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This thesis has the topic Gamification for supporting ITIL process management, for example change management. The targets and assumptions are defined in chapter 2. The motivation for this paper can also be found there.
Chapter 3 is dedicated to the definition of relevant terms and basics of Gamification and ITIL. The facet change management is particularly distinguished, as well as the motivational background why Gamification can work and does work.
The two used methods, an expert interview and prototyping, are explained and justified in chapter 4.
Nowadays firms are continuously in transition and through that, face new challenges. One of these challenges for established companies is keeping up with start-ups that are gaining ground. The innovation management of established companies recognize the importance of an entrepreneurial attitude and are looking into the opportunities of fostering this. One of these opportunities might be in the use of gamification. Gamification is rising in popularity, but through the newness of this concept long-term effects have not been clearly established. Also, despite a growing application of gamification, there is still limited academic foundation regarding the effects of gamification. Therefore, the aim of this study is to answer the following research question: How can innovation management use gamification in order to foster an entrepreneurial attitude?
This exploratory research started off with a literature study to develop a conceptual model. This conceptual model is shown in Figure 2 of the master thesis. The left side of this model shows internal gamification, the right side shows an entrepreneurial attitude. In this model internal gamification includes seven gamification drivers. Based on literature, a distinction is made between extrinsically and intrinsically based drivers. The four extrinsically based drivers are development and accomplishment, ownership and personalisation, scarcity and impatience, and avoiding loss (Wu, 2014; Chou, 2013; Molenaar, 2014a). These four drivers are expected to have mainly short-term effects. The three intrinsically based drivers are explore and surprise, social influence and relatedness, and giving meaning and higher goal (Wu, 2014; Chou, 2013; Molenaar, 2014a).
have been formally designated to approve, monitor, and review biomedical and behavioral research involving humans. They often conduct some form of risk-benefit analysis in an attempt to determine whether or not research should be done.
The purpose of the review process is to assure, both in advance and by periodic review, that appropriate steps are taken to protect the rights and welfare of humans participating as subjects in a research study. A key goal of IRBs is to protect human subjects from physical or psychological harm [..]
But once in a while there comes a study that not only violates those rules. And one study that just did that was actually negligently doing that on children. Gabe Zichermann from Gamification.co was equally stunned and felt obliged to write about it (read his take on it here Behavioral Economics Doesn’t Really Work (and is kinda dangerous)).
A paper titled Unintended Negative Consequences of Rewards for Student Attendance: Results from a Field Experiment in Indian Classrooms had just all ingredients of incompetent scientists who had not done their homework.
The researchers tried to increase class attendance of 9th graders in Indian classrooms in some of the poorest neighborhoods of the city of Ahmedabad. On certain days up to a quarter of the students do not show up at school. To motivate the pupils to come to class they could earn rewards in form of erasers.
Parenting is one of the most challenging tasks that humans can experience. Sleepless nights with a crying child, not understanding its needs, dealing with tantrums and puberty, while making sure that the child doesn't kill itself in its quest of discovering and exploring the world, is amongst the most stressful but at the same time most pleasurable experiences that one can have. But then we are pretty much left alone with understanding our kids and helping them - and helping and us.
As it turns out, we are never really taught how to 'read' children and what appropriate ways are or raising and empowering them. How can we make them ready for a world that becomes more and more demanding and where change is happening faster than ever before?
Many parenting approaches are more the 'learn as you go' kind of type. Some are well meant, but are achieveing the total opposite. Praising your child for being smart could actually harm the child. Rewarding him with stickers for doing tasks can turn him hating those very tasks. Not having the right tools like using empathy, understanding child growth stages, or even as a parent being too stuck in what society allows may limit your child's future potential. It may make him or her too scared, not flexible enough, not able to function in society. And no parent wants that.
Even most of the available literature is doing a rather bad job. Anecdotal experiences, outdated parenting paradigms, sometimes based on religious, strictly moralistic, or at least questionable frameworks do quite some harm. As much as "Little house on the prairie" is a beloved TV series, it's not a training tool for learning about parenting. Or would you consult a doctor who got trained in surgery by watching "House?" As great as those TV shows are, they are nothing else than stories. They make us feel good, teach us lessons, but we are not becoming specialists in parenting or surgery.