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The purpose of this paper is to introduce a game-like decision tool – “Greatest Good Donations Calculator (GGDC)”, which has been collaboratively developed by scholars from the University of Rhode Island and the USAID Center for International Disaster Information.

The study is grounded in two streams of research – human learning through games and systems dynamics literature. The problem of “unsolicited in-kind donations” is discussed followed by the development of the GGDC.

The GGDC is a game-like decision tool that informs users on some of the complexities associated with humanitarian supply chains, and the ineffective nature of unsolicited in-kind donations compared to monetary contributions when sent in response to international disasters.

The GGDC could be made more interactive and playable that could improve user engagement. The GGDC’s value to the humanitarian community and public could also be measured in other ways, such as surveys and A/B split tests after a major donation campaign.

Games, simulations and game-like tools could successfully be used to educate donors about smart compassion.

Humanitarian researchers and scholars should consider more games to motivate/drive social change in the humanitarian world.

This is the first paper to introduce the GGDC to the humanitarian logistics community with detailed content about positioning the study in the academic literature, and stages of development. Scholars, searching to adopt games or developing new games for the humanitarian world may find the information valuable. The GGDC is a unique example of federal government – academia collaboration in raising public awareness of the unsolicited good donations problem.

The purpose of this guest editorial is to provide the introduction and context of the Special Issue on Games for Learning and Dialogue on Humanitarian Work. The Special Issue aims to promote the development, deployment, and analysis of games for the humanitarian sector: it investigates how games can meaningfully engage people and organizations in experiencing, understanding and improving complex systems.

The editorial describes the need and motivation for building a body of knowledge on the use of games in the humanitarian sector. It further gives an overview of the three papers included in this Special Issue and how they contribute to building such a body of knowledge.

Games enable participants to experience the complexity of humanitarian systems, linking decisions with consequences. Even though game-like approaches have been used for decades in disaster management, there is little written about it. The papers included in this Special Issue provide insights and frameworks to learn from, ranging from online tools that reveal inefficiencies in supply chains, to simulated emergency response exercises, to applied improvisation. In addition, the current papers highlight the need for more empirical study of the impact of games.

The Special Issue describes three unique cases, which by no means cover the entire practice of games in the humanitarian sector. However, they do provide insight into the diversity of game-like approaches and signal the current state of practice and research of games for learning and dialogue on humanitarian work.

This editorial gives an overview of how games could be used in practice and why they are relevant for humanitarian work. It further highlights how the contributions in the Special Issue may help in improving humanitarian work.

Although review papers and Special Issues have appeared on particular topics such as climate change, to our knowledge no significant academic attention has been given to humanitarian work with regards to games.

Distance education has been an important research issue of multimedia computing and communication. Since the instructional activities are implemented on cyberspace, how to control behaviors of students and to increase the degree of communication awareness have been a challenging issue. We propose a system based on the scaffolding theory. Behaviors of students are supervised by an intelligent control system, which is programmed by the instructor under our generic interface. The interface is built based on virtual reality and real‐time communication technologies. Students and instructors have their individual avatars that are controlled by a video game like navigation. Those behaviors that violate virtual campus regulations are detected and interceptive actions are performed. The proposed system is implemented on a Windows system and can be used for general purpose of distance education.

This article aims to investigate the various applications of gamification practices in the construction industry, with a focus on improving safety and quality, project management, innovation and productivity and workforce development.

A comprehensive literature review was conducted to identify several construction areas where gamification can be employed, which helped in formulating a questionnaire survey. The survey was disseminated to construction professionals in the Nigerian construction industry using a convenience sampling technique. The collected data were analyzed using a variety of statistical tools such as percentages, frequencies, mean item scores and exploratory factor analyses. Additionally, cluster analysis was performed to obtain a more comprehensive analysis of these application areas.

Four key clusters of gamification areas of application in the Nigerian construction industry were identified – safety and quality, project management, innovation and efficiency and workforce development. By integrating game elements into these critical areas, construction organizations in Nigeria can enhance worker engagement, increase productivity and improve safety, ultimately leading to better project outcomes.

The identification and evaluation of the gamification areas of application in the construction industry would help construction organizations and stakeholders make informed decisions regarding the integration of game elements into critical areas such as safety and quality, project management, innovation and efficiency and workforce development.

The study provides valuable information for construction organizations and stakeholders looking to enhance worker engagement, increase productivity and improve safety in their projects through gamification. It also adds to the growing body of research on the use of gamification in various industries and provides a foundation for further studies in this area.

The research described here presents an approach to gamification for the classroom. The purpose of this paper is to determine whether students would perceive the gamification activities in a positive light. Previous research has contended that students need a positive mental attitude for effective learning. The core question was to examine student attitudes to gamification, not the success of the gamification itself.

Based on a survey of the gamification literature, and particularly drawing on the work of Groh (2012), this system is designed with three key principles in mind: relatedness, competence and autonomy. Classroom activities and associated software were designed and implemented. Almost 200 students were surveyed to determine their attitude to the gamification. The survey included both Likert-scale and qualitative responses.

A majority of the students reported that they found the gamification useful and enjoyable, only a minority of students (around 15 per cent) disagreeing with such statements. However, only a minority of students perceived a relationship between the gamification activities and games. The authors conclude that well-designed gamification systems can be well-received by students and suggest that the success of gamification projects may not lie in their ability to recreate the experience of a video game, but in the strength of the relatedness, competence and autonomy of the student experience.

