Browsing by Subject "gamification"

Playing video games is a popular way to spend time and mobile gaming is one of the most growing entertainment industries in the world. Gaming is often associated with high level of motivation from the user as well as many negative and positive outcomes. Commitment towards games has invited countless of researches to examine what makes them so intriguing and motivating. This growing understanding gives developers more tools to design even better games and allows game-like features to be used in other contexts as well. This master’s thesis examines automatically gathered early log-data (n=100 000) from two free-to-play mobile games in order to create a model for retention. A model created using early log-data (first three days of play) creates opportunities to recognize potential players in an early phase and to evaluate early iterations of games that are in development. Furthermore, individual features are analyzed to study, what are the factors that influence coming back to the game at a later point (30 days after the installation of the game). The research questions in this thesis are: 1) Can commitment towards mobile games be modeled using early log-data? 2) How accurate predictions the created model can do? 3) What are the most important in-game features that predict retention? The model is created using a decision tree analysis, which was selected as a method due to its transparency and because it has been used before in earlier studies with similar designs. In both games, the rate of coming back to the game after 30 days of installation was 7.6%. A working model for retention was formulated which was able to predict coming back to the game with 33% accuracy. The most important in-game features that affect retention were the number of victories, the number of starts and the number of in-app-purchases during the three-day period after the game’s installation. Surprisingly, in-game rewards and achievements were the most insignificant features when predicting retention although they are often specifically designed to elevate user motivation. These results can influence design decisions made in game development by setting the focus on the factors that influence player commitment and behavior. Achievements and in-game rewards might feel too artificial and superficial compared to winning in game. If the system gives direct feedback of the effect of time and monetary sacrifice to the player’s performance, one might be able to reduce the number of players that decide to leave the game. The results also can be used to examine how game-like features are used in non-game systems where the goal is to tie together the high-level of motivation seen in games and socially impactful endeavors. Further studies of in-game behavior might also give new insights on game addiction and its negative effects on player well-being and business.

My thesis discusses the use of a fantasy-themed escape room as a learning environment for English as a foreign language classroom. Games, especially roleplaying games, have been the target of many studies and they have been shown to increase motivation, create new language scenarios and contexts as well as promote interaction between students and the gaming environment. However, the digital educational gaming industry in Finland is in its infancy. My study centers around piloting a digital fantasy-themed escape room called “The Mage’s Hut”, and this material package functions as the revision material for the course. I set to answer four research questions. The main goal is to find out how well a fantasy themed escape room functions as a learning environment. Secondly, I examine the attitudes of students and the teacher towards the game. Lastly, the fourth research question intends to answer how students’ previous gaming habits affect the gaming experience. I use relevant contemporary literature to examine gaming trends among Finnish upper secondary school students as well as delve deeper into the benefits of gamification used in formal contexts. This includes literature on roleplaying games as well as escape rooms and their utilization in formal educational contexts. The research design includes a digital fantasy-themed escape room that I have created based on the course material provided by Insights 5 -book by Otava for ENA5 course. The participants of the study included 26 Finnish upper secondary schoolers and their teacher. To gather the data, two questionnaires were constructed – one for students and one for the teacher. Twenty of the students responded to the questionnaire. The method for the study includes both qualitative and quantitative aspects. The questionnaires were analyzed by close-reading and were transformed into numerical values providing an easy way to compare results with each other. The results indicate that the attitudes of the students as well as the teacher towards the game are positive. The teacher and most of the students enjoyed playing the game and would like to see more similar games utilized in education. The game was deemed to be quite challenging, but it did not seem to negatively affect the game’s enjoyability or reported development of skills. These skills included vocabulary, grammar, reading comprehension, teamwork, information retrieval, logical and critical thinking. On the contrary, the students who deemed the game to be quite challenging reported more skills developed overall. The gaming habits of the students influenced the results partly. The students were categorized to non-gamers, casual gamers, active gamers, and hardcore gamers. Casual gamers, those with one to five hours of game time per week, reported developing the most skills out of all other groups. On the other hand, casual gamers reported the game as quite challenging the most. Therefore, it is not certain whether it is the difficulty or the game time that facilitates the development of the skills. Even though the majority of all groups reported enjoying the game, casual gamers reported the highest enjoyment rate. What we can gather from this study is that digital fantasy-themed escape rooms function well as a learning environment. The game corresponds to the learning objectives set by the Finnish curriculum and the teacher. Furthermore, the students felt that learning took place while playing the game. Both aspects of the game, the fantasy theme and the mechanics of an escape room were enjoyed, further reinforcing the previous knowledge on the functionality of roleplaying games in formal educational contexts.

The motivation of Finnish children and youths towards school has been weak in spite of the international success. The Finns do well for example in natural sciences and literacy but the performance motivation is still among the lowest in the 2015 PISA study. Because of this it is important to look for new approaches and means which could be used to support the students’ motivation. Gamification has become a big trend during recent years in the context of teaching as well as other fields. The games are a permanent part of the everyday life of the children and youths today and it can indeed be inspiring and motivating to utilise their different possibilities also in learning. The usage of the methods of game design and game elements in teaching is a subject which wakes not only interest, but also prejudices. Gamification has been thoroughly studied in the 2010's, but when it comes to analysing the effects of different game elements, there is really not much research. This study tries to respond to this need and deals with the effects of different game elements on motivation in the light of self-determination theory. In addition, more general principles are developed to support planning the successful gamification of teaching. This study was carried out as a describing literature review. Characteristic of literature review, data in the study was analysed, evaluated and combined based on earlier research and thus also created a basis for new theory in connection with the subject. On the basis of the study, motivation was seldom supported or weakened by the individual game elements themselves. Many kinds of so positive as negative results have been obtained from the usage of different elements in teaching. Thus perhaps the real advantage of game elements is in their suitable and considered combining. To a more important role in gamification of teaching, stands out the entity and its careful planning. Based on the earlier literature, fostering psychologic basic needs, individuality and utilizing the pedagogic point of view were the most important principles to support gamification of teaching. Gamification executed according to these principles is an entity, which takes not only the cornerstones of the motivation, but also individuality and pedagogics, into account. This is an essential thing from the point of view of the education.