent of adoption of information on potential negative effects of game design elements to support adoption decisions. We have collected the agreement degree by the participants in the session’s virtual mural (as illustrated in section G of Figure 7) based on a five-point Likert scale [114]. Figure 16 illustrates the level of Agreement reported by the participants. All participants strongly agree about the usefulness of the potential negative effects of game design elements to support adoption decisions. On the other hand, only one participant partially disagrees and three participants partially agree that the information about the potential negative effects are easy to use. Finally, one participant partially agrees and three participants strongly agree on the intent to use. With regard to these questions, participant P1 mentioned that information about the negative effects are sensitive to the context of the gamified software: “[...] depending on the context of your software, it may be that all negatives effects become positives, for instance. So, depending on the context, “[...] depending on the context of your software, it may be that all negatives effects become positives, for instance. So, depending on the context, and if a catalog is created, it is very sensitive to the context of the application.” . Additionally, P2 mentioned that information about negative effects is important for developers who have never implemented a gamified system: “[...] to learn from other people’s experience, for example with a succinct catalog so that you can get information quickly and learn, I think it is extremely valuable.”. and if a catalog is created, it is very sensitive to the context of the application.” “[...] to learn from other people’s experience, for example with a succinct catalog so that you can get information quickly and learn, I think it is extremely valuable.”. This paper is available on arxiv under CC BY 4.0 DEED license. This paper is available on arxiv under CC BY 4.0 DEED license. available on arxiv

Part of HackerNoon's growing list of open-source research papers, promoting free access to academic material.

Evaluating the Usefulness of Negative Effects in GDE Adoption

About Author

Comments

TOPICS

THIS ARTICLE WAS FEATURED IN

Related Stories

Untitled Story

A Case Study on Gamifying Software Engineering Workplaces

Understanding Negative Effects of Gamification in Education

Origins and Key Concepts of Gamification in Non-Game Contexts

Mapping Negative Effects of Gamification in Education

Systematic Mapping of Gamification's Negative Effects

A Case Study on Gamifying Software Engineering Workplaces

Understanding Negative Effects of Gamification in Education

Origins and Key Concepts of Gamification in Non-Game Contexts

Mapping Negative Effects of Gamification in Education

Systematic Mapping of Gamification's Negative Effects

Light-Mode

Classic

Newspaper

Dark-Mode

Neon Noir

Minty

HN StartUps