=Paper=
{{Paper
|id=Vol-3669/paper14
|storemode=property
|title=What would Plato say? Concepts and notions from Greek philosophy applied to gamification mechanics for a meaningful and ethical gamification
|pdfUrl=https://ceur-ws.org/Vol-3669/paper14.pdf
|volume=Vol-3669
|authors=Kostas Karpouzis
|dblpUrl=https://dblp.org/rec/conf/gamifin/Karpouzis24
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==What would Plato say? Concepts and notions from Greek philosophy applied to gamification mechanics for a meaningful and ethical gamification==
https://ceur-ws.org/Vol-3669/paper14.pdf
What would Plato say? Concepts and notions from Greek
philosophy applied to gamification mechanics for a
meaningful and ethical gamification
Kostas Karpouzis1
1 Department of Communication, Media and Culture, Panteion University of Social and Political Sciences, Athens, Greece
Abstract
Gamification, the integration of game mechanics in non-game settings, has become increasingly
prevalent in various digital platforms; however, its ethical and societal impacts are often overlooked.
This paper delves into how Platonic and Aristotelian philosophies can provide a critical framework for
understanding and evaluating the ethical dimensions of gamification. Plato's allegory of the cave and
theory of forms are used to analyse the perception of reality in gamified environments, questioning their
authenticity and the value of virtual achievements, while Aristotle's virtue ethics, with its emphasis on
moderation, virtue, and eudaimonia (true and full happiness), can help assess how gamification
influences user behaviour and ethical decision-making. The paper critically examines various
gamification elements, such as the hero's journey, altruistic actions, badge levels, and user autonomy,
through these philosophical lenses, and addresses the ethical responsibilities of gamification designers,
advocating for a balanced approach that prioritizes user well-being and ethical development over
commercial interests. By bridging ancient philosophical insights with modern digital culture, this
research contributes to a deeper understanding of the ethical implications of gamification, emphasizing
the need for responsible and virtuous design in digital applications.
Keywords
Gamification, philosophy, ethics, user experience, autonomy, choice, education 1
The writings of ancient Greek philosophers,
1. Introduction particularly Plato and Aristotle, provide an insightful
framework for exploring many contemporary issues.
In our rapidly evolving digital age, the concept of Arthur [2] underscores the relevance of these
gamification has garnered significant attention, philosophers in the 21st century, noting their
emerging as a prominent strategy in a wide variety of profound contributions to ethical reasoning and the
applications, from education [23] to health [28] and understanding of human behaviour: Plato's
business. Defined by Deterding et al. [8] as the use of exploration of reality and perception, along with
game design elements in non-game contexts, Aristotle's treatises on ethics and human flourishing,
gamification seeks to enhance user engagement and offer rich perspectives for analysing modern
motivation through game-like mechanics, often phenomena. In this work, we discuss the connections
resulting to the modification of user behaviour. The between ancient philosophical thought, which
widespread adoption of this strategy has also sparked influenced numerous subsequent philosophers and
a considerable amount of academic interest, as thinkers, and modern technological trends, specifically
evidenced by Hamari, Koivisto, and Sarsa's [14] focusing on the implications of gamification in digital
comprehensive literature review, which scrutinizes applications. Kaplan [19] illustrates the significance of
the effectiveness and diverse applications of philosophical inquiry in understanding technological
gamification. This paper aims to further this discussion phenomena; in the context of gamification, one can
by examining gamification through the lens of ancient explore how the philosophers’ insights can illuminate
Greek philosophy, offering a novel perspective on its its ethical, psychological, and societal aspects.
implications. Given that different applications of For instance, the application of Plato’s theory of
gamification utilise different elements, and motivate forms and Aristotle’s virtue ethics to gamification
or engage users with diverse rewards, we will discuss promises to yield novel insights into its ethical and
overarching gamification elements found across societal impacts [27]. While the growing field of
different contexts and discuss two specific gamification has been extensively explored in terms of
applications which are successful, yet ethical, as user engagement and business models, as Tondello et
examples. al. [40] note, there remains a paucity of literature on
8th International GamiFIN Conference 2024 (GamiFIN 2024), April 2-
5, 2024, Ruka, Finland.
