Skip to main content
SpringerLink
Log in

Gamification

  • Chapter
  • First Online:
Inclusive Smart Museums

Abstract

This chapter delves into the realm of gamification and its applications within cultural heritage institutions. It highlights the potential of game-based learning, treasure hunts, and gamified digital storytelling in creating immersive, engaging, and memorable experiences for diverse audiences in museums and heritage sites. The discussion begins with an overview of game-based learning, exploring its principles, cognitive benefits, and effectiveness in fostering a deeper understanding and appreciation of cultural heritage. Case studies of game-based learning projects are presented. The chapter then examines treasure hunts as a means of engaging audiences with heritage, discussing their design and implementation to create interactive and exciting experiences. Case studies of treasure hunt projects in heritage sites showcase their transformative potential. Lastly, the chapter explores how gamification can enhance digital storytelling in heritage contexts, covering the design and implementation of gamified digital storytelling and demonstrating the benefits through examples of projects. Emphasizing the power of gamification, the chapter highlights its role in enriching the visitor experience and fostering a deeper connection with cultural heritage. Through these techniques, cultural heritage institutions can create engaging and interactive experiences that captivate and educate diverse audiences.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
eBook
USD 16.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 119.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Alsaggaf, W., Tsaramirsis, G., Al-Malki, N., Khan, F. Q., Almasry, M., Abdulhalim Serafi, M., & Almarzuqi, A. (2020). Association of game events with facial animations of computer-controlled virtual characters based on probabilistic human reaction modeling. Applied Sciences, 10(16), 5636.

    Article  Google Scholar 

  • Andrade, R., Rogerson, M. J., Waycott, J., Baker, S., & Vetere, F. (2019, May). Playing blind: Revealing the world of gamers with visual impairment. In Proceedings of the 2019 CHI conference on Human Factors in Computing Systems (pp. 1–14).

    Google Scholar 

  • Armstrong, T. (2012). Neurodiversity in the classroom: Strength-based strategies to help students with special needs succeed in school and life. ASCD.

    Google Scholar 

  • Boiano, S., Borda, A., Bowen, J. P., Gaia, G., & Giannini, T. (2022). Vignettes of computer-based museum interactive and games software through the years. In Proceedings of EVA London 2022 (EVA 2022), 158–166. http://dx.doi.org/10.14236/ewic/EVA2022.30

    Google Scholar 

  • Bolognesi, C., & Aiello, D. (2020). Learning through serious games: A digital design museum for education. The International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences, 43, 83–90.

    Article  Google Scholar 

  • Bonacini, E., & Giaccone, S. C. (2022). Gamification and cultural institutions in cultural heritage promotion: A successful example from Italy. Cultural trends, 31(1), 3–22.

    Article  Google Scholar 

  • Bontchev, B., Antonova, A., & Dankov, Y. (2020). Educational video game design using personalized learning scenarios. In Computational Science and Its Applications–ICCSA 2020: 20th international conference, Cagliari, Italy, July 1–4, 2020, proceedings, Part VI 20 (pp. 829–845). Springer International Publishing.

    Chapter  Google Scholar 

  • Buli-Holmberg, J., & Jeyaprathaban, S. (2016). Effective practice in inclusive and special needs education. International Journal of Special Education, 31(1), 119–134.

    Google Scholar 

  • Ćosović, M., & Brkić, B. R. (2019). Game-based learning in museums—Cultural heritage applications. Information, 11(1), 22.

    Article  Google Scholar 

  • Cvikel, D. (2021). Captain Kidd’s Lost Ship: The Wreck of the Quedagh Merchant: By Frederick H. Hanselmann, Gainesville FL, USA, University Press of Florida, 2019, 198 pp., 43 B&W illustrations, $85 (hbk), ISBN 978-0813056227.

    Google Scholar 

  • DaCosta, B., & Kinsell, C. (2022). Serious games in cultural heritage: A review of practices and considerations in the design of location-based games. Education Sciences, 13(1), 47.

    Article  Google Scholar 

  • Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011, September). From game design elements to gamefulness: Defining “gamification”. In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments (pp. 9–15).

    Google Scholar 

  • Duval, J. S. (2022). Playful health technology: A participatory, research through design approach to applications for wellness. University of California.

    Google Scholar 

  • Economou, D., Bouki, V., Kounenis, T., Mentzelopoulos, M., & Georgalas, N. (2015, November). Treasure hunt pervasive games in cultural organisations. In 2015 international conference on Interactive Mobile Communication Technologies and Learning (IMCL) (pp. 368–372). IEEE.

