• Journal of Research and Publication Ethics
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• v.5 no.1
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• pp.19-27
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• 2024

Purpose: To prevent and respond to youth sexual problems that are becoming more serious with digital development, this study sought to develop a sex education program that applies gamification as an effective method for youth who are digital natives. Research design, data and methodology: To develop a sex education program for teenagers, elements of gamification were considered based on Dick and Kerry's teaching system design model. The learning content reflected UNESCO's 'Comprehensive Sex Education Guidelines'. In addition, it was designed to enable students to learn about ethics and morals from a social and emotional aspect. Results: A four-session distance learning sex education program was developed for first-year high school students. To learn about gender sensitivity, sexual relationships, sexuality, and healthy sexual behavior, we developed a story that reflects the mission and quest for sex education. It included leaderboards, time limits, and levels, and also utilized mechanics such as points and items. Edutech tools include video content, Google Sheets, Zoom, Padlet, and Mentimeter. Conclusions: This study aims to improve learning effectiveness, satisfaction, and immersion by developing a sex education program for youth using gamification that promotes active learner participation and motivation.

• Journal of Korea Game Society
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• v.17 no.1
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• pp.71-78
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• 2017

In this paper, we investigated the approach of advertisement to game users. The interaction area in the game was considered to be an effective advertising delivery area. In order to verify this, theoretical research was applied to the theory of advertising in game interaction. Then, based on the theory, we designed and produced the contents of the Gamification contents. The game was produced by being classified as exposed advertisement and interactive advertisement. Based on these two, professional focus test was conducted. As a result, we have verified the design of a Gamification advertisement applied to game interaction. The validity of the theory of Interactive Advertising Design was acknowledged. However, production verification proved to be below average.

• Design Convergence Study
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• v.14 no.4
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• pp.209-221
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• 2015

This study investigates in depth of the new marketing trend, in which social media, an effective marketing tool for promoting a new product, and gamification technic of engaging consumers in communication, are combined. Although gamification has been applied to various fields for a long time, conventional way of applying gamification is different from when it is combined with socialmedia. Therefore, this study examines the background and characteristics of the convergence phenomena between the social media and gamification based on the theoretical consideration of the social media and gamification. Then, the cases of social media marketing utilizing gamification are analyzed and classified into general participation, active participation, creative behavior, networking, and experiential type according to the user's different levels and ways of participation. As a result, when the social media and gamification are combined, the change of an aspect is found to be more meaningfully influential to today's consumers as in competition - achievement - relationship, compared to the conventional way of game mechanics. This study has significance in the way that it established a useful basis for the marketing strategy through the study of the new game mechanics that has been applied to social media marketing utilizing gamification.

• Journal of Korea Game Society
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• v.17 no.4
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• pp.37-46
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• 2017

Gamifications offer utilities that may have potential to support convergence to become more engaged on their filed. This paper aims to design and implement gamification for the supporting of environment education based on the extended cooperation. We describe game mechanics, the system architecture, and its MDA model, finalizing with a small conclusion. We also discuss the implications of our work for the gamification that support the identified features and activate environment education. The result will be a framework for designing a gamification system that is suited for environment education. Ease, familiarity, relatedness, comfort, and usefulness were confirmed by the opinion polling. Our prototype has updated by reflecting their views and opinions.

• Knowledge Management Research
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• v.23 no.3
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• pp.1-22
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• 2022

This study aims to investigate the gamification effect of the badge awards, the most popular gamification process, on users participation behavior. This study also attempts to investigate the effect of tailored gamification, which designs the system of gamification differently based on users' characteristics, focusing on the level of online user information disclosure. For this, we collect and analyze data on 557 users and 1,048,020 answers from StackOverflow, an online Q&A community for developers. The results show that providing a badge is effective for increasing the amount of user participation, whereas providing a goal through the badge is partially effective for increasing the quality of participation. However, the moderating effect of whether users disclose their SNS information on the relationship between badge gaining and participation decrease is not statistically significant. For platform operators, our findings emphasize the importance of gamification design to enhance user engagement effectively.