kkarpou@panteion.gr
0000-0002-4615-6751
© 2024 Copyright for this paper by its authors. The use permitted under
Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR Workshop Proceedings (CEUR-WS.org)
CEUR
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Workshop ISSN 1613-0073
Proceedings
150
its philosophical analysis, especially from an ancient with a critical assessment of the limitations and
Greek standpoint. Revisiting Plato and Aristotle is contemporary relevance of these ancient philosophical
crucial for understanding gamification in modern viewpoints in the context of modern digital
society due to their foundational contributions to technology.
ethical frameworks, human behaviour understanding,
and societal roles (taking also into account the
limitations discussed in Section 4.3). Plato's 2. Philosophy of gamification
exploration of reality, perception, and ideal forms,
alongside Aristotle's detailed virtue ethics and focus In this section, we go deeper into the writings of Plato
on flourishing, provide robust tools for critically and Aristotle, and how those are related to concepts
evaluating the moral and psychological impacts of found in different gamification approaches from the
gamified systems. Their philosophies encourage a points of view of motivation and user autonomy.
deep examination of whether these digital interactions
enhance or detract from genuine well-being, offering
timeless principles to navigate the ethical complexities
2.1. Plato’s views on reality and
introduced by modern technologies. Thus, their perception
ancient insights are not only historically significant but
also immensely relevant in dissecting and guiding the Plato's theory of forms is a foundational element of his
ethical use and design of gamification in contemporary philosophical teachings, where he posits the existence
life. of an abstract world of forms or ideas that represent
A discussion of ethics in the context of gamification the truest reality [9]. According to the Greek
is critically important due to several inherent philosopher, the physical world we experience
challenges and potential negative impacts associated through our senses is merely a shadow of this higher
with its use [15], including issues related to privacy, reality. In the realm of gamification, this concept finds
the nature of rewards, unfriendly competition, and the a convincing parallel, where the various elements that
exploitation of reward systems. As gamification constitute gamified experiences, such as points,
leverages personal data to customize and enhance badges, leaderboards, and virtual rewards, can be
user experience, it raises significant privacy concerns; viewed as the shadows or reflections of more profound
it's essential to ensure that such data is handled forms of achievement and recognition that exist in the
ethically, with transparency and respect for user real world. In this context, these gamification elements
consent [20]. The nature of rewards in gamification are mere imitations or approximations of the authentic
can also be ethically ambiguous — while they can forms of success, accolade, and accomplishment. The
motivate and engage, they might also foster addiction Platonic viewpoint invites a critical examination of the
or lead users to value virtual achievements over nature and value of these virtual achievements: are
meaningful real-life goals. Furthermore, gamification they merely superficial imitations of real-world
can sometimes encourage unfriendly competition, success, or do they hold a more profound significance
promoting a win-at-all-costs attitude that undermines in the digital age? This perspective challenges us to
collaboration, community spirit, and fair play. This can consider the essence and value of achievements within
be particularly detrimental in educational or work gamified systems, probing the depth and authenticity
environments where cooperative and supportive of the experiences they offer.
interactions are crucial [1]. Lastly, the design of Furthermore, in Plato's allegory of the cave,
gamified systems often leads to users gaming the presented in “Republic,” [12] he describes a scenario
system or exploiting loopholes for rewards, which can where prisoners, confined in a cave from birth,
detract from the actual purpose of the app, whether it perceive shadows cast on a wall as the entirety of
be learning, improving health, or another positive goal. reality. They remain unaware of the broader world
These behaviours not only undermine the system's outside the cave, which represents the true reality.
integrity but also raise concerns about encouraging This allegory offers another metaphor for the digital
unethical behaviour patterns among users. Therefore, realities fashioned by gamified applications, where
a nuanced discussion of ethics in gamification is vital users immersed in digital environments might come to
to guide the design and implementation of these accept the constructed experiences, narratives, and
systems, ensuring they are used in ways that respect rewards as their primary reality, much like the
individual rights and promote overall well-being, prisoners’ belief in the shadows as the ultimate truth.
rather than detracting from it [38]. This involves a This situation brings to the forefront critical questions
careful balance of engaging users and providing regarding the nature of reality and illusion: it prompts
beneficial outcomes while mitigating the risks of an exploration of how virtual experiences shape our
misuse, privacy invasion, and negative behavioural perceptions and understandings of the world, and
incentives. whether these digital engagements represent a mere
The structure of this paper is designed to shadow of a more significant, tangible reality.
