Online Games For Human Resource Management

Video games are enjoyable for people and have good benefits for children who use their multiple skills to play and interact with others. In many parts of the world, the common video game is often seen by parents as something that is wasting their child's time or “rotting their brain”. It is a popular misconception that video games are bad for children. What parents do not know is the positive things about video games. Video games have a positive impact on people and help them learn things for experiences to come. People often do not understand that violent video games are not harmful to people because video games allow people to release their anger, video games decrease crime in youth, and because they allow people to be creative and test their

Yet, this author foreshadows the future of classroom gamification with workplace gamification. Just how different are these two branches of life? That’s a question I hope to find an answer to. Mr. Manjoo walks the audience through a variety of scenarios where gamification becomes increasingly overbearing within the worker’s lives. The author makes a point in stating that there are numerous game mechanics that could subtly damage a company and its workers. However, he states that this is always the case. Companies may even try to improve your health by having their employees wear fitness bracelets to keep track of their health. However, again this is a bit overbearing for a company to be keeping track of our health. Companies might award employees rewards for smiling at customers which will increase the employ’s feeling that they

From the aspect of cognition, on one hand, the technique is more related to the delivery of specific tasks and concrete challenges in which is properly tailor-made with respect to users’ different level of skill.(Locke, 1991) On the other hand, the process suppose to provide flexibility and the sense of control regarding users’ own expected goals. As a result, a great number of possibility to succeed is undoubtedly the key point to practice gamification. (Locke and Latham, 1990)

The definitions of gamification and game-based learning are both used under the umbrella term of “E-Learning”, however, there are differences between the two. The term ‘gamification’ was first coined by Nick Pelling in 2002 (Marczewski, 2012) and is the idea of bringing game design elements, mechanics, aesthetics and frameworks to non-game situations such as education, in order to motivate or encourage a particular behaviour by increasing user engagement (Deterding et al., 2011). On the other hand, game-based learning refers to using games in order to meet learning outcomes (Isaacs, 2015). According to a report on the current state of online gaming by Spilgames, more than 1.2 billion people play games worldwide (Takahashi, 2013) and by incorporating the persuasive elements of games through gamification into the mundane tasks of everyday life where repetition may be prevalent, such as education; motivation and interest may be aroused.

“Video games are bad for you, that’s what they said about rock-n-roll” (Shigeru Miyamoto). Video gaming is regarded as a ubiquitous part of children and adolescents’ life. Children who are daily involved in this activity in the US account for 97% of their total. Additionally, for those at an average of 8-13 years old, approximately, 8.5% of them are addicted to playing video games. Moreover, children at the age of 13-18 spend 16 hours per week playing. Video games are so prominent in this current world that we cannot prevent them from being involved entirely. While others believe that video games should not be made available to

Pink provides a well laid out case highlighting the gap between what science knows and what organizations do. Showcasing the mid-century work of Harry Harlow and Edward Deci , Pink explains how human motivation seems to run counter to what most scientists and citizens believe. For decades, we have believed that we know what motivates people: rewards. Rewards are supposed to intensify interest and enhance performance. But Harlow and Deci found different results. Deci wrote, “When money is used as an external reward for some activity, the subjects lose intrinsic interest for the activity.” Like a shot of espresso, rewards can give you a jolt of energy, but the boost wears out, moreover, it can erode a person’s longer-term motivation to engage in the task. As we continue to incentivize our staff and students,

While watching “The Puzzle of Motivation” by Dan Pink, I was very intrigued. Throughout the entire talk, there were several interesting points that were made. It really interested me when Pink talked about the group that was rewarded. Pink stated that if the contestants were in the top 25% of the fastest times, they would be rewarded five dollars. With this incentive, most would hope to do well, if not better than the person that would not be rewarded. Pink then goes on to point out the results. How much faster did the group that was offered a reward actually do? On average, it took them three and a half minutes longer. This really stood out to me because when offered a reward for a task, normally a person would be more motivated and thus do better. What amazed me even more was that this isn’t just a one time thing. This is has been replicated over and over for nearly 40 years. As Pink says around 04:33, “These contingent motivators -- if you do this, then you get that -- work in some circumstances. But for a lot of tasks, they actually either don 't work or, often, they do harm.” These rewards that are being offered are being used to attempt to sharpen thinking and accelerate creativity, but instead it’s proving to do the opposite. It’s proving to dull thinking and block creativity.

