A social analysis of gamified information systems

Abstract

Gamification is broadly defined as the use of game elements (for example, points, rewards and competition) in non-game settings like education, business and government. In information systems (IS) teaching and learning, gamification should be considered for enhancing students’ motivation, increasing their engagement and stimulating their participation. However, there is a limited understanding of the social and cultural dynamics that affect student participation and the adoption of gamification to heighten their motivation for IS learning. Although games are near universal phenomena, they are fundamentally grounded in the ideologies of the Global North. Subsequently, games often have oppressive qualities that socially exclude students situated in indigenous settings. I used social cognitive theory as a theoretical lens through which to understand the complex social and cultural dynamics that emerge from experiential learning. In collaboration with student participants and two lecturer participants, I deployed action research as a methodology to construct knowledge of action learning through game-based technologies. I used qualitative data collection methods that entail extensive study of the literature, coupled with field notes, semi-structured interviews and focus groups. In addition, informed grounded theory was used to analyse the collected data. In this study, I particularly engage in IS theorising to build and make a theoretical, methodological and practical contribution to the IS body of knowledge. I conclude that for gamification to become a viable strategy in addressing concerns related to indigeneity as well as to heighten student motivation for IS learning requires students to design their own gamification technologies. I specifically argue for the enactment of technical conviviality in the design of student-led gamification technology. In an effort to break away from the oppressive status quo in software design, technical conviviality advances the idea that personal ethical, cultural and social values must be at the center of software design. I synthesized action learning. and design science research to guide students through the process of designing a convivial information system.