systematically explore the intersection of ancient Additionally, it raises the question of enlightenment –
Greek philosophy and modern gamification. It begins the journey from the illusion of the virtual world to the
with a theoretical background on key philosophical broader understanding of reality, akin to the
concepts from Plato and Aristotle, followed by an in- prisoners’ eventual ascent from the cave. This Platonic
depth analysis of gamification through their allegory serves as a powerful tool in examining the
perspectives. Subsequent sections discuss the ethical impact of gamified environments on our perception of
and societal implications of gamification, the reality and our cognitive and psychological
responsibility of application designers, and conclude engagement with these virtual worlds.
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Plato’s philosophy placed a strong emphasis on the enriches the understanding of gamification, providing
role of education, envisioning it as a means to attain a deeper insight into its roots in classical thought and
philosophical wisdom and the pursuit of truth. In its implications in the modern world.
“Republic,” he proposes an education system geared
towards nurturing wisdom and virtuous character.
This Platonic vision of education can be intriguingly 2.2. Aristotle’s ethics and virtue
juxtaposed with contemporary gamified learning theory
applications. These apps utilize game mechanics to
potentially enhance educational engagement and Aristotle, Plato's student, contributed extensively to
learning effectiveness. However, it raises the question various applied and theoretical sciences, including
of whether such applications align with Plato’s ideals ethics, politics, metaphysics, and logic. His ethical
of education, which emphasize not just the acquisition framework was centred around the concept of virtue
of knowledge but the development of critical thinking, ethics and is a cornerstone of his philosophical
philosophical understanding, and the cultivation of contributions. The overarching Aristotelian notion of
virtue. Do these gamified educational tools foster a eudaimonia, i.e., true and full happiness, can be
genuine understanding and wisdom, or do they risk connected to three gamification mechanics: the
reducing learning to a series of superficial, reward- reward system, engagement, and the end goal of
driven tasks? This consideration is vital in evaluating gamification itself: in his “Nicomachean Ethics,” [6]
the effectiveness and philosophical alignment of Aristotle posits that virtues are habits or qualities that
gamification in education, probing whether such tools lead to a good life (which he defines as a life of
truly contribute to the formation of well-rounded, eudaimonia). Virtues, for Aristotle, are the mean
critically thinking individuals as envisioned by Plato. between two extremes – excess and deficiency [21].
In examining the ethical dimensions of When considering gamification, this framework
gamification through a Platonic lens, one must also prompts an examination of how gamified elements
consider Plato's profound concern with virtue and the influence the development or erosion of virtues. For
health of the soul. Plato's ethical philosophy [21], with instance, do the reward systems in gamified apps
its emphasis on the pursuit of goodness and the encourage moderation and balance, or do they lead to
development of moral virtues, offers a significant excessive behaviour such as addiction? The
framework for evaluating the ethical implications of application of virtue ethics to gamification raises
gamified environments. These digital platforms, critical questions about the moral development of
particularly those that involve elements of social users engaged in these digital environments and
interaction, competition, and reward mechanisms, whether these platforms contribute to or hinder their
present various ethical challenges [11]. Issues such as pursuit of a virtuous, flourishing life.
fairness, the impact on individual character, and the The Aristotelian concept of eudaimonia, often
promotion or undermining of virtuous behaviour translated as ‘happiness’ or ‘flourishing,’ is a pivotal
become crucial considerations [39]. How do these aspect of his ethical theory. Aristotle argues that
gamified systems align with Plato’s vision of ethical eudaimonia is achieved through a life of virtue and
living and the cultivation of a harmonious soul? Do rational activity, fulfilling one’s potential. In the
they promote ethical behaviour and contribute context of gamification, this raises intriguing questions
positively to the individual's moral development, or do about the role of digital apps in promoting or impeding
they risk encouraging less virtuous traits, such as eudaimonia. Does engagement with gamified apps lead
competitiveness at the expense of fairness or to a fulfilling and meaningful life as envisioned by
collaboration? This exploration is essential in Aristotle, or does it detract from it? For instance,
understanding the ethical impact of gamification, educational apps that employ gamification could
assessing whether these digital experiences contribute potentially align with Aristotle’s vision by enhancing
to or detract from the development of a virtuous learning and personal growth. However, if the
character as advocated by Plato. gamification in these apps focuses merely on
Plato’s influence extends beyond his immediate superficial rewards or addictive mechanics, it may
philosophical contributions, shaping subsequent deviate from the Aristotelian ideal of fostering genuine
perspectives on various aspects of life, including play well-being and personal development.
