Michael Monty CSCI 392 final

Gamifying the Modern World
Understanding What Gamification is and How it can be Used
Michael Monty
College of Charleston Undergraduate
Computer Science Major
Charleston, SC
montyms@g.cofc.edu
Abstract—Gamification is a subject with a wide array of
applications in the world today. From health care [3] to
education [4], gamification is used to improve the world we live
in. The ways to implement gamification vary from system to
system and these nuances can be used to bring about different
results and goals. Over the course of this paper I will explore
gamification as a holistic subject. This includes how to make the
most of a gamified system and operate it correctly, as well as
some of the controversy surrounding gamification. My aim is, by
the end of this paper, to provide a clear and concise
understanding of what gamification is, provide meaningful
examples of how gamification is used and how systems benefit
from implementing it and lastly, to show how gamification is
becoming an increasingly more important field of understanding
in day and age.
Index Terms—Gamification, system, education, behaviors,
design, context, exergames, gamified system
I. INTRODUCTION
By definition gamification is the term for using game
design elements in non-gaming contexts [1][2][3][4]. What
this means is that gamification does not necessarily make life a
game, but rather it incorporates game design elements in
everyday activities to ultimately enhance the experience. Some
of the general uses of gamification is to make a system easier to
use and more entertaining as well as to make it easier for a
system to achieve a predetermined goal.
Strictly speaking, gamification is a hybrid information
system based off of two more traditional forms of thought; the
first being utilitarian and the second being hedonic [2]. A
utilitarian system is characterized by its focus on making the
system easy to use and understand as well as well as ensuring
that the system is useful in achieving a goal [2]. This type of
system is very task oriented and if the system is not ultimately
not useful, it is scrapped and reworked until it is optimal for
achieving its goal. On the other hand, hedonic systems focus
on enjoyment and immersion within the system [2]. As
opposed to utilitarian systems, hedonic systems do not have a
goal they are trying to obtain beyond making a system more
fun. By molding these two seemingly unrelated modes of
thought together, gamification has become a new age concept
in everyday life.
Gamified systems are most commonly identified by their
use of rewards to encourage reaching goals. This can be done
in a variety of ways including: badges, leaderboards, achieving
‘levels’ or ‘points’ or otherwise providing some form of
gratification to the employee or consumer [1]. Each different
use of gamification inspires different forms of thought and
thusly can widely varying effects on the system it is interacting
with.
II. EXAMPLES OF GAMIFICATION
Gamified systems have been commonly adopted by many
different outlets in recent years. Business practices often use
gamification to encourage workplace productivity and manage
a customer base. Furthermore, institutions that lack certain
forms of gamification could benefit from their implication.
Here we will be exploring how gamification has perpetuated
into different aspects of life and the business world and how
gamification could further benefit these fields.
A. Health and Fitness
Doctors and businesses have been making the steps to
improve the general health and wellness of people through fun
and intuitive uses of gamification. With the influx data
availability coming through on people’s smart phones or
otherwise GPS compatible devices, it has now become very
common and easy to gamify people’s lives in the fitness world.
One very common example of exercise oriented gamification is
the Nike Fuelband [3].
The way the Nike Fuelband works is by attaching it to your
wrist it can monitor the amount of steps you take and distance
traveled via GPS tracker. The Fuelband can also monitor
amount and quality of sleep you get via its onboard heart
monitor. All this information the Fuelband gathers can then be
uploaded online on your personal Nike account whenever you
charge the Fuelband. This information is then accumulated and
is put towards your own “wellness score” which is then to the
Nike leaderboard where it is compared to all other users of the
Nike Fuelband.
Nike begins to implement its gamification system once
your information is uploaded. First off, by providing points
based on physical activity levels, Nike uses the gamification
adage of rewards. The points themselves have little to no real
world value besides quantifying your fitness level in a way