• Journal of Korea Game Society
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• v.16 no.3
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• pp.7-16
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• 2016

This research aims to suggest a gamified smart learning design for Korean EFL young learners' speaking proficiency. Gamification is the use of game-thinking and game mechanics in non-game contexts to engage users in solving problems. Thus, the gamified smart learning as gamification in education is designed not only to elicit students' participation but also to enhance speaking skills. Especially, this research based on the results of a pilot study is focused on easing the burden of homework as well as engaging the speaking English game for the primary students with a relatively short attention span. The game elements utilized in this study are competition, rewards, customized characterization and so on. Kakao Talk is selected for this gamified smart learning research because of its ease of accessibility, and multiple applicable functions for language learning such as voice recording, text messaging and sharing videos or photos. Gamification in smart learning can be a means of productive approach to contemporary EFL teaching and learning.

• Fourth Industrial Review
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• v.2 no.2
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• pp.1-9
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• 2022

Purpose - The purpose is to present an efficient library-use education model in the form of flip learning, reflecting traditional teaching methods and gamification elements even in such non-face-to-face and face-to-face situations after COVID-19. Research design, data, and methodology - Research on library use education, research on ubiquitous environment and gamification instructional design, flip the learning, and gamification elements are classified, compared, and analyzed to present educational models for library education, COVID-19 Pandemic situation, and subsequent library use education. Result - We propose an e-learning content development strategy for flipped learning-based library education. First, benchmark and use the existing educational contents. Second, a user-friendly interface is configured so that learners can flexibly organize their learning contents. Third, it allows learners to experience it directly or indirectly in a virtual space. Conclusion - If the e-learning environment can be standardized to the level of schools or educational institutions, a good educational model that can be used not only in library user education but also in other fields will be possible.

• Journal of Korea Game Society
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• v.18 no.3
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• pp.17-26
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• 2018

As the concept of experience economy has been accelerated recently, user experience is more emphasized today, most of all. And related representative keywords are gamification. Gamification characterized by that intangible elements are produced and consumed through various interactions between providers and users and by having a structure that is difficult to generalize and objectify to economic value. Therefore, the purpose of the present study is to develop a quantitative valuation indicator of concept and standardize the valuation formula covering economic value for gamification technology and overall framework from the perspective of evaluating economic values of intangible technologies such as of knowledge, design, contents, and service of a company.

• Journal of Digital Contents Society
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• v.19 no.6
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• pp.1131-1144
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• 2018

The Purpose of this study is to propose 4F Process, which is one of the development methodology of the gamification. For the effectiveness analysis of the 4F Process, game and gamification related theories are applied and conducted comparative analysis with the published gamification development methodology. This studies results show that the 4F Process is a relatively high level of perfection of gamification development methodology than eight of published methodologies by found out this study team. But, there was a complementary point in the 4F Process. Based on results of this study, this study mentioned the pros and coms of the 4F Process and suggested the step-by-step guideline as a necessary element for the gamification development methodology.

• Journal of Korea Game Society
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• v.16 no.2
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• pp.17-26
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• 2016

Various tools and studies improving quality of gamification systems have been suggested. Among those tools and studies, Butler suggested the gamification framework, which shows the preference of different game mechanics, applying particular motivational and behavioral tendencies in the Myers-Briggs Type Indicator(MBTI). The purpose of this paper is to validate if the preference of different game mechanics by MBTI personality types proposed by Butler would be existing. This study pointed out the problem of suggested gamification framework from butler through literature survey. Also, this study conducted statistical analyzation and survey to prove correlation between MBTI personality types and game mechanics. Through an experiment and analysis, this study proved that there is no correlation between MBTI personality types and preference of different game mechanics. The designer of gamification systems should consider that it is not effective to apply differential game mechanics by MBTI personality types. If need to design a gamification system, designer must consider game mechanics's characteristics in applied environmental condition.