In a real-life application, business individual turned third grade teacher Ananth Pai replaced the standardized curriculum with a video game based curriculum of his kind. Ananth Pai grouped the kids by learning styles and gave them off the shelf electronics such as Nintendo DS and computer games that were both individual and multiplayer which taught them reading and math. Within eighteen weeks, Ananth Pai’s class went from a below third grade level in reading and math to a mid-fourth grade level in the game based curriculum. The children’s feedback on the change in curriculum from the standardized to the game based said that the learning experience was: 1) Fun and 2) Multi-player. Generation G’s primary form of entertainment is video games and it is driven by the desire to have game-like experiences; this version of gamification engages the children’s focus into the gamified education curriculum that has created positive changes in their grades and education via a ‘fun’ experience of learning. Gabe Zichermann states that video games are engaging due to the positive constant feedback loop. The games provide an increase in brain activity due to the multi-tasking component which increases the dopamine level in the brain; the cycle of presenting a challenge and eventually overcoming the challenge causes the dopamine release. This in all causes an

In Dan Pink’s speech, “The puzzle of motivation” he talks about the benefits of using reward for motivation. However, there are also drawbacks. Pink argues that there is a disconnect from science and business. Science says that if you offer a reward you will work harder to obtain your goal. Business says that if you offer a reward the result of the work will suffer. If no reward is offered in the business world and more freedoms are given like: no set hours, and the freedom to work where ever you want. The production and quality of work will increase. He also made the argument that what worked in the 20th century is not working in the 21st century.

Both articles agree that gamification is a very advantageous idea, but disagree on why. "Checking In" by Hiwatha Bray focuses on the economic advantages gamification, while "Your Life, The Game" by Stephanie Warren Drimmer focuses on the personal advantages. To conclude, the two passages have differences in the way they address the theme of turning everyday activities into

The author assesses that “the more rewards are used the more they are needed”. People get unsatisfied with what they are getting eventually and the stakes rise. People only perform if there is an incentive for a reward, else they will not try hard at all. Sometimes rewards can be given for wrong reasons, make the judgements of individuals altruistic and even detrimental. If it pays must be good, the better the pay the better the reward, the greater the incentive. The value and purpose of rewards have become destructive for the convenience of the people who want to control behavior.

I feel the effect that video games have on children has been a very topical and debatable subject since they were introduced in the 1970’s. I feel it is important because if video games were damaging for children most video game companies would lose their biggest fan base and it would be very damaging for an economy for example in 2012 the entertainment software industry added over 6.2 billion dollars to US GDP. In the US the computer game industry directly and indirectly employees more than 146,000 people. The average salary for direct employees is 94,747 dollars, resulting in a total national compensation of 4 billion dollars also direct employment grew at an annual rate of more than 13 times the growth of the U.S labor market (9% vs. 0.72%) between 2009 and 2012. Many people have researched this economic question and some have been very biased on both sides but this isn’t surprising when you look at the last social phenomenon rock-and-roll or the “devil’s music” to some. Any home that has access to video games (88% of households) I feel the parents will be conscious to how much their children play video games and the effect it has on them. So I have aimed for my research to help parents gain an insight to the effects of video games, signs to look out for and helpful recommendations if they are worried about

“While Mangers complain about lack of motivation in their workers, they might as well consider the possibility that the reward systems they’ve installed are paying off for the opposite”.

Simulation, adventure, and role playing games are another type of video game that produces positive results in skill levels (Morgan 2003). Simulations games are widely used in training various areas:

Fast and accurate digital tools, wider clouds, speedier analytical tools, mobility technology, big data, social media, robotics, and artificial intelligence are not the technologies involved in space research or automobile engineering but these are dynamic tools of HRM that are going to shape organizations in 2018 and beyond. Enhanced employees engagement and productivity is the ultimate goal of every successful organisation but employers who are equipped with cutting-edge HR technologies have an edge over traditional companies in achieving these objectives. That’s why cloud-based HR has become an essential aspect of every smart organisation in the digital era. The year 2018 will be a great