Gamification of digital art: promoting speculative design and interactive experience

References

• Anunpattana, P., Khalid, M. N. A., Iida, H., & Inchamnan, W. (2021). Capturing potential impact of challenge-based gamification on gamified quizzing in the classroom. Heliyon, 7(12), 1–22. https://doi.org/10.1016/j.heliyon.2021.e08637
   Web of Science ®Google Scholar
• Buckley, P., & Doyle, E. (2016). Gamification and student motivation. Interactive Learning Environments, 24(6), 1162–1175. https://doi.org/10.1080/10494820.2014.964263
   Web of Science ®Google Scholar
• Calderón, A., Ruiz, M., & O'Connor, R. V. (2019). Designing game scenarios for software project management education and assessment. IET Software, 13(2), 144–151. https://doi.org/10.1049/iet-sen.2018.5081
   Web of Science ®Google Scholar
• Chapman, C., Chua, W. F., & Fiedler, T. (2021). Seduction as control: Gamification at foursquare. Management Accounting Research, 53, 100765. https://doi.org/10.1016/j.mar.2021.100765
   Web of Science ®Google Scholar
• Committee on Publication Ethics. (2021). Our organization. Retrieved 15 March 2022 from https://publicationethics.org/about/our-organisation
   Google Scholar
• Costa, M. C., Santos, P., Patrício, J. M., & Manso, A. (2021). An interactive information system that supports an augmented reality game in the context of game-based learning. Multimodal Technologies and Interaction, 5(12), 1–25. https://doi.org/10.3390/mti5120082
   Google Scholar
• Dæhli, O., Kristoffersen, B., LauvåsJr.P., & Sandnes, T. (2021). Exploring feedback and gamification in a data modeling learning tool. Electronic Journal of e-Learning, 19(6), 559–574. https://doi.org/10.34190/ejel.19.6.2501
   Web of Science ®Google Scholar
• Denden, M., Tlili, A., Essalmi, F., Jemni, M., Chen, N., & Burgos, D. (2021). Effects of gender and personality differences on students’ perception of game design elements in educational gamification. International Journal of Human-Computer Studies, 154, 102674. https://doi.org/10.1016/j.ijhcs.2021.102674
   Web of Science ®Google Scholar
• Douglas, B. D., & Brauer, M. (2021). Gamification to prevent climate change: A review of games and apps for sustainability. Current Opinion in Psychology, 42, 89–94. https://doi.org/10.1016/j.copsyc.2021.04.008
   PubMed Web of Science ®Google Scholar
• Gallego-Durán, F. J., Villagrá-Arnedo, C. J., Satorre-Cuerda, R., Compañ-Rosique, P., Molina-Carmona, R., & Llorens-Largo, F. (2019). A guide for game-design-based gamification. Informatics, 6(4), 49. https://doi.org/10.3390/informatics6040049
   Google Scholar
• Guardia, J. J., Del Olmo, J. L., Roa, I., & Berlanga, V. (2019). Innovation in the Teaching-Learning Process: The Case of Kahoot! On the Horizon, 27(1), 35–45. https://doi.org/10.1108/OTH-11-2018-0035
   Google Scholar
• Kamalodeen, V. J., Ramsawak-Jodha, N., Figaro-Henry, S., Jaggernauth, S. J., & Dedovets, Z. (2021). Designing gamification for geometry in elementary schools: Insights from the designers. Smart Learning Environments, 8(1), 36. https://doi.org/10.1186/s40561-021-00181-8
   Google Scholar
• Klapztein, S., & Cipolla, C. (2016). From game design to service design: A framework to gamify services. Simulation and Gaming, 47(5), 566–598. https://doi.org/10.1177/1046878116641860
   Google Scholar
• Klein, G. (2021). Viewing gamification design limitations and weaknesses through a pandemic lens. Societies, 11(4), 137. https://doi.org/10.3390/soc11040137
   Web of Science ®Google Scholar
• Kotsopoulos, D., Bardaki, C., Papaioannou, T. G., Pramatari, K., & Stamoulis, G. D. (2020). User-centered gamification: The case of IoT-enabled energy conservation at work. International Journal of E-Services and Mobile Applications, 12(2), 15–39. https://doi.org/10.4018/IJESMA.2020040102
   Google Scholar
• Malahito, J. A. I., & Quimbo, M. A. T. (2020). Creating G-class: A gamified learning environment for freshman students. E-Learning and Digital Media, 17(2), 94–110. https://doi.org/10.1177/2042753019899805
   Google Scholar
• Marín-Vega, H., Alor-Hernández, G., Colombo-Mendoza, L. O., Sánchez-Ramírez, C., García-Alcaraz, J. L., & Avelar-Sosa, L. (2020). Zeus – A tool for generating rule-based serious games with gamification techniques. IET Software, 14(2), 88–97. https://doi.org/10.1049/iet-sen.2019.0028
   Web of Science ®Google Scholar
• Marques, R., Costa, G., da Silva, M., Gonçalves, M., & & Gonçalves, D. (2020). A gamification solution for improving scrum adoption. Empirical Software Engineering, 25(4), 2583–2629. https://doi.org/10.1007/s10664-020-09816-9
   Web of Science ®Google Scholar
• McGrath, R. E., & Meyer, G. J. (2006). When effect sizes disagree: The case of r and d. Psychological Methods, 11(4), 386–401. https://doi.org/10.1037/1082-989X.11.4.386
   PubMed Web of Science ®Google Scholar
• Miller, J. A., & Cooper, S. (2021). Case studies in game-based complex learning. Multimodal Technologies and Interaction, 5(12), 72. https://doi.org/10.3390/mti5120072