and games. Plato addresses the notion of playing Aristotle’s teleology, the study of purpose or end
connected to the notion of knowledge in his dialogue goals, is another crucial aspect of his philosophy. He
“Theaetetus” [31], but also other philosophical ideas of believed that everything has a purpose or end to which
his have significantly influenced later philosophical it naturally aims [35]. This perspective can be applied
and cultural views on these topics [37]. In the context to gamification by examining the purposes and end
of gamification, it is insightful to consider how later goals of gamified systems. Are these systems designed
philosophers, drawing on Platonic thought, have with the end goal of enhancing user well-being, or are
approached the concept of play and games. For they primarily oriented towards commercial gain or
instance, the balance between reality and illusion, a user addiction? Aristotle's teleological framework
key theme in Plato’s works, is central to understanding encourages an analysis of the ultimate objectives
the nature of digital games and gamified experiences. behind gamification strategies, questioning whether
Furthermore, the ethical considerations surrounding they align with the promotion of the good life and
competitive play and the role of games in education fulfilment of human potential.
can be traced back to Platonic ideals about the pursuit In his ethical treatises, Aristotle also delves into the
of truth, the development of virtue, and the nature of nature and role of pleasure in human life. He
reality. This historical and philosophical perspective distinguishes between higher and lower forms of
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pleasure [33], suggesting that true happiness is found platforms contribute positively to the communal and
in intellectual and virtuous activities rather than in the individual well-being.
mere satisfaction of desires. This distinction is
particularly relevant in examining gamified apps,
which often use pleasure as a primary motivator for 2.4. Practical wisdom and
user engagement. The challenge is to discern whether decision-making
the pleasures offered by these apps are aligned with
Aristotle's higher pleasures, contributing to the user’s Aristotle's concept of phronesis, a lived, practical
intellectual and moral development, or whether they wisdom that involves understanding and reflecting on
cater to lower, more transient forms of pleasure, the right course of action in varied situations, is a
potentially leading to addictive behaviours and a crucial aspect of his virtue ethics, emphasizing the
diversion from more meaningful pursuits. ability to make good judgments and decisions that lead
to a flourishing life. In “Nicomachean Ethics,” Aristotle
describes phronesis not just as theoretical knowledge,
2.3. Social aspects: the role of but as a lived, practical wisdom that involves
community understanding the right course of action in varied
situations [17]. When we apply this concept to
Aristotle’s philosophy places significant emphasis on gamified environments, it challenges us to examine
the role of community and social relationships in the whether these platforms encourage the development
pursuit of eudaimonia. In his view, articulated notably of such practical wisdom. Do gamified applications and
in his work “Politics,” [25] humans are by nature social systems encourage users to make thoughtful, well-
beings, and a fulfilling life can only be achieved within considered decisions, or do they foster impulsive,
the context of a community. Aristotle believed that reward-driven behaviours? This analysis is essential in
ethical virtues are largely developed through and understanding how gamification impacts users'
within social interactions and communal decision-making processes, and whether it aligns with
relationships. This concept is particularly relevant the Aristotelian ideal of cultivating a life of virtue and
when examining social gamification platforms and practical wisdom [4].
multiplayer gaming environments. The design of gamified environments often
In these digital contexts, community interaction incorporates elements that influence decision-making
can take various forms, from collaborative tasks and processes, such as immediate rewards, feedback loops,
team-based challenges to competitive play and social and competitive structures. These elements can
networking. The Aristotelian lens prompts us to potentially skew users’ decision-making towards
inquire whether these platforms foster a sense of short-term gains and instant gratification, which may
genuine community, mutual respect, and collective conflict with Aristotle's concept of practical wisdom
well-being, in line with Aristotle’s vision of communal that emphasizes long-term well-being and moral virtue.
life contributing to personal and collective flourishing The challenge lies in assessing whether gamified
[30]. For example, when gamified apps encourage systems encourage users to engage in reflective
teamwork, collaborative problem-solving, and thinking, consider the consequences of their actions,
positive social interactions, they align with the and make decisