GAMIFY-SN: A Meta-model for Planning and Deploying Gamification Concepts Within Social Networks - A Case Study

  • Armando M. Toda
  • Ricardo M. C. do Carmo
  • Alan Pedro da Silva
  • Seiji Isotani
Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 746)


Gamification strategies aligned with social network features increase student’s engagement and motivation, along its interactions. However, there is a lack of models or processes that aids the instructors to deploy gamification and social network features within their educational environments in an effective way, since most of these instructors do not have knowledge regarding gamification design nor resources and time to deploy it. The literature also lacks of studies that considers those instructors as variables in the implantation process, since their participation is essential in order to promote beneficial effects of gamification. Based on this premise we propose a meta-process to aid in gamification planning and implantation with social network concepts, called GAMIFY-SN. We conducted a case study to validate our approach, within a programming course with 40 students. We collected the student’s opinion through qualitative and quantitative approaches, and interviewed the instructor to get feedback from the meta-process. Our results demonstrated that the gamification within social network was well-accepted by the students and instructors, however there are still some obstacles to overcome.


Gamification Process Evaluation 



The authors would like to thanks CNPq, Capes and FAPESP project number 2016/02765-2 for the funding granted for this project.


  1. 1.
    Darejeh, A., Salim, S.S.: Gamification solutions to enhance software user engagement - a systematic review. Int. J. Hum. Comput. Interact., May 2016.
  2. 2.
    Dicheva, D., Dichev, C.: Gamification in Education: Where Are We in 2015? E-Learn 2015 - Kona, Hawaii, United States, pp. 1445–1454, July 2014 (2015)Google Scholar
  3. 3.
    Zichermann, G., Cunningham, C.: Gamification by Design: Implementing Game Mechanics in Web and Mobile Apps, 1st edn. O-Reilly Media, Sebastopol (2011)Google Scholar
  4. 4.
    de Sousa Borges, S., et al.: A systematic mapping on gamification applied to education. In: Proceedings of the 29th Annual ACM Symposium on Applied Computing - SAC 2014, pp. 216–222 (2014)Google Scholar
  5. 5.
    Kapp, K.M.: The gamification of learning and instruction: game-based methods and strategies for training and education (2012)Google Scholar
  6. 6.
    de-Marcos, L., et al.: On the effectiveness of game-like and social approaches in learning: comparing educational gaming, gamification & social networking. Comput. Educ. 95, 99–113 (2015)CrossRefGoogle Scholar
  7. 7.
    Paiva, R., et al.: What do students do on-line? modeling students’ interactions to improve their learning experience. Comput. Hum. Behav. 64, 769–781 (2016)CrossRefGoogle Scholar
  8. 8.
    Tenório, T., et al.: A gamified peer assessment model for on-line learning environments in a competitive context. Comput. Hum. Behav. 64, 247–263 (2016)CrossRefGoogle Scholar
  9. 9.
    Martí-Parreño, J., et al.: Teachers’ attitude towards and actual use of gamification. Procedia - Soc. Behav. Sci. 228, 682–688 (2016)CrossRefGoogle Scholar
  10. 10.
    Sánchez-Mena, A., Martí-Parreño, J.: Gamification in higher education: teachers’ drivers and barriers. In: Proceedings of the International Conference Future of Education, July 2016Google Scholar
  11. 11.
    Basili, V., Caldiera, C., Rombach, H.D.: Goal question metric paradigm. Encycl. Softw. Eng. 1, 528–532 (1994)Google Scholar
  12. 12.
    Thom, J., et al.: Removing gamification from an enterprise SNS. In: Proceedings of the ACM 2012 Conference CSCW, pp. 1067–1070 (2012)Google Scholar
  13. 13.
    Dignan, A.: Game Frame. Free Press, New York (2011)Google Scholar
  14. 14.
    Toda, A., et al.: Um processo de Gamificação para o ensino superior: Experiências em um módulo de Bioquímica. In: Anais do Workshop de Informática na Escola, p. 495 (2016)Google Scholar
  15. 15.
    Mesquita, M., et al.: Utilizing Gamification concepts tied with Social Networks to support students in programming classes. In: Proc. XV Simpósio Int. Informática Educ., pp. 127–132 (2013)Google Scholar
  16. 16.
    Tavakol, M., Dennick, R.: Making sense of Cronbach’s alpha. Int. J. Med. Educ. 2, 53–55 (2011)CrossRefGoogle Scholar

Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  • Armando M. Toda
    • 1
  • Ricardo M. C. do Carmo
    • 2
  • Alan Pedro da Silva
    • 1
  • Seiji Isotani
    • 1
  1. 1.Instituto de Ciências Matemáticas e ComputaçãoUniversidade de São PauloSão CarlosBrazil
  2. 2.Centro Universitário do ParáBelémBrazil

Personalised recommendations