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problem management which were performed in part
by the same team); the team’s growing technical
expertise and experience with the ITST process and
with the sales system technologies as time passed
(which we believe made even more complex tasks
faster); and, their disposition to learn.
On the other hand, Table 2 indicates an
accelerated learning curve with the gamified
approach. Assuming increasing expertise correlates
with decreasing turnaround times, one can see that
ITST expertise improves as time passes and with a
rapid acceleration immediately after adopting the
game-base learn by doing approach.
3.2 Validation
Gamification of ITST processes depends on the
system of interest and it is on-going. Here, a game-
based ITST learning approach was used by a small
team of professionals. Therefore, the answer to the
research question is preliminary and restricted to the
above context of the case study. On the other hand,
since this context is somewhat representative of the
industry – particularly of small companies – the
answer will be meaningful, at least in what concerns
“face validity” (Litwin, 1995).
We say the proposed game-based ITST learning
approach has face validity if it “looks like” it is
going to lead to a positive answer for the research
question.
To test the approach for face validity, we asked
the participants in the case study to indicate what
they thought the answer to the research question
would be. The respondents, unanimously, gave
“yes” as an answer (the corresponding Guttman
scaling was “Yes”, “No” and “Not sure”).
4 CONCLUSIONS
This paper summarized research on a novel
approach that blends gamification concepts,
elements and tools to those of business process
modeling (BPM) together with learning and
teaching methodologies to communicate and deploy
changes to IT service transition (ITST) processes.
The approach was economically implemented and
applied to the case of a small team charged with the
migration of a mobile OS-based sales automation
system in Brazil. Results indicate the team was able
to learn and operate faster and more effectively with
the approach.
By considering a small, IT service provider, the
paper also provides early evidence gamification can
bring benefits and be within technical and financial
reach of firms in general, not just major IT players.
That evidence, together with the focus on ITST, is
the main contributions of this paper and endorses
recent suggestions in the literature that ITIL
gamification may offer a positive outlook for ITSM
practitioners. Further work is needed to answer the
posed research question with greater confidence, for
different transition scenarios and for team
compositions and sizes.
ACKNOWLEDGEMENTS
The authors thank anonymous CSEDU 2014
reviewers for their comments and suggestions.
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