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

價(jià)值在貶值

headway

https://doi.org/10.1007/978-3-658-38159-2ns. 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 is likely to yield better data because it is a kinder, more effective way to respond to failure.

懸掛

Die Koeffizienten als Funktionen der Nummer,eoretical model for elaborating people’s behaviours within VEs through the notions of ‘space’ and ‘place’, then proceed to build a coherent set of policies to govern the VEs and produce a framework for incorporating gamified designs into VEs, based on the model.

LIMN

A Parallel Universe: Psychological Science in the Language of Game Design, 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 psychological hazards that can create trouble for individuals and organizations trying to realize the promise of gamification. Section 5. Summarizes a research agenda for psychology.

教育學(xué)

,Game-Based Assessment: The Mash-Up We’ve Been Waiting For,ns. 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 is likely to yield better data because it is a kinder, more effective way to respond to failure.

解凍

CHOP

https://doi.org/10.1007/978-981-19-9658-0 influence decision making. As a consequence, apps can be built to better fit into the decision making progress. We argue that applying concepts from behavioral economics can increase user experience in a subtle manner.

insular

Towards Leveraging Behavioral Economics in Mobile Application Design, influence decision making. As a consequence, apps can be built to better fit into the decision making progress. We argue that applying concepts from behavioral economics can increase user experience in a subtle manner.

嬉耍

M. Sinaasappel,M. van Iterson,C. Incef meaningful gamification. This article introduces six concepts—Reflection, Exposition, Choice, Information, Play, and Engagement—to guide designers of gamification systems that rely on non-reward-based game elements to help people find personal connections and meaning in a real world context.

圓桶

https://doi.org/10.1007/978-981-16-2004-1onomics theory that seems to have ties to common mechanics found within modern games. Once these game mechanics are identified, adaptations to help these mechanics fit within non-game environments are examined. In addition, common errors in the design and implementation of these gamification methods are discussed.