    Chapter  Google Scholar 

  • Forster, I. (2018). Tangible objects versus digital interfaces: Opportunities to harness the potential of augmented reality to interact with photographic collections in museums and archives. Collections, 14(2), 227–242.

    Article  Google Scholar 

  • Foster, A., & Shah, M. (2015). The play curricular activity reflection discussion model for game-based learning. Journal of Research on Technology in Education, 47(2), 71–88.

    Article  Google Scholar 

  • Garvey, G. (2022). Perspective chapter: Ungrading, grading contracts, gamification and game-based learning. Active Learning-Research and Practice for STEAM and Social Sciences Education, 167.

    Google Scholar 

  • Gbenga, D. E., Shani, A. I., & Adekunle, A. L. (2017). Smart walking stick for visually impaired people using ultrasonic sensors and Arduino. International Journal of Engineering and Technology, 9(5), 3435–3447.

    Article  Google Scholar 

  • Gee, J. P. (2011). Reflections on empirical evidence on games and learning. Computer Games and Instruction, 223232.

    Google Scholar 

  • Goethe, O. (2019). Gamification mindset. Springer International Publishing.

    Book  Google Scholar 

  • Gong, X., Ye, Z., Liu, K., & Wu, N. (2020). The effects of live platform exterior design on sustainable impulse buying: exploring the mechanisms of self-efficacy and psychological ownership. Sustainability, 12(6), 2406.

    Article  Google Scholar 

  • Gronseth, S. L., & Hutchins, H. M. (2020). Flexibility in formal workplace learning: Technology applications for engagement through the lens of Universal Design for Learning. TechTrends, 64(2), 211–218.

    Article  Google Scholar 

  • Herewini, T. H. (2008). The Museum of New Zealand Te Papa Tongarewa (Te Papa) and the Repatriation of Köiwi Tangata (Mäori and Moriori skeletal remains) and Toi Moko (Mummified Maori Tattooed Heads). International Journal of Cultural Property, 15(4), 405–406.

    Article  Google Scholar 

  • Huang, H., & Ng, K. H. (2021). Designing for cultural learning and reflection using IoT serious game approach. Personal and Ubiquitous Computing, 25(3), 509–524.

    Article  Google Scholar 

  • Huang, H., Ng, K. H., Bedwell, B., & Benford, S. (2021). A card-based internet of things game ideation tool for museum context. Journal of Ambient Intelligence and Humanized Computing, 12, 9229–9240.

    Article  Google Scholar 

  • Ihamäki, P., & Heljakka, K. (2021). Internet of art: Exploring mobility, AR and connectedness in geocaching through a collaborative art experience. In Proceedings of the Future Technologies Conference (FTC) 2020, Volume 2 (pp. 282–299). Springer International Publishing.

    Chapter  Google Scholar 

  • Jørgensen, D., Robin, L., & Fojuth, M. T. (2022). Slowing time in the museum in a period of rapid extinction. Museum and Society, 20(1), 1–12.

    Article  Google Scholar 

  • Joseph, B. (2023). Making dinosaurs dance. American Alliance of Museums.

    Google Scholar 

  • Kasemsarn, K., Harrison, D., & Nickpour, F. (2023). Applying inclusive design and digital storytelling to facilitate cultural tourism: A review and initial framework. Heritage, 6(2), 1411–1428.

    Article  Google Scholar 

  • Kilmer, E. D., Davis, A. D., Kilmer, J. N., & Johns, A. R. (2023). Therapeutically applied role-playing games: The game to grow method. Taylor & Francis.

    Book  Google Scholar 

  • Kim, B., Lee, D., Min, A., Paik, S., Frey, G., Bellini, S., et al. (2020). PuzzleWalk: A theory-driven iterative design inquiry of a mobile game for promoting physical activity in adults with autism spectrum disorder. PLoS One, 15(9), e0237966.

    Article  Google Scholar 

  • Kwak, S. Y. (2004). Designing a handheld interactive scavenger hunt game to enhance museum experience. Michigan State University.

    Google Scholar 

  • Lamb, A. (2015). Interpretation, investigation, and imagination: Museum apps in the school library. Teacher Librarian, 42(4), 60–64.

    Google Scholar 

  • Larson, K. (2020). Serious games and gamification in the corporate training environment: A literature review. TechTrends, 64(2), 319–328.

    Article  Google Scholar 

  • Leite, P. D. S., & Almeida, L. D. A. (2021, July). Extended analysis procedure for inclusive game elements: Accessibility features in the last of us part 2. In Universal Access in Human-Computer Interaction. Design Methods and User Experience: 15th international conference, UAHCI 2021, Held as Part of the 23rd HCI International Conference, HCII 2021, Virtual Event, July 24–29, 2021, Proceedings, Part I (pp. 166–185). Cham: Springer International Publishing.

