Andreas Janson
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Janson
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Andreas
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andreas.janson@unisg.ch
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+41 71 224 2592
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  • Publication
    How to Achieve Ethical Persuasive Design: A Review and Theoretical Propositions for Information Systems
    ( 2022-12-29)
    Benner, Dennis
    ;
    Schöbel, Sofia
    ;
    Janson, Andreas
    ;
    Leimeister, Jan Marco
    Persuasive system design (PSD) is an umbrella term for designs in information systems (IS) that can influence people’s attitude, behavior, or decision making for better or for worse. On the one hand, PSD can improve users’ engagement and motivation to change their attitude, behavior, or decision making in a favorable way, which can help them achieve a desired outcome and, thus, improve their wellbeing. On the other hand, PSD misuse can lead to unethical and undesirable outcomes, such as disclosing unnecessary information or agreeing to terms that do not favor users, which, in turn, can negatively impact their wellbeing. These powerful persuasive designs can involve concepts such as gamification, gamblification, and digital nudging, which all have become prominent in recent years and have been implemented successfully across different sectors, such as education, e-health, e-governance, e-finance, and digital privacy contexts. However, such persuasive influence on individuals raises ethical questions as PSD can impair users’ autonomy or persuade them towards a third party’s goals and, hence, lead to unethical decision-making processes and outcomes. In human-computer interaction, recent advances in artificial intelligence have made this topic particularly significant. These novel technologies allow one to influence the decisions that users make, to gather data, and to profile and persuade users into unethical outcomes. These unethical outcomes can lead to psychological and emotional damage to users. To understand the role that ethics play in persuasive system design, we conducted an exhaustive systematic literature analysis and 20 interviews to overview ethical considerations for persuasive system design. Furthermore, we derive potential propositions for more ethical PSD and shed light on potential research gaps.
    Type: journal article
    Journal: AIS Transactions on Human-Computer Interaction (THCI)
    Volume: 14
    Issue: 4
    DOI: 10.17705/1thci.00179
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/107951
  • Publication
    Type: journal article
    Journal: HMD Praxis der Wirtschaftsinformatik
    Volume: 58
    Issue: 6
    URL: https://link.springer.com/article/10.1365%2Fs40702-021-00798-w
    DOI: 10.1365/s40702-021-00798-w
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/109831
  • Publication
    A Research Agenda for the Why, What, and How of Gamification Designs Results on an ECIS 2019 Panel
    ( 2020)
    Schöbel, Sofia
    ;
    Janson, Andreas
    ;
    Jahn, Katharina
    ;
    Kordyaka, Bastian
    ;
    Turetken, Ozgur
    ;
    Djafarova, Naza
    ;
    Saqr, Mohammad
    ;
    Wu, Dezhi
    ;
    Söllner, Matthias
    ;
    Adam, Martin
    ;
    Heiberg Gad, Povl
    ;
    Wesseloh, Henrik
    ;
    Leimeister, Jan Marco
    This report summarizes the discussion in a panel session on gamification designs at the 2019 European Conference on Information Systems in Stockholm, Sweden. The panel explores a research agenda for gamification design. The “what, why, and how” are considered to analyze the current state of the art of gamification research. An adapted defini-tion of gamification is presented as one outcome of the workshop to better describe what gamification is and what it can be used for. “Why” and “how” to employ gamification are discussed for different contexts. This can be used to gamify information systems, identity outcomes that are addressed by gamification concepts, and explore new ways of how to gamify. Overall, the panel presents new areas for future research and practice by identifying innovative ways to bring existing gamification concepts to a more impactful level.
    Type: journal article
    Journal: Communications of the Association for Information Systems
    Volume: 46
    Issue: 1
    DOI: 10.17705/1CAIS.04630
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/113103
    Scopus© Citations 37
  • Publication
    Engaging Minds – How Gamified Chatbots can Support and Motivate Learners in Digital Education
    ( 2024-01-06)
    Dennis Benner
    ;
    Sofia Schöbel
    ;
    Andreas Janson
    ;
    Jan Marco Leimeister
    Blended and online learning is growing, and self-regulated learning is becoming more relevant. Most often, students struggle with organizing their own learning processes, lose focus or procrastinate. Keeping learners motivated and engaged can be a real challenge. Therefore, we present gamified chatbots as a potential solution. On the one hand, chatbots can provide a more engaging learning experience. On the other hand, gamification can provide motivational incentives to keep learners engaged and motivated. So far, not many studies have elaborated on how gamification can be effectively used to make a chatbot interaction more engaging or improve the learning experience. This study uses an experimental approach to distinguish how a combination of badges and a progress bar can support and motivate learners to stay engaged with their learning activities. We elaborate on the effects of gamified chatbots and support practitioners with guidance on how to design gamified chatbots in education.
    Type: conference paper
    Journal: Hawaii International Conference on System Sciences (HICSS)
    URL: https://hdl.handle.net/10125/106383
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/119074
  • Publication
    Gamification of Online Training and its Relation to Engagement and Problem-solving Outcomes
    ( 2019-08-09)
    Schöbel, Sofia
    ;
    Janson, Andreas
    ;
    Hopp, Jennifer Christin
    ;
    Leimeister, Jan Marco
    Online training to teach students problem-solving skills is becoming increasingly important. However, due to the complexity of such training, it is challenging to keep learners motivated and engaged in the learning process. One concept that can be used to motivate and engage learners is gamification. Gamification is about using game elements in non-game contexts. Research is lack-ing on which determinants of gamification promote engagement and improve problem-solving out-comes in learning. Therefore, the goal of our study is to analyze how gamification can impact engagement, problem solving outcomes and their related constructs such as motivation in IT-based training. To achieve our goal, we conducted a randomized experiment by creating a gamified online training program to teach students how to construct and develop value proposition canvases. The results of our study indicate that engagement is a central construct for explaining the effects of gamification on problem-solving outcomes. Our results contribute to theory by explaining the meaning and role of motivation, engagement, and their influence on the problem-solving skills learned by the students. We contribute to practice by offering suggestions regarding the design of online training programs and how to make them more motivating and engaging to learners.
    Type: conference paper
    Journal: Academy of Management Annual Meeting (AOM)
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/98352