that’s only applicable to Nike, however by providing rewards
for reaching a specified goal (reaching a certain number of
steps in a week) Nike encourages the use of their product
without providing any real tangible reward. This can be seen in
Image 1 bellow, which shows the format provided for Nike
Fuealband users. Second, by implementing a leaderboard Nike
encourages competition between the users of their product.
This notion is then furthered considering the users of the Nike
Fuelband are separated into levels. This provide users with an
immediate and attainable goal and inspires further competition
between those in the same level. In summary, Nike uses its
Fuelband to implement multiple forms of gamification in a
complimentary manner to further the goal of the system which
is the use and perpetuation of their product. Additionally, the
users of this product also use this gamified system for the goal
of increasing their physical fitness and general health. It is here
that we can see how gamification can be used to benefit both
businesses and customers.
Image 1: Example of format provided by Nike Fuelband
However, by no means is Nike the only example of
“exergames” in modern society. In fact, there are many
practitioners of general exergames as well as gamified systems
for more specific illnesses. For example, the mobile app Bant
is targeted at adolescence with diabetes and uses gamification
incentives to improve the frequency of glucose monitoring [3].
Here we can see how physicians are partnering up with game
designers to develop apps that use gamification practices to
improve the health of their patients. By using gamification as a
way to ensure patients keep up with their routines (pill intake
or required exercise for physical therapy) physicians can
perform their jobs more effectively and everyone walks away
happier.
In summary the applications of gamification in health and
fitness can be found all throughout society as both forms of
recreational activities and medical necessity. In this way,
gamification can be used for the betterment of everyone.
Companies use gamification in their fitness products to ensure
customers’ consistent use. On the customers’ side, they use
this product as a part of their own gamified system in order to
live a more active life style or keep up with medical needs.
From here we can see that not only is gamification in this field
providing entertainment by making exercise and wellness more
fun, but also ultimately works towards the goals of everyone
participating in the system.
B. Education
The idea of applying gamification to education has been a
popular idea over the past few years. Since education is a field
that encourages students to follow their own interest to further
propel them through the academic world, it would seem like
gamification would be the perfect fit here. However, beyond
the introduction educational gaming software and interactive
online assessments, gamification is lacking in standard modern
education.
To be applicable to an educational environment a gamified
system needs to address the following subjects: constraints,
emotions, narrative, progression and relationships [4].
Constraints apply to what must be done in order to achieve a
goal [4]. If no action is taken, then there will not be any
reward. For example, if it is clear that a class does not try then
they should not receive any extra help. Emotions pertains to
engagement and interest in the subject [4]. Narrative is the
term used for how you reach a destination [4]. Constraints
determine what must be done, however narrative is the choice
you make to reach an ultimate goal, an A for a grade.
Progression tracks how a student evolves and becomes more
familiar with the material and how it can be used to further
goals [4]. For example, when you start studying a new subject
you may not implicitly understand it, however given enough
time and effort your understanding of it will increase. Lastly,
relationships consider what social implication exist within the
system [4]. When learning a subject in a classroom setting,
how do students interact with each other? Is it competitive or
do they work together in order to achieve goals? These are all
very important thoughts to have when applying gamification in
education, because if not all of these subjects are achieved the
entire system is at risk of falling apart.
One way that I think gamification can be used in education
is for reworking how grading can be done. In most cases when
a student enters a class for the first time they aim to get an A,
however with every subsequent assignment that they do not
receive an A on their hopes and expectations decrease. Every
assignment acts as a puzzle piece to the grand scheme of what
your final grade will be and to understand what that value is
you’re required to do some estimations on what your future
grade will be. This form of grading is de-motivational and
encourages students to quit if they do not receive there
expected results enough times. To this end, it’s my opinion
that classes should be graded upwards using gamification.
When students start a class they have zero points and with ever
assignment they gain more and more points, progressing as
they go towards clear and tangible goals or “levels”. These
levels could each come with their own benefit, once a student
get enough points and “levels up” they could be allowed to do
an additional assignment for extra credit. This not only
encourages students to gain points so that they can do extra
credit, but also by providing extra credit as a reward students
are encouraged to reach the next level and not become
sedentary. Conversely, this same reward could be given out

