Internet Learning Volume 4, Number 2, Fall 2015 | Page 91

Internet Learning
user-centered design (Nicholson, 2012)
and adaptive gamification (Monterrat, et
al., 2014). Besides accommodating different
user types, these methods also increase the
challenge associated with the GDEs as a
player’s mastery increases (Lee & Hammer,
2011).
GDE-Task Relationship
Fundamental to the GDE-Task
relationship is the task itself. Like users,
tasks are not created equal. The best tasks
for gamification are those that have intrinsic
value to the user (Deci, et al., 2001). For
example, a gamified fitness tracker will be
more successful if the user desires to become
more fit, and will be even more successful
if the GDEs are designed to reinforce that
value. Of the purposes listed in Table 3,
the GDE-Task relationship is crucial in
establishing a gamelike experience. Towards
this end, Aparicio and his colleagues (2012)
propose a four-step process for effective
gamification.
1. Clearly identify the main objective
(Task)
2. Identify other objectives that would be
interesting to users. These objectives
form the foundation upon which the
game mechanics are built
3. Select game mechanics (GDEs) that
simultaneously support the main
objective, the game objectives, and the
basic psychological needs of the users
4. Assess the effectiveness of the design
motivation is afforded when the
GDEs align with user abilities,
allowing the user to fulfill the
basic psychological needs of
autonomy, competence, and
relatedness (Deterding, 2011).
An important aspect of an effective
design is integrating the GDEs with the task,
instead of merely adding them on (Linehan,
et al., 2011). A scoring system that simply
counts occurrences, for example, will
not help the user establish or maintain a
meaningful connection with the underlying
Task (Nicholson, 2012). A meaningful GDE-
Task relationship can also be supported
by providing GDEs that allow users to
set goals, and then work to achieve those
goals (Linehan, et al., 2011). Additionally,
the schedule of rewards is also important.
According to SDT, rewards are often seen as
controlling, which has a detrimental affect
on the user’s underlying valuation of the task
(Ryan & Deci, 2002). However, receiving
a reward for having achieved something
worthwhile can potentially affirm the user’s
competence, which would have favorable
results (Dichev, et al., 2014).
Like users, tasks are not created
equal.
User-Task Relationship
The relationship between the user
and the task is summarized by the word
valuation. The more value the user places on
the task, the more effective gamification will
be. Similarly, the more motivated the user is
to perform the task without gamification,
the more effective gamification will be. By
definition, the user-task relationship is the
reason to gamify a system. If the user is
intrinsically motivated to accomplish the
task, gamification is not required. Therefore,
a gamified system provides needed extrinsic
motivation for the user to accomplish
the designated task. It is important to
note that even if the gamified system is
intrinsically motivating to the user, this
90