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 3. Systematic Mapping According to Kitchenham and Charters [46], a systematic mapping is “a broad review of primary studies in a specific topic area that aims to identify what evidence is available on the topic”. We follow the procedures and guidelines described in [46] and [47], using a hybrid search strategy [15], combining database search with backward and forward snowballing. 3.1. The Research Questions Our goal was to organize evidence regarding the negative effects of Game Design Elements (GDEs) in the context of gamified education/learning software. Therefore, we derived the following research questions: RQ1 - What game design elements cause which negative effects in the field of digital education/learning? RQ2 – In what fields of digital education/learning were the negative effects of game design elements found? RQ3 – Which types of empirical studies were conducted to assess the negative effects? To properly answer RQ1, we divided it into three more focused questions, organizing information on the GDEs causing negative effects (RQ1.A) and which negative effects affect which kind of user (RQ1.B and RQ1.C). Finally, we answer RQ1 by mapping the GDEs against their reported negative effects. RQ1.A – What game design elements caused negative effects in the field of digital education/learning? RQ1.B - What negative effects of game design elements were found affecting those interacting with the software as users or being in the role of a student? RQ1.C – What negative effects of game design elements were found affecting those maintaining the software or being in the role of a teacher? 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 3. Systematic Mapping According to Kitchenham and Charters [46], a systematic mapping is “a broad review of primary studies in a specific topic area that aims to identify what evidence is available on the topic”. We follow the procedures and guidelines described in [46] and [47], using a hybrid search strategy [15], combining database search with backward and forward snowballing. 3.1. The Research Questions 3.1. The Research Questions Our goal was to organize evidence regarding the negative effects of Game Design Elements (GDEs) in the context of gamified education/learning software. Therefore, we derived the following research questions: RQ1 - What game design elements cause which negative effects in the field of digital education/learning? What game design elements cause which negative effects in the field of digital education/learning? RQ2 – In what fields of digital education/learning were the negative effects of game design elements found? In what fields of digital education/learning were the negative effects of game design elements found? RQ3 – Which types of empirical studies were conducted to assess the negative effects? Which types of empirical studies were conducted to assess the negative effects? To properly answer RQ1, we divided it into three more focused questions, organizing information on the GDEs causing negative effects (RQ1.A) and which negative effects affect which kind of user (RQ1.B and RQ1.C). Finally, we answer RQ1 by mapping the GDEs against their reported negative effects. RQ1.A – What game design elements caused negative effects in the field of digital education/learning? What game design elements caused negative effects in the field of digital education/learning? RQ1.B - What negative effects of game design elements were found affecting those interacting with the software as users or being in the role of a student? What negative effects of game design elements were found affecting those interacting with the software as users or being in the role of a student? RQ1.C – What negative effects of game design elements were found affecting those maintaining the software or being in the role of a teacher? What negative effects of game design elements were found affecting those maintaining the software or being in the role of a teacher? 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

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Systematic Mapping of Gamification's Negative Effects

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