Adam Palmquist

Adam Palmquist is an industrial PhDc in Applied IT at Gothenburg University and works as Chief Scientific Officer (CSO) at the Swedish Gamification company Insert Coin. Palmquist has a background in learning and (analogue) game design. He is an author of several books addressing the intersection of design, technology, and learning. He wrote “Det speliferierade klassrummet” - (A gamified learning environment) in 2017, the first comprehensive book on gamification and learning in Swedish. Since then, he has authored two additional books covering game-based learning, “Motiverande Undervisning” (Engaged Instruction), explaining how to use gameful design in an analogue classroom, and “The Automation Game Master” introducing a novel research-based framework and practice of gamified change management in the digital era. Adam has worked as a gamification expert and advisor for several international companies in the production industry. He is currently working as a scientific gamification advisor assisting Europe’s largest mining company in their transaction to sustainable mining. His PhD-project is a collaboration between Gothenburg University and Insert Coin, concerning Gamified the World ENgine (GWEN), a unique system-agnostic gamification API built to democratize gamification. Palmquist describes his interdisciplinary project within Human-Computer Interaction, Socio-Technical Information Systems, and Design Science.

Level the Playing Field: Discovered Enablers and Barriers when Implementing Gamification in the Learning Environment

Gamification for learning is widespread, and there has been a focus on student increased performance when using gamified educational technology. However, there has been less attention given to identifying and solving the challenges of implementing gamification in the learning environment. This presentation concerns two courses using a similar gamification design in the same learning management system. Despite similar demographics, learning contexts and gamification setups, the two implementations produced opposite outcomes; one positive and one negative—the presentation illustrates a gamified intersection giving voice to the students, teachers and gamification designers.

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