 SOCIAL CRM

GAMIFICATION

Student Name: Navdeep Kaur

Student ID: 991589634
Course: Social CRM
Assignment: Gamification
Program: Marketing Management
@Sheridan College HMC, Mississauga
  Introduction to ‘Gamification’

Gamification is the process of using game mechanics for non-game activities with the goal of
changing behavior. In other words, it is a business way of integrating marketing, online services,
website content, and other business activities to stimulate the level of engagement and participation.
In the business world, investors can use Gamification to solve specific business problems, in addition
to increasing customer loyalty, promoting brand image and motivating employees to perform better.

All learning elements cannot be gamified, but carefully choosing the learning outcomes of the course
can be helpful in enhancing the learning experience. The game features goals, objectives, a problem-
solving mindset, instant feedback, competence, narrative, and a fun learning environment, all of
which demonstrate improved student engagement and motivation. The game dynamics mentioned
are common soft skills, which all students must develop for the future world. For example, skills like
teamwork, collaboration, and communication can be accomplished by completing a team mission in a
game.

Additionally, the student can develop a sense of community and solidarity by sharing digital and
good assets, to help each other within teams. A popular example from Fortnite and PUBG, where
players share their weapons and revive the health of the team members they are playing with.

 Types of gamification

o Structural gamification / game-based learning

It is making games for learning purposes. The game is designed to be designed and developed with
focused learning activities, for example for finance courses, a small stock market game can be
developed, which teaches the student how to trade stocks. The common example of game-based
learning is Minecraft Education Edition.
 o Gamification of content
Content gamification involves using game elements and game thinking while developing learning
content. The term "BLAP" is most commonly used to introduce game elements into learning content.
B - Badges, L - Levels / leadership, A - Achievements, P - Points. Lesson content can be developed
around "BLAP": students can earn points as they learn. The cognitive level of learning can be masked
as levels like Bloom's Taxonomy: remembering, the learning outcomes of any subject can be level 1
and understanding can be level 2, etc. With points, students can earn badges like rewards or unlock
some positive reinforcements and feedback. A leadership board can be established to put in healthy
competition and students can top the table as their learning achievement.
Gamification brings benefits to the classroom by providing an immersive and engaging environment
that drives student motivation and retention of learning, students see their own progress and
performance, receive immediate feedback on achievement, and connect with other students through
collaboration and competition.
Incorporating "BLAP" gamification into learning is not that difficult. Most active learning strategies
contain the list of elements from the previous game and, with slight modifications, it can become a
more effective learning tool. At the same time, gamification should not be used casually, the game
mechanics should be carefully integrated into the learning content.

Example: - Starbucks applies gamification techniques through its My Starbucks Rewards loyalty
program as a way to increase customer engagement and ensure repeat business. Customers who
become members of Starbucks Rewards receive incentives like free food and beverages, and
customers receive points or "stars" with every purchase. Customers can redeem these stars for
specific items or prizes. Other unique rewards, like a free birthday drink and free refills, are available
as customers earn more stars. Those who achieve gold status can reap the best rewards. In this
example, Starbucks offers incentives to give consumers a sense of accomplishment and reinforces the
idea that if they are loyal to the company, they will be rewarded.
  Gamification to mastery by:
1. Immediate feedback.

With gamification, students receive immediate feedback that confirms their response to the material
with an explanation or hint for the student to try again. A tape shows the student's progressive score
as they progress through a module. At any time during the module, the student can review the
comments and try to improve their results.

2. Strong evidence.

Gamification provides strong evidence of student progress by collecting and storing a record of it.
Data to measure student success, how many attempts or how long it took to achieve it, and whether
or not the student needs more practice to achieve mastery. Parents who are curious about their
students' progress can also access this data.

3. Reward.

Gamification reinforces a sense of achievement for students who achieve academic goals by pushing
them to the next level of learning. Therefore, gamification rewards students with new challenges and
activities while receiving tangible badges and rewards as well.