    Google Scholar 

  • Levitis, E., Van Praag, C. D. G., Gau, R., Heunis, S., DuPre, E., Kiar, G., … & Maumet, C. (2021). Centering inclusivity in the design of online conferences—An OHBM–Open Science perspective. GigaScience, 10(8), giab051.

    Google Scholar 

  • López-Martínez, A., Carrera, Á., & Iglesias, C. A. (2020). Empowering museum experiences applying gamification techniques based on linked data and smart objects. Applied Sciences, 10(16), 5419.

    Article  Google Scholar 

  • Magkafa, D. (2022). Exploring the design, development and evaluation of an app for autistic children in a museum setting (Doctoral dissertation, University of the West of England).

    Google Scholar 

  • Mark, R. (2019). Collecting scientific knowledge a historical perspective on eastern James Bay research. Caring for Eeyou Istchee: Protected area creation on Wemindji Cree territory, 116.

    Google Scholar 

  • Metayer, M. (2023). The Louvre and its collections of Children’ s art books (1990–2020): Viewing pleasure, imagination, and historical knowledge. Image & Narrative, 24(1), 38–51.

    Google Scholar 

  • Mohd Noor Shah, N. F., & Ghazali, M. (2018). A systematic review on digital technology for enhancing user experience in museums. In User Science and Engineering: 5th international conference, i-USEr 2018, Puchong, Malaysia, August 28–30, 2018, Proceedings 5 (pp. 35–46). Springer Singapore.

    Google Scholar 

  • Ogadzhanov, A. (2020). Video games and the museum: A critical analysis (Doctoral dissertation, State University of New York at Buffalo).

    Google Scholar 

  • Orji, R., Vassileva, J., & Mandryk, R. L. (2014). Modeling the efficacy of persuasive strategies for different gamer types in serious games for health. User Modeling and User-Adapted Interaction, 24, 453–498.

    Article  Google Scholar 

  • Osóch, B. (2022). Modernity and tradition: Outdoor games promoting cultural heritage. Barbara Osoch. European Research Studies Journal, XXV(1), 739–751.

    Article  Google Scholar 

  • Pellas, N., Fotaris, P., Kazanidis, I., & Wells, D. (2019). Augmenting the learning experience in primary and secondary school education: A systematic review of recent trends in augmented reality game-based learning. Virtual Reality, 23(4), 329–346.

    Article  Google Scholar 

  • Prensky, M. (2003). Digital game-based learning. Computers in Entertainment (CIE), 1(1), 21–21.

    Article  Google Scholar 

  • Preston, D. J. (2014). Dinosaurs in the attic: An excursion into the American Museum of Natural History. St. Martin’s Griffin.

    Google Scholar 

  • Prochaska, A. (1998). The British Library and its digital future as a research library. Library Review, 47(5/6), 311–316.

    Article  Google Scholar 

  • Quintanilla, E., Joseph, B., & Chmiel, M. (2014). Advancing STEM learning with games in civic and cultural institutions: A play, critique, and discussion session. In Ochsner A, Dietmeier J, Williams CC, et al. GLS10. 0 conference (pp. 20–24). ETC Press.

    Google Scholar 

  • Ramadhan, T., Aini, Q., Santoso, S., Badrianto, A., & Supriati, R. (2021). Analysis of the potential context of blockchain on the usability of gamification with game-based learning. International Journal of Cyber and IT Service Management, 1(1), 84–100.

    Article  Google Scholar 

  • Roussou, M. (2004). Learning by doing and learning through play: An exploration of interactivity in virtual environments for children. Computers in Entertainment (CIE), 2(1), 10–10.

    Article  Google Scholar 

  • Roussou, M., Perry, S., Katifori, A., Vassos, S., Tzouganatou, A., & McKinney, S. (2019, May). Transformation through provocation?. In Proceedings of the 2019 CHI conference on Human Factors in Computing Systems (pp. 1–13).

    Google Scholar 

  • Sachdeva, K., & Chaudhary, H. (2022). Digital technologies and virtual museums—Novel approach. Handbook of Museum Textiles, 2, 361–378.

    Google Scholar 

  • Sahin, N. T., Keshav, N. U., Salisbury, J. P., & Vahabzadeh, A. (2018). Safety and lack of negative effects of wearable augmented-reality social communication aid for children and adults with autism. Journal of Clinical Medicine, 7(8), 188.

    Article  Google Scholar 

  • Salen, K. (2007). Gaming literacies: A game design study in action. Journal of Educational Multimedia and Hypermedia, 16(3), 301–322.

