Gamification in Business Process Modeling: A Gameful Learning Process for Business Process Modeling
Gamification has become one of the most notorious methods for enriching information systems and is recently paid a lot of attention in research (de Sousa Borges et al. 2014). Applied in various fields such as education (Deterding et al. 2011; Huang and Soman 2013), health care, crowdsourcing, sustainability or work (Seaborn and Fels 2015), gamification is used to improve the level and quality of participation, motivation of participants or the effectiveness of e.g. learning in a gameful designed context (Hamari et al. 2014). The definition of gamification and the distinctions to other close topics are still vague, even though in literature more consensus about the definition can be observed. Most commonly gamification is understood as the application
of game elements in a non-game context (Deterding et al. 2011; Llorens-Largo et al. 2016; Morschheuser et al. 2017). Some research approaches gamification by directly applying theories and frameworks from game design, as exemplary authors apply the framework for player-motivation in games by Bartle (Bartle 2004) in fields like education (Iosup and Epema 2014).
A development dealing with the motivation of participants is Social Business Process Management (Social BPM). Social BPM aims to include a variety of stakeholders and participants in the BPM-process (Pflanzl and Vossen 2014). One crucial aspect of this goal is the inclusion of untrained personnel or personnel that is not origin in the field of process management and process modeling. Therefore, establishing Social BPM includes such personnel. Educating, teaching participants process management, and in the context of this thesis especially process modeling is one task to tackle when working with and on Social BPM. To enhance the inclusion of participants, the use of game design elements in the context of process modeling offers an option to improve motivation among participants and consequently level and quality of participation, but has to be evaluated for the individual context (Stott and Neustaedter 2013).
This thesis aims firstly to identify an standardized process of teaching process modeling to users of a Social BPM software (Horus Process Modeler). Second, the identified process of teaching should be introduced to the process modeling software. For this, the use of game design elements and the benefits for the teaching process are analyzed and finally a teaching process for the process modeling software supported by gamification is proposed.