when a certain number of students level up. This encourages
higher level students to assist lower level students so that both
can receive a reward that a) propels the higher level student
ever forward and b) assists the progress lower level students by
increasing their overall standing and providing a tutor. The
best part about using this form of gamification is that it is still
graded in the same manner, it is simply presented in a different
way. There is still a maximum number of points you can get in
the class with the addition or a few extra credit assignments, so
students grades could be calculating their total number of
points over the total number of points possible for the class.
The levels themselves could even correspond to letter grades so
that understanding what a student’s standing in the class is
made easier to manage. By using this gamified system, a
student can always see their progress in a class going upwards
rather than downwards and every assignment and test becomes
encouraging rather than disheartening.
III. USING GAMIFICATION EFFICIENTLY
Gamification is defined as system of information and as
such has correct and incorrect methods of handling it. One
cannot expect that by just adding game design elements to a
system that it will become more fun and efficient. No, to
efficiently use a gamified system one must have an
understanding of how the game mechanics work and how those
mechanics will impact the different individuals [2]. For
example, say that at a gym there is a leaderboard of those who
can lift the most. On this leaderboard you are more likely to
see men at the top because men re more naturally inclined for
lift. Rather the correct use of gamification in this scenario
would to make a men’s division leaderboard and a women’s
division leaderboard so that women’s scores don’t appear
smaller than they actually are.
When considering what game design elements to
implement for a gamified system, one should also consider the
type of environment they are in. The use of some game design
elements could cause the system to be less fun and effective if
the environment that they are used in do not match goal on the
element. For example, the use of leaderboards in a non-
competitive environment such as the inner workings of a race
car mechanic team could cause strife and distraction in an
environment where teamwork is imperative. In some
situations, a leaderboard can inspire friendly competition and in
others it could cause rivalry.
Possibly the most important part of using gamification
correctly is to set up a means of collecting, storing and
organizing information into a meaningful form. Game
mechanics in which they all require inputs. If you want a point
you have to do something and if you want a space on a
leaderboard or a level, you must provide points or otherwise
meet the requirements to level up. If one cannot collect and
organize relevant information, then game mechanics will not
function; if there are no inputs there will be no outputs. Ideally
this would be done online, through online gamification
analytics [2]. Online gamification analytics is an online
method or system that is set up to collect and organize
information, translate it into a gamified system and provide
awards when necessary or applicable. For example, the way
Starbucks tracks how much you’ve bought from them is a form
of online gamification analytics. Every time you but something
with your rewards card the value bought is transferred to your
“account” online, that amount is then translated into points,
once enough of those points have been accrued you receive a
free food or beverage as a reward and then the points are reset.
By doing these actions online or possibly on a cloud we can
save time on data entry and can easily alter the gamified system
when the need arises (switching from points to badges or
providing different rewards).
IV. CONTROVERSIES AROUND GAMIFICATION
Although gamification has gained many advocates in recent
years, there have also been several controversies that site
gamification as a harmful source if information. Some of the
largest concerns regarding gamification include: the sharing of
private information over public forums, the subtle manipulation
that businesses have over consumers as a result of gamification,
and the regular use of rewards in gamified systems devaluing
the competency of the workforce as well as the goals of the
activity.
As stated previously the use of leaderboards can have
detrimental effects on an environment that doesn’t benefit from
competition. However, beyond this it can also be argued that
the collection and sharing of data over public forums can also
be unethical. Say for instance there was an online forum where
participants in a gamified system were showed their points
based on their level of activity in the system; not necessarily a
leaderboard, but a forum where you could monitor your own
activity and those of your friends. If, for example the gamified
systems tracked how much you shopped and how much you
spent on Amazon or where you went out to shop, people would
have cause for alarm. Based on this forum it is possible to
track where others go, that their interests are and how much
disposable income they possess. Criminals or marketing firms
could then use this information to take advantage of the
consumer. Since businesses use gamified systems to collect
and compile data that could be potentially harmful to
consumers, many people find that gamification is an unethical
way of collecting data that customers don’t want to be
compiled.
Another common complaint about the use of gamification
is its use in manipulating an audience or client base. People
participating in gamified system are regularly given incentive
to continue the use of said system. This has been used by
many businesses such as Starbucks to ensure that they maintain
a gold on their client base. This could be detrimental to other
businesses that do not possess the resources or ability to
implement a gamified system (to keep with the example, small
coffee houses). Due to the large amount of resources that
companies possess, they are able to use gamification to run
competitors both large and small out of business.
Lastly, there is much cause for concern over the way that
gamification implements rewards of non-gaming activities. By
providing rewards for activities gamification seeks to entertain
the user and further the achievement of a goal. However, this

