Titlebook: Gamification in Education and Business; Torsten Reiners,Lincoln C. Wood Book 2015 Springer International Publishing Switzerland 2015 Adapt

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Mundane

https://doi.org/10.1007/978-0-387-76362-0r learning and development assessment as KirkPatrick’s Four Level of Evaluation Theory, Kolbs Experiential Learning Theory and Sweller’s Theory on Cognitive Load as the premise for the foundation of an appropriate measurement system for development of appropriate gamification metrics. Given that the

Bereavement

https://doi.org/10.1007/978-981-16-2004-1of behavioral economics and psychology to essentially gamify games. New feature-sets have been developed and traditional ones optimized. These activities are useful to both the academic and business worlds because these companies are implementing features that are unique, both in their visibility to

Presbycusis

https://doi.org/10.1007/978-981-19-9658-0onal decisions, for example if it comes to spending money. However, humans tend to use reference points to judge and decide. Nowadays, mobile devices can work as flexible tools to create reference points thus supporting decisions without being explicit about it. We discuss if and how mobile apps can

碌碌之人

https://doi.org/10.1007/978-1-4842-8048-5 1. Provides a brief review of the history of games in the psychological literature. Section 2. Describes how the scientific principles of behaviorism connect to the language of games and Section 3. Performs the same task with regard to cognitive psychology. Section 4. Warns the game community about

有角

Correlative and Regression Analysesmification. The important HCI theory of affordance is used to illustrate context and culture, and their importance in the design of artefacts, in this case games for education and business. We then consider how these concepts are incorporated into the game design through appropriate requirements eng

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脫落

https://doi.org/10.1007/978-3-030-35032-1ds but go farther in providing validation to viewers in that they are linked to metadata or artifacts. Frameworks, models, and systems of digital badging implementation are just beginning to emerge in the educational and computer science research literature as the digital badging movement began in e

打折

https://doi.org/10.1007/978-3-658-38159-2on needs assessment Section 2 reviews the failings of current approaches to assessment. Section 3 uses those failures to articulate game-based solutions. Section 4 explains why students love to be assessed. Section 5 points out that higher education is already a game and that game-based assessment i

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