Gamification: taking games beyond entertainment

A concept that, when put into practice, can generate video games at a level never seen before.

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

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

What is gamification?

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

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

In addition to the uses in these fields, 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 conducted by AlMarshedi, Wills, and Ranchhod (2016) served to reinforce the idea that performing a gamified framework in the self-management of chronic diseases, such as diabetes, improves the results obtained during this process, as it is performed in a, shall we say, more conscientious manner..

Elements of gamification

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

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

Rewards

In the case of reward principles, thanks to them, we can incentivize and reward users when they perform actions that interest us or when their results in different tasks are satisfactory. or when their results in different tasks are satisfactory.

This mechanics is very useful because in contexts, for example, educational, they act as reinforcers of shared knowledge behaviors, so that some users, in order to get more rewards, spend more time than they would usually spend creating content for the group.

Progression bars, rankings and achievements

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

In group contexts, moreover, this competitive model is constantly fed back and reinforced by the performance of all the participants involved, which produces repeated behaviors to improve one's own results with the aim of being higher in the ranking or achieving results that others do not have.

Social functions

Finally, the social functions of gamification are a useful catalyst for the previous ones, especially in online educational contexts.especially in online educational contexts.

These social functions such as chats or forums cause members to interact according to personal needs; some use them to publish 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 gamification players

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

Erroneously, in gamification the theory of the different player profiles from Batle (1996). Despite the fact that the content of this theory is relatively extrapolable to the field of gamification, with some nuances, its use is usually literally extracted from this theory, which ends up leading to errors, since this list of types of players is specifically focused on video game users.

In response to this bias, Amy Jo Kim (2012) published on her website a model similar to the one in Batle (1996) adapted to gamification and serious games processes. This model includes four typical types of players:

Compete

Player profile driven by the need to compete with others, performing a large number of social and self-improvement behaviors.This type of player performs 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 stressful situations.

Collaborate

Collaboration and collective actions are useful ways to socialize.. These profiles enjoy the feeling of "winning together" and are a great external support for users who need 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. The type of each player can be described in greater detail by making use of what the author calls the "four axes" of the model.

Despite appearing simple, this model is quite complex, as these four types of user form four axes through which the type of each player can be described in greater detail by making use of what the author calls "Social Engagement Verbs", which capture different motivational patterns located between two of the above-mentioned types.

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 only time will be the judge of whether the use of these techniques and methodologies are the key to the education and well-being of the "Digital Natives" generation.

Bibliographical 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.