The research is limited by the nature of the participants, who were drawn from videogame and media units and who may be predisposed to game-like activities.

This research demonstrates that students are able to perceive value in gamification in the classroom.

The purpose of this paper is to explore the use of information aggregation markets (IAMs) for community‐based idea management and to present IDeM, a novel Internet‐based software tool that can be used for generating and evaluating new ideas utilizing the concept of IAMs.

Starting with a review of existing methods for collective intelligence, IAMs are identified as a prominent method for collective intelligence. Specific requirements for exploring IAMs for idea management are derived. Based on these requirements, a software tool for implementing IAMs in the context of idea management is developed (IDeM). IDeM has been evaluated and evaluation results are used to identify IDeM's benefits and limitations. A review of related work points out the innovative characteristics of IDeM.

Evaluation results indicate that IAMs is an efficient method for idea generation and evaluation. Moreover IDeM is perceived both as easy to use and efficient in supporting idea generation and evaluation.

IDeM can be used by commercial or other organizations for supporting generation and evaluation of new ideas.

IDeM's innovative aspects are: in addition to trading, it allows users involvement by means of new idea submission, rating of ideas and commenting on ideas; it confronts the uncertainty of new idea related events by offering an expert based valuation mechanism.; and it extends the typical output of IAM tools – which is price of idea‐stocks – by calculating the volume weighted average price.

The purpose of this paper is to explore how gamification may be used for project stakeholder engagement.

The paper presents the results of a systematic literature review of extant research concerning the gamification of projects. Based on this, an agenda for future studies is outlined.

Extant research on the gamification of projects is scarce and scattered among various disciplines, but the engineering fields dominate. The research performed does indicate that gamification may be used for involving stakeholders in projects, primarily by promoting learning, but also by engaging them, motivating action and solving problems.

In several cases, extant research display poor quality in research design and a lack in cross-disciplinary perspectives, which means that more research is needed. The users’ perspective is often lacking. Furthermore, the ideas gamification might be “hidden” within other technologies.

The findings of this research may assist project management practitioners in the endeavor of adopting gamification principles to better involve stakeholders.

The study fills a gap in summarizing the research on how gamification may be used to promote project stakeholder engagement. Based on this, it proposes a research agenda for future research on the use of gamification to promote project stakeholder engagement.

The purpose of this paper is to determine the feasibility of modifying a commercial off‐the‐shelf video game that incorporates elements of information literacy.

This paper examines six game design elements of educational video games and discusses the resources required to design and build Benevolent Blue, a “modded” video game.

This paper provides a discussion of the skills, time and funding required to build a “mod” incorporating information literacy.

Although modifying commercial videogames is quite popular, very little discussion or work is written about “modding” and its potential use designing video games for libraries. Further research is required to determine if the knowledge transfer of information literacy skills occurs with players. Additional study could look at incorporating information literacy into video games of different genres and well as the impact that video games have on undergraduate student engagement and satisfaction.

This paper outlines the resources needed to modify a commercial off‐the‐shelf video game and provides suggestions on how others in libraries might do the same.

This paper looks at serious educational games in a new way – the modification of commercial off the shelf games to develop complete game play experiences that sit outside the classroom and emphasize the importance of play.

The persistence of difficulties related to communication of the stakeholders in the architectural and urban design process is mainly due to the diversity of interests, different perspectives, representation problems and the abilities of visual communication. The paper delves extensively into communication abilities and divides between experts and non-experts, exploring their epistemological origins and possible solutions. One of them, education about spatial issues for general public, is argued for and supported by in the form of a digital education tool. It builds on the idea that non-expert public should be approached with both: adaptation to its abilities and with additional teaching to improve these abilities. The experiment puts the prototypical architectural educational interface to the test in primary schools and observes the effect the level of interactivity has on learning outcomes. The results show possible ways of enhancing the efficiency of such tools and help developers and designers evaluate and fine-tune them for the process of non-professional architectural learning. The communication and attitude-changing topics are discussed from the specific architectural and from broader social science point of view.

Several freight operations rely on human cognition and behavior. Tackling these aspects, gamification transforms activities to resemble game-like experiences. Since the freight transportation sector is rapidly adopting gamification, the purpose of this study is to provide an overview that synthesizes the state-of-the-art and plot future directions for research and the practice of gamifying this area.

A systematic review of the gamification of freight transportation was conducted. After screening 691 studies, 40 relevant studies were analyzed.

Most studies found positive psychological and behavioral outcomes from gamification. Literature mainly focused on tackling the operational-level issues of road and maritime transportation modes by implementing simulation games.

Besides elaborating how gamification can improve freight transportation, the authors describe directions still uncovered by the current corpus, such as research design and temporality and the variety of modes and tasks.

Practical implications emerged from the studies, primarily focusing on understanding users, tasks and contexts, targeting different audiences and transportation modalities, and balancing motivational affordances, while considering the demands of the freight transportation domain, including dynamic, spatially dispersed environments and cooperation between multiple stakeholders.

The transportation of goods dominates much of the global economy and ecology. Therefore, gamifying this domain has a huge societal impact potential, especially related to issues of sharing economy, safety, environmental sustainability and social media.

Beyond providing an original overview of gamified freight transportation, this study maps current research gaps and describes practical recommendations.