Gamification: taking games beyond leisure

Competitiveness, socialization and fun, are some of the most important elements that characterize the games; whether they are tabletop, electronic or traditional.

All of them end up generating in the players feelings of involvement and engagement that considerably improve the performance of the players in different tasks that involve the game; and all, too, are present in an increasingly popular phenomenon: the gamification.

What is gamification?

The concept of "gamification" was born from the idea of ​​achieving good results in work dynamics, implementing typical game mechanics and techniques in non-game contexts (Werbach & Hunter, 2012). It is important to note that, in gamification, the game is not about the purpose, but rather it is the means through which we manage to increase the levels of concentration and involvement in tasks where this process is applied.

For example, gamification can be used in the work environment to increase the levels of involvement of workers in the achievement of organizational goals, or in the field of education with the aim of achieving a more fun educational process that allows students to stay more time focused on study tasks (Brull & Finlayson, 2016).

In addition to the uses in these areas, a line of research is recently being developed that has as its premise the implementation of these techniques and methodologies in medical contexts; it is generating very interesting results. For example, a study carried out by AlMarshedi, Wills and Ranchhod (2016) served to reinforce the idea that creating a gamified frame of reference in the self-management of chronic diseases, such as the diabetes, improves the results obtained during this process, since it is done in a way, worth the expression, more conscientious.

Elements of gamification

There are a large number of elements for gamification, and new techniques and new methodologies are constantly emerging.as it is a relatively young research and development field (officially).

Among all the elements to gamify content, they stand out for their wide use and good results, mechanics such as rewards, progression bars, rankings or achievements and social functions such as the inclusion of avatars in forums and chats.

Rewards

In the case of the rewards principles, thanks to them it is possible to incentivize and reward users when they carry out actions that interest us or when their results in different tasks are satisfactory.

This mechanism is very useful since in contexts, for example, educational, they act as reinforcers of knowledge behaviors shared, so that some users, to get more prizes, spend more time than they normally would in creating content for the group.

Progression bars, rankings and achievements

Implement progression bars, rankings and achievements in gamification helps create a competitive model that produces high levels of motivation toward short-term goals, usually more powerful than rewards.

In group contexts, in addition, this competitive model receives constant feedback and is reinforced with the performance of all the participants who intervene, which produces repeated behaviors to improve their own results with the aim of being higher in the ranking or achieving achievements than others do not have.

Social functions

By last, the social functions of gamification are a useful catalyst for the above, Specially in online educational contexts.

These social functions such as chats or forums make members interact based on personal needs; some use them to post their personal achievements, causing others to be challenged and persevere in their tasks, and others use them to exchange impressions, experiences or to ask for help.

Types of players in gamification

There are different player profiles depending on the characteristics of their personality and the same happens in the case of gamification. It is very important to know the different existing profiles as it can be of great help when gamifying some type of content, course or task, to make it closer and more attractive to the public to which it is offered.

Erroneously, in gamification the theory of the different profiles of players of Batle (1996). Although the content of this theory is relatively extrapolated to the field of gamification, making some qualifications, its use is usually literally taken from this theory, which ends up leading to errors, since this list of player types specifically targets users of video game.

In response to this bias, Amy jo kim (2012) published a model similar to that of Batle (1996) adapted to gamification processes and serious games. This model includes four types of typical players:

Compete

Player profile driven by needs to compete with others, performing a large number of social and self-improvement behaviors. Sometimes this type of motivation may not be entirely efficient as it can generate conflictive or overly stressful situations.

Collaborate

Collaboration and collective actions are useful ways to socialize. These profiles enjoy the feeling of "winning together" and are great external support for users in need of support.

Explore

Exploring content, people, tools, and worlds can be a rich and rewarding activity. People who enjoy exploring are motivated by information, access, and knowledge.

Express

This profile is strongly dedicated to self-expression with the aim of improving their skills and abilities by unleashing their creativity.

Although it seems simple, this model is quite complex, since these four types of user form four axes through which the type of each player can be described in greater detail using what the author calls "Social Engagement Verbs", which capture different motivational patterns situated between two of the aforementioned types previously.

In conclusion

As we have seen, gamification is a process that is currently seeing its boom period. It offers great possibilities in terms of education and the world of work, and also promises great advances and advantages in the field of health and care.

However, there is still a long way to go and it will only be time for the judge in charge of demonstrating whether the employment of these techniques and methodologies are the key to the education and well-being of the generation of "Natives Digital ".

Bibliographic references:

• AlMarshedi, A., Wills, G., & Ranchhod, A. (2016). Gamifying Self-Management of Chronic Illnesses: A Mixed-Methods Study. JMIR Serious Games, 4 (2), e14.

• Bartle, R. (1996). Hearts, Clubs, Diamonds, Spades: Players Who Suit MUDs. Journal of MUD Research 1, 1.

• Brull S., Finlayson S. (2016). Importance of Gamification in Increasing Learning. J Contin Educ Nurs. 47 (8), pp. 372 - 375

• Werbach, K and Hunter, D. (2012). For the Win: How Game Thinking Can Revolutionize Your Business. Philadelphia, PA: Wharton Digital Press.