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The Impact of Gamification on Learning and Education in the Swedish Personal Banking Sector
KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.).
KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.).
2019 (English)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

This paper aims to explore the impact of gamification as a tool for fostering motivation in learning and education, in the context of the Swedish personal banking sector. To this end it relies on the definitions of gamification by Deterding, Khaled, Dixon and Nacke (2011) and by Hamari and Huotari (2012) and the octalysis framework as introduced by Chou (2013) as well as on the definitions of Prospect Theory by Kahneman and Tversky (1979), Nudge Theory by Thaler and Sunstein (2009), Cognitive Systems by Kahneman (2011) and behavioural insights in Self-Determination Theory and motivation after Ryan and Deci (2000). The area will be investigated by means of interviews with academic and industry sources on the one hand and of an empirical study of a board game selected based on its relevance for cash flow analysis. From these interviews and from the empirical study it is shown that gamification is ready to be implemented in a swedish personal banking context for educational purpose since it increases knowledge, interest and motivation towards learning more about the field. Also, gamification can work as a tool to alleviate financial concerns people have about their private economy.

Abstract [sv]

Denna avhandling syftar till att undersöka vilka effekter spelifiering (engelska:gamification ) kan ha på motivation, inlärning och utbildning inom ramen förprivatekonomi i den svenska banksektorn. Avhandlingen är baserad på definitionerna avspelifiering av Deterding, Khaled, Dixon och Nacke (2011) och av Hamari och Huotari(2012), samt på ramverket Octalysis introducerat av Chou (2013), så väl som pådefinitionen av prospektteori (engelska: Prospect Theory ) av Kahneman och Tversky(1979), teorin om puffning (engelska: Nudge Theory ) av Thaler och Sunstein (2009),theorin om kognitiva system (engelska: Cognitive Systems ) av Kahneman (2011) ochbeteende insikter i Self-Determination Theory och teorin om motivation introducerat avRyan och Deci (2000). Ämnesområdet kommer undersökas genom intervjuer medakademiska och industriella källor, samt genom en empirisk studie baserat på ett brädspelvalt utifrån dess relevans för kassaflödesanalys. Från dessa intervjuer och från denempiriska undersökningen framgår det att spelifiering är redo att implementeras i ettsvenskt bankväsende för utbildningsändamål eftersom det ökar kunskap, intresse ochmotivation för lärande inom området. Spelifiering kan även fungera som ett verktyg föratt minska människors oro över upplevda problem i sin privatekonomi.

Place, publisher, year, edition, pages
2019.
Series
TRITA-ITM-EX ; 2019:226
Keywords [en]
Gamification, Digitalisation, Organizational Ambidexterity, Co-opetition, Octalysis, Prospect Theory, Nudge Theory, Cognitive Systems, Thinking Fast and Slow, Self-Determination Theory, Intrinsic Motivation, Extrinsic Motivation, Learning, Education, Personal Banking, Incremental Innovation, Radical Innovation, Cashless Society
Keywords [sv]
Spelifiering, Digitalisering, Organizational Ambidexterity, Co-opetition, Octalysis, Prospektteori, Puffning, Kognitiva System, Tänka Snabbt och Långsamt, Self-Determination Theory, Inre Motivation, Yttre Motivation, Lärande, Utbildning, Privatekonomi, Inkrementell Innovation, Radikal Innovation, Kontantfritt Samhälle.
National Category
Other Engineering and Technologies not elsewhere specified
Identifiers
URN: urn:nbn:se:kth:diva-254316OAI: oai:DiVA.org:kth-254316DiVA, id: diva2:1330490
Educational program
Master of Science - Entrepreneurship and Innovation Management
Supervisors
Examiners
Available from: 2019-11-12 Created: 2019-06-25 Last updated: 2019-11-12Bibliographically approved

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