@article{Mennig, author = {Mennig, Patrick}, title = {Modeling gamification rules with ontologies for achieving a generic platform architecture}, series = {FHWS Science Journal}, volume = {2 (2014)}, journal = {FHWS Science Journal}, number = {1}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:863-opus-1053}, pages = {60 -- 70}, abstract = {Gamification is an emerging trend for both, consumer and enterprise applications. The latter feature additional complexity due to their often highly distributed and interlaced nature. Herzig et. al. addressed this problem and proposed a generic platform for enterprise gamification. Based on their work, the problem of formulating gamification rules is taken up in this paper. Ontologies and semantic technologies are proposed as a possible solution. An ontology for gamification rules is created. Its applicability to solve the problem is validated with a thought experiment.}, language = {en} } @article{Zink2014, author = {Zink, Stefan}, title = {Generic open source gamification framework}, series = {FHWS Science Journal}, volume = {2 (2014)}, journal = {FHWS Science Journal}, number = {1}, organization = {Hochschule f{\"u}r angewandte Wissenschaften W{\"u}rzburg-Schweinfurt}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:863-opus-1014}, pages = {50 -- 59}, year = {2014}, abstract = {Gamification wurde in den letzten Jahren zu einem immer gr{\"o}ßeren Hype-Thema, sodass immer mehr Unternehmen versuchen dies einzusetzen. Aufgrund von mangelnder Kenntnis und fehlerhaftem Design sind diese Umsetzungen zum gr{\"o}ßten Teil zum Scheitern verurteilt. Es existieren zudem keine allgemeinen technischen L{\"o}sungen, welche offen zug{\"a}nglich und frei implementiert sind. Aufgrund dessen ist es n{\"o}tig, eine allgemeing{\"u}ltige und freie Art der Umsetzung zu generieren, welche in dieser Arbeit umrissen wird.}, language = {de} } @inproceedings{JohnFertig, author = {John, Isabel and Fertig, Tobias}, title = {Gamification for software engineering students - an experience report}, series = {2022 IEEE Global Engineering Education Conference (EDUCON)}, booktitle = {2022 IEEE Global Engineering Education Conference (EDUCON)}, publisher = {IEEE}, isbn = {978-1-6654-4434-7}, issn = {2165-9567}, doi = {10.1109/EDUCON52537.2022.9766825}, abstract = {In this paper we describe the evolution of a gamified course on agile methods and Scrum in software engineering teaching at university. The course covers among other topics, agile project management and scrum. For knowledge tranfer we used different gamification approaches in this course over the years, including point based gamification and story based gamification but also simple approaches like quizzes. The gamified e-learning course was realized with the learning management system Moodle. We describe how the course was built up in moodle, give some technical details on the used plugins and gamification elements. We describe our experiences with the different gamification approaches and give some lessons learned.}, language = {en} } @inproceedings{JohnFertig, author = {John, Isabel and Fertig, Tobias}, title = {Evaluation of a Gamified Elearning Course for Agile Methods}, series = {2024 IEEE Global Engineering Education Conference (EDUCON)}, booktitle = {2024 IEEE Global Engineering Education Conference (EDUCON)}, publisher = {IEEE}, isbn = {979-8-3503-9402-3}, issn = {2165-9567}, doi = {10.1109/EDUCON60312.2024.10578678}, abstract = {For teaching agile methods in an IT undergraduate course we built up a gamified blended learning course. We created the course with gamification elements like videos, quizzes, badges, and points within the learning management system Moodle. To do so we used a gamification concept based on MDA (Mechanics-Dynamics-Aesthetics). The goal of the gamification concept was to increase intrinsic motivation of the students. We evaluated the motivation of our students with a questionnaire that is based on the psychological motivation theory STD (Self Determination Theory). The paper will shortly show how we built up the course in Moodle, and also gives some details on the used plugins and gamification elements. The main focus is on the evaluation which was done using a standardized questionnaire on intrinsic motivation built upon SDT at the beginning and at the end of our course. 39 students participated before taking the course and 16 after the completion of the course. The evaluation shows that some elements in the course like Videos and quizzes increase the motivation clearly whereas others do not. We could show an increase of intrinsic motivation in some factors of the questionnaire we used, but not in all factors.}, language = {en} } @inproceedings{JohnHessFertig, author = {John, Isabel and Hess, Anne and Fertig, Tobias}, title = {Work in Progress: Supporting Distributed Practice with a Gamified E-Learning Course}, series = {Engineering Education for Global Responsibility (ICL 2024)}, booktitle = {Engineering Education for Global Responsibility (ICL 2024)}, editor = {Auer, Michael E. and R{\"u}{\"u}tmann, Tiia}, publisher = {Springer}, address = {Cham}, isbn = {978-3-031-83519-3}, doi = {10.1007/978-3-031-83520-9_13}, pages = {139 -- 146}, language = {en} }