   Google Scholar
• Mulcahy, R. F., McAndrew, R., Russell-Bennett, R., & Iacobucci, D. (2021). “Game on!” pushing consumer buttons to change sustainable behavior: A gamification field study. European Journal of Marketing, 55(10), 2593–2619. https://doi.org/10.1108/EJM-05-2020-0341
   Web of Science ®Google Scholar
• Mystakidis, S., Filippousis, G., Tolis, D., & Tseregkouni, E. (2021). Playful metaphors for narrative-driven E-learning. Applied Sciences (Switzerland), 11(24), 11682. https://doi.org/10.3390/app112411682
   Web of Science ®Google Scholar
• Nuanmeesri, S. (2021). Developing gamification to improve mobile learning in web design course during the COVID-19 pandemic. International Journal of Information and Education Technology, 11(12), 567–573. https://doi.org/10.18178/IJIET.2021.11.12.1566
   Google Scholar
• Orinina, L. V., Kashuba, I. V., Dyorina, N. V., & Rabina, E. I. (2019). Modern pedagogical approaches in the system of engineering education. Higher Education in Russia, 28(6), 129–137. https://doi.org/10.31992/0869-3617-2019-28-6-129-137
   Google Scholar
• Özdemir, S. (2020). Digital nudges and dark patterns: The angels and the archfiends of digital communication. Digital Scholarship in the Humanities, 35(2), 417–428. https://doi.org/10.1093/LLC/FQZ014
   Web of Science ®Google Scholar
• Prasetyo, N., & Suyoto, A. (2018). Design mobile app for increase the visitor museum using gamification method. Telkomnika (Telecommunication Computing Electronics and Control), 16(6), 2791–2798. https://doi.org/10.12928/TELKOMNIKA.v16i6.10384
   Google Scholar
• Putz, L., Hofbauer, F., & Treiblmaier, H. (2020). Can gamification help to improve education? Findings from a longitudinal study. Computers in Human Behavior, 110, 106392. https://doi.org/10.1016/j.chb.2020.106392
   Web of Science ®Google Scholar
• Regalado, F., Costa, L. V., Martins, F., & Veloso, A. I. (2021). Gamifying online news in a senior online community: Insights from designing and assessing the readers’ experience. Social Sciences, 10(12), 463. https://doi.org/10.3390/socsci10120463
   Google Scholar
• Rojas, V. S., Fuentealba, L. F., & Ranjan, R. (2021). Game-based didactic resources as a strategy in foreign language pedagogy. International Journal of Learning, Teaching and Educational Research, 20(12), 195–211. https://doi.org/10.26803/IJLTER.20.12.12
   Google Scholar
• Saati, T. L. (1989). Making decisions. Hierarchy analysis method. Radio and communication.
   Google Scholar
• Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32(1), 77–112. https://doi.org/10.1007/s10648-019-09498-w
   Web of Science ®Google Scholar
• Sánchez, S. P., Belmonte, J. L., Cabrera, A. F., & Núñez, J. A. L. (2020). Gamification as a methodological complement to flipped learning—An incident factor in learning improvement. Multimodal Technologies and Interaction, 4(2), 12. https://doi.org/10.3390/mti4020012
   Google Scholar
• Shipepe, A., & Peters, A. (2018). Designing an interactive career guidance learning system using gamification. In Heike Winschiers-Theophilus & Izak van Zyl (Eds.), ACM international conference proceeding series (pp. 202–205). ACM. https://doi.org/10.1145/3283458.3283481
   Google Scholar
• Siala, H., Kutsch, E., & Jagger, S. (2020). Cultural influences moderating learners’ adoption of serious 3D games for managerial learning. Information Technology and People, 33(2), 424–455. https://doi.org/10.1108/ITP-08-2018-0385
   Web of Science ®Google Scholar
• Şenocak, D., Büyük, K., & Bozkurt, A. (2021). Examination of the hexad user types and their relationships with gender, game mode, and gamification experience in the context of open and distance learning. Online Learning Journal, 25(4), 170–186. https://doi.org/10.24059/olj.v25i4.2276
   Web of Science ®Google Scholar
• Tondello, G. F., & Nacke, L. E. (2020). Validation of user preferences and effects of personalized gamification on task performance. Frontiers in Computer Science, 2(29), 100907. https://doi.org/10.3389/fcomp.2020.00029
   PubMed Web of Science ®Google Scholar
• Tsai, C., Lin, H., & Liu, S. (2020). The effect of pedagogical GAME model on students’ PISA scientific competencies. Journal of Computer Assisted Learning, 36(3), 359–369. https://doi.org/10.1111/jcal.12406
   Web of Science ®Google Scholar
• Xu, J., Lio, A., Dhaliwal, H., Andrei, S., Balakrishnan, S., Nagani, U., & Samadder, S. (2021). Psychological interventions of virtual gamification within academic intrinsic motivation: A systematic review. Journal of Affective Disorders, 293, 444–465. https://doi.org/10.1016/j.jad.2021.06.070
   PubMed Web of Science ®Google Scholar
• Yildiz, İ, Topçu, E., & Kaymakci, S. (2021). The effect of gamification on motivation in the education of pre-service social studies teachers. Thinking Skills and Creativity, 42, 100907. https://doi.org/10.1016/j.tsc.2021.100907
   Web of Science ®Google Scholar