    Google Scholar 

  • Sanchis, Á., Rodríguez, N., Heras, D., & Lleonart, M. (2020). User experience with mobile applications for museums and exhibition spaces. Eikón Imago, 8(1), 393–412.

    Google Scholar 

  • Sancho Nascimento, L., Zagalo, N., & Bezerra Martins, L. (2020). Challenges of developing a mobile game for children with down syndrome to test gestural interface. Information, 11(3), 159.

    Article  Google Scholar 

  • Schmidt, M. M., Lee, M., Francois, M. S., Lu, J., Huang, R., Cheng, L., & Weng, Y. (2023). Learning experience design of project PHoENIX: Addressing the lack of autistic representation in extended reality design and development. Journal of Formative Design in Learning, 1–19.

    Google Scholar 

  • Shakouri, F., & Tian, F. (2019). Avebury portal–A location-based augmented reality treasure hunt for archaeological sites. In E-Learning and Games: 12th international conference, Edutainment 2018, Xi’an, China, June 28–30, 2018, proceedings 12 (pp. 39–49). Springer International Publishing.

    Google Scholar 

  • Shernoff, D., Hamari, J., & Rowe, E. (2014, June). Measuring flow in educational games and gamified learning environments. In EdMedia+ Innovate Learning (pp. 2276–2281). Association for the Advancement of Computing in Education (AACE).

    Google Scholar 

  • Sindbæk, S. M. (2022). Pirates in the age of populism: New Viking exhibitions in Stockholm and Copenhagen. Current Swedish Archaeology, 30, 13–24.

    Article  Google Scholar 

  • Smith, B. A., & Nayar, S. K. (2018, April). The RAD: Making racing games equivalently accessible to people who are blind. In Proceedings of the 2018 CHI conference on human factors in computing systems (pp. 1–12).

    Google Scholar 

  • Spors, V., & Kaufman, I. (2021). Respawn, reload, relate: Exploring the self-care possibilities for mental health in games through a humanistic lens. In Proceedings of the ACM on Human-Computer Interaction, 5(CHI PLAY) (pp. 1–31).

    Google Scholar 

  • Squire, K. (2006). From content to context: Videogames as designed experience. Educational Researcher, 35(8), 19–29.

    Article  Google Scholar 

  • Srisermbhok, A. (2020). Analysis of activities that enhanced students’ communication skills and cross-cultural understanding of ASEAN community through English camp: A case study of international inter-cultural expedition camp at universiti Malaysia Sarawak. LEARN Journal: Language Education and Acquisition Research Network, 13(2), 394–413.

    Google Scholar 

  • Torres, P. E., Ulrich, P. I., Cucuiat, V., Cukurova, M., De la Presa, M. C. F., Luckin, R., et al. (2021). A systematic review of physical–digital play technology and developmentally relevant child behaviour. International Journal of Child-Computer Interaction, 30, 100323.

    Article  Google Scholar 

  • Treier, L. (2021). Annotating colonialism: Recent exhibit interventions in historic cultural (mis) representation at the American Museum of Natural History. Museum Anthropology Review, 15(1), 84–105.

    Article  Google Scholar 

  • Tsai, H., & Sung, K. (2012). Mobile applications and museum visitation. Computer, 45(4), 95–98.

    Article  Google Scholar 

  • Van Eck, R. (2015). Digital game-based learning: Still restless, after all these years. EDUCAUSE Review, 50(6), 13.

    Google Scholar 

  • Van Ledtje, O., & Merrill, C. (2022). Spark change: Making your mark in a digital world. International Society for Technology in Education.

    Google Scholar 

  • Walkowiak, E. (2023). Digitalization and inclusiveness of HRM practices: The example of neurodiversity initiatives. Human Resource Management Journal.

    Google Scholar 

  • Wood, R. (2019). Inclusive education for autistic children: Helping children and young people to learn and flourish in the classroom. Jessica Kingsley Publishers.

    Google Scholar 

  • Zhang, Q. (2023). Secure preschool education using machine learning and metaverse technologies. Applied Artificial Intelligence, 37(1), 2222496.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Professor of Art History and Visual Culture, Lindenwood University, Saint Charles, MO, USA

    James Hutson

  2. Art History and Visual Culture, Lindenwood University, St Charles, MO, USA

    Piper Hutson

Authors
  1. James Hutson
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Piper Hutson
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

Copyright information

© 2024 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Hutson, J., Hutson, P. (2024). Gamification. In: Inclusive Smart Museums. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-43615-4_4

Download citation

Publish with us

Policies and ethics

Search

Navigation