constant bombardment of rewards can cause a participant’s
competency to suffer. By providing constant entertainment
within a system the participant will then be more inclined to
exclusively seek out activities that provide the same level of
entertainment, like a drug [1]. Say for instance that after
participating in a gamified system for a year an employee then
moves onto another company that has the same objective, but
provides the means of achieving that objective in a slightly less
entertaining manner. The employee would find this job to be
tough and be less motivated even though it is the same kind of
job and has the same objective. We are already seeing an
example this today with the current commonality of ADD
diagnoses. Because children have more information at their
fingertips than ever before they are in need of constant
stimulation in order to keep them on track. This outcome is
called “gameapocalypse” and is defined as the constant state of
emotion-driven immature labor [1]. This brings up the
question that if people only try to achieve goals to achieve an
extrinsic reward is gamification catering to the greed in human
nature [1]?
V. CONCLUSION
Considering that today every person has more information
that their fingertips at any given moment than at any other time
in history, a system that organizes and presents data in a fun
and meaningful manner holds great importance. Gamification
commonly used in many varying practices from earning
business to bettering lives. It is also imperative to increase the
understanding of how gamification works and how it can be
used to its full potential. If implemented incorrectly
gamification runs the risk causing harm to those operating
within the system. On that subject, remember that gamification
is still a controversial subject and at its core manipulates the
behaviors and emotion its participants. Because of this,
understanding the ethical implications and uses of gamification
will become an ever growing subject as time goes on.
Hopefully now I’ve made it clear how gamification has become
an increasing more important field of understanding in this day
and age.
REFERENCES
[1] E. Llagostera, “On Gamification and Persuasion - SBGames,”
02-Nov-2012. [Online]. Available at:
http://www.sbgames.org/sbgames2012/proceedings/papers/game
sforchange/g4c-02.pdf. [Accessed: 26-Apr-2016].
[2] D. Codish and G. Ravid, “Adaptive Approach for Gamification
Optimization,” IEEE Xplore, 2014. [Online]. Available at:
http://ieeexplore.ieee.org/articledetails.jsp?arnumber=7027561.
[Accessed: 26-Apr-2016].
[3] D. King, F. Greaves, C. Exeter, and A. Darzi, “Gamification :
Influencing health behaviours with games,” 2013. [Online].
Available at: http://jrs.sagepub.com/content/106/3/76.full.pdf.
[Accessed: 26-Apr-2016].
[4] A. Bartel, P. Figas, and G. Hagel, “Towards a Competency-
based Education with Gamification Design Elements,” Towards
a Competency-based Education with Gamification Design
Elements, 07-Oct-2015. [Online]. Available at:
http://dl.acm.org/citation.cfm?id=2810325. [Accessed: 26-Apr-
2016].

Michael Monty CSCI 392 final

More Related Content

Viewers also liked (6)

Similar to Michael Monty CSCI 392 final (20)

Michael Monty CSCI 392 final