Information Technology Reference
In-Depth Information
At present,
Gamicards
include five types of cards: (1) Game elements and
Mechanics (2) User considerations (3) Context Cards (4) Motivation (5) Mystery
Cards - for designers wanting to develop their own elements. Based on current data
analysis from earlier work by Ferro et al. [13] the user considerations are expected to
become more focused and inline with the development of a taxonomical relationship
between users and associated game elements and mechanics. This taxonomical
relationship aims to improve and strengthen a more meaningful interaction between
the designer's choice of elements and mechanics, and the users experience with the
gamified approach.
4.1
Game Elements and Mechanics
These cards consist of common elements and mechanics that are commonly found
among various lists of game elements and mechanics [7], [14]-[16]. They range from
rewards, badges and achievements, to other elements and mechanics such as
leaderboards, points and status. Each card features a description that provides a brief
outline about what the card is. This provides designers, who are unfamiliar with the
terms, the ability to understand the element and to think about its potential in their
gamified approach. The aim of providing a detailed resource is so designers can
become aware of not only other existing game elements and mechanics but also be
encouraged to think about ways to implement them.
4.2
User Considerations
These are the considerations that are most important when designing gamified
experiences. They include the demographics of the user (i.e. who are they, where are
they from, what are their intentions, etc.) objectives and outcomes (i.e. what is it that
you want your users to achieve in a gamified system). User considerations can range
in age, gender and location - which may influence, for example, the types of rewards
administered or even virtual currency. While demographics tend to provide insight
into the design of gamified approaches, the aim is to have a card specific to Users will
help to place emphasis on this area of focus.
4.3
Context
Designers need to identify in the beginning, the context in which a gamified approach
is targeting. For example, is the design within the context of education or is it within
the context of business or marketing. The way that you would design an approach to
motivate and engage student to submit homework on-time will vary in comparison to
maintaining customer loyalty with purchasing certain brands. Furthermore, the
motivation will also differ. In the case of loyalty programs consumers are often
choosing to be a part of these gamified experiences. Where on the other hand,
students are already participating in the educational curriculum and must complete
their objectives to reach the defined outcomes; therefore the gamified approach is not
so voluntary. This is an important consideration in the design of the gamified
approach, as it is likely to be influenced by the context of which it is trying to be
applied in.
