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From Market Place to Collusion Detection: Case Studies of Gamification in Education

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Gamification in Education and Business

Abstract

During CHI 2011, a number of researchers attempted to define gamification (Deterding, Khaled, Nacke, & Dixon, 2011; Jacobs, 2013; Lee & Hammer, 2011). While most of these definitions have focused on the use such game elements as game mechanics, attributes, game-thinking, and many others, in non-game environments, Jacobs (2013) and Bunchball (2010) point to an additional key aspect of elements that should be prioritized: to influence player behaviors, which has been widely adopted in the business community to build customer community and loyalty, improve customer engagement, reinforce brand identity, and many others at various levels (Bunchball, 2010). Gartner pointed out that more than 50 % of businesses will use gamification as the driving mechanism to transform business operations by 2015 (Burke, 2011).

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Authors and Affiliations

  1. Department of Computer Science, Kean University, Wenzhou, China

    Pinata Winoto & Tiffany Y. Tang

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  1. Pinata Winoto
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  2. Tiffany Y. Tang
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Correspondence to Tiffany Y. Tang .

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Editors and Affiliations

  1. School of Information Systems, Curtin University, Bentley, West Australia, Australia

    Torsten Reiners

  2. Dept. of Business Information Systems, Auckland University of Technology, Auckland, New Zealand

    Lincoln C. Wood

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Winoto, P., Tang, T.Y. (2015). From Market Place to Collusion Detection: Case Studies of Gamification in Education. In: Reiners, T., Wood, L. (eds) Gamification in Education and Business. Springer, Cham. https://doi.org/10.1007/978-3-319-10208-5_14

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