Achievement unlocked: Investigating the design of effective gamification experiences for mobile applications and devices

This thesis investigates the design of motivating and engaging software experiences. In particular it examines the use of video game elements in non-game contexts, known as gamification, and how to effectively design gamification experiences for smartphone applications. The original contribution of this thesis is a novel framework for designing gamification, derived from an iterative process of evaluating gamified prototypes. The outcomes of this research can help us to better understand the impact of gamification in today's society and how it can be used to design more effective software.

Encouraging learners to drive using game elements and smartphones

Young drivers aged 17-24 years are at a risk of death and injury from road crashes primarily due to their age and inexperience on the road. Our research aims to investigate if a gamified mobile tracking and intervention tool can help to address this issue. We aim to build a smartphone application to support the current process of logging driving hours using a physical logbook and pen in Queensland. This provides an easier way to log driving hours than recording them in a logbook. In an attempt to engage Learners and encourage them to undertake more diverse driving practice we will explore how game elements can be integrated into the experience to motivate Learners. Previous research in other domains has shown that framing tasks as game-like can help engage and motivate users, however the addition of game elements to this space provides some interesting design challenges. This paper presents an overview of the research and presents these challenges for further discussion.

Gamifying everyday activities using mobile sensing

The addition of game design elements to non-game contexts has become known as gamification. Previous research has suggested that framing tedious and non-motivating tasks as game-like can make them enjoyable and motivating (e.g., de Oliveira, et al., 2010; Fujiki, et al., 2007; Chiu, et al., 2009). Smartphone applications lend themselves to being gamified as the underlying mobile technology has the ability to sense user activities and their surrounding environment. These sensed activities can be used to implement and enforce game-like rules based around many physical activities (e.g., exercise, travel, or eating). If researchers wish to investigate this area, they first need an existing gamified application to study. However if an appropriate application does not exist then the researcher may need to create their own gamified prototype to study. Unfortunately, there is little previous research that details or explains the design and integration of game elements to non-game mobile applications. This chapter explores this gap and shares a framework that was used to add videogame-like achievements to an orientation mobile application developed for new university students. The framework proved useful and initial results are discussed from two studies. However, further development of the framework is needed, including further consideration of what makes an effective gamified experience.

Driven to drive : designing gamification for a learner logbook smartphone application

Driving can be dangerous, especially for young and inexperienced drivers. To help address the issue of inexperience a gamified logbook application was developed for Learner drivers. The application aims to encourage learners to undertake a wider range of practice, while also making it easier to record their mandatory practice sessions. This paper reports on the design of this application, focusing on the effect that adding gamification can have on the usability and user experience of the application and the importance of playability testing for gamified systems. Two versions of the application were developed, one with game elements and one without game elements. This paper presents findings from a study that compares the user experience of these two versions of the application with twelve recent Learner drivers. Overall, participants reported that the gamified version was more engaging and motivating than the non-gamified version, however neither versions were preferred over the other. We theorise that this may have occurred due to a number of usability issues that arose, including an increased difficulty in learnability due to the added game elements. These design issues are important to address in future gamified system designs.

Positively playful : when videogames lead to player wellbeing

Videogames are an increasingly popular entertainment choice, yet we have a limited understanding of their potential wellbeing benefits. The current research used an online survey (N = 429) to investigate how gameplay choices and the psychological experience of gameplay impact on player wellbeing. Specifically, a hierarchical multiple regression was conducted to determine if, controlling for age and gender, current gameplay choices (amount of play, game genre, mode of play) and play experience (flow, psychological need satisfaction) predicted current wellbeing. Results indicated that age, social play, relatedness during gameplay and flow were positively associated with player wellbeing. Implications for our understanding of player wellbeing, as well as directions for future research are discussed.

Videogame reward types

This research has been conducted to ascertain the validity of existing videogame reward categorisations. An overview of current videogame reward types is provided and the need for further research in the area of videogame reward systems is identified. Possible limitations of the primary existing reward taxonomy are identified. We propose a definition of videogame rewards and present initial findings on a partially validated videogame reward taxonomy. Future games and gamified applications stand to benefit from a categorisation of videogame rewards, as videogame rewards play a pivotal role in player motivation.