![]() Their high degree of heterogeneity shows that the effect of ARS on exam scores seems to be moderated by specific features. From an initial sample of 254 studies, data from 51 papers published between 2008-2012 (involving 14,963 participants) that set academic quality criteria, were extracted and analyzed following technical protocols for meta-analyses. With the aim of shedding light on the extent and diversity of the research outcomes, we conduct a meta-analysis of studies worldwide on this topic to assess whether the exam scores of students included in ARS experiments achieve better results than others taught using more conventional teaching tools. This leads to my conclusion, arguing that without knowing first what games and play are, we cannot accurately respond to and critique the playful surveillant technologies leveraged by gamification.Īn increasing number of studies have addressed the impact of Audience Response Systems (ARS) on academic performance at all stages of education, although the evidence does not seem conclusive. Importantly, the call-centre example becomes a limit case, emphasizing the inability to gamify all spaces, especially those framed by work and not play. These examples range from using self-surveillance to gamify everyday life, to the participatory surveillance evoked by social networking services, to the hierarchical surveillance of the gamified call-centre. ![]() I employ three examples to demonstrate the social effects and impacts of gamified behaviour. Next, I draw from governmentality studies to show how quantification is leveraged in terms of surveillance. I then explain how the quantification in gamification is different from the quantification in both analog spaces and digital non-game spaces. I first provide brief definitions of gamification, games and play, linking the effectiveness of gamification to the quantification of everyday life. This article provides an introduction to gamification for surveillance scholars. Gamification is rooted in surveillance providing real-time feedback about users' actions by amassing large quantities of data and then simplifying this data into modes that easily understandable, such as progress bars, graphs and charts. The pleasures of play, the promise of a 'game', and the desire to level up and win are used to inculcate desirable skill sets and behaviours. weight loss, workplace productivity, educational advancement, consumer loyalty, etc.). Successful gamification practices are reliant on encouraging playful subjectivities so that users voluntarily expose their personal information, which is then used to drive behavioural change (e.g. Facebook, twitter, and LinkedIn) in non-game applications. Gamification combines the playful design and feedback mechanisms from games with users' social profiles (e.g.
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