4. Active, not passive learning.

Students learn by doing. Gamification encourages students to participate in what they learn rather
than having to read overwhelming volumes of text. Gamification scaffolds a theme so students can
complete simple tasks and build on them to gain knowledge. Some gamified processes focus on one
assessment type. For example, KPMG use their game as a formative process to provide training on
the capabilities located within the organization throughout the world, Deloitte are building
leadership training apps using gamified strategies. These examples of gamification are designed to
engage staff in the mechanics of games to stimulate learning processes through fun interactions and
competitive missions. They provide a degree of feedback to the “players & rdquo; to indicate the
retention of new skills or knowledge, and they might also generate data to further manage the game
itself.
Historically, companies striving to embrace the digital economy have committed considerable
resources in developing their business systems toward greater efficiency. This is particularly
relevant as organizations transition from relying on traditional platforms such as legacy ERP or CRM
infrastructures as a source of competitive advantage to deploy innovative new internal business
applications.

Generation 'Clash of Clans' Clash of Clans, originally developed by the Finnish company Supercell, has
superior performance and performance in terms of downloads and active users, most of the other
titles in the gaming industry, including the famous Candy Saga Crush. The Dacre, Constantinides and
Nandha Kumar Proceedings of the game's success of the International Gamification Conference for
Business is such that it has displaced the giant massively multiplayer online game (MMOG) World of
Warcraft, which reached a record 12 million users in full swing. In contrast, Supercell has an
estimated 29 million daily active users on its gaming platforms, which in turn generate around $ 5
million in revenue each day. This accessible but highly addictive strategy game represents a
confusing success of gaming and mobile innovation in the digital economy. The largest segment of
players in Clash of Clans is comprised of Generation Y participants. These people are highly skilled
with nascent technology, have grown to expect instant feedback, and advocate higher levels of self-
determination. Players immersed in Clash of Clans will also choose to spend between 30 minutes and
6 hours of gameplay per day, while trying to earn virtual trophies, climb the leaderboard, and
participate in battle missions. However, these figures are in stark contrast to the levels of
engagement and motivation of analogous employees in the workplace. Therefore, the game design
elements employed to captivate and engage users in Clash of Clans should be important to
organizations that want to engage their employees in their business systems in the digital economy.

 Business Gamification

While gamification has been applied in a variety of organizational settings, the concept itself can be
outlined as customer or business focused. When taking a customer-centric approach to gamification,
the game's design elements are typically used to appeal to consumers through a number of
marketing approaches.
However, when gamification is used in a business environment, this is known as "Business
Gamification" or "Business Gamification" and is generally focused on involving and motivating
employees. In this context, gamification enables organizations to focus on business issues, to provide
meaningful methods for applying a range of engaging and motivating game design elements across
their business systems. The outcome and success of this type of gamification can vary depending on
how these elements are applied in business systems and the context in which they are adopted. One
of these success factors is establishing higher levels of self-determination by applying intrinsic and
extrinsic motivational factors.

 Data Collection
This document is based on ethnographic data collected over two years from both the development of
a system and a communication agency with a largely GenY workforce. From the start of the research
process, the agency operated in a market with progressively decreasing margins and required new
and innovative ways to motivate and engage its employees to increase their competitive advantage.
The principal investigator was able to observe and capture both the development and
implementation of this gamified business system during the two years of fieldwork, during which the
following key research question was examined; If gamification is the use of game design elements in
a non-game context, what are the properties of game design elements in gamified business systems?
The project process involved both the system developer and the communications agency working
together to develop various strategies, game mechanics, and game design elements. These would be
implemented in a gamified business system that would not only facilitate effective support of key
business processes for the agency but would also provide a highly innovative and attractive platform
for its employees.

In summary, our contributions to knowledge in this research suggest that game design elements not
only exhibit alternative emergent properties as a result of interactions through the activities they
support, but also how they mediate these levels of motivation and commitment to a system. business.
This is important for practice, where organizations facing challenges to better engage and motivate
their workforce must respond to the challenges of system design. Therefore, we conclude by
suggesting an appearance dimension of game design elements, in the gamification of business
systems to engage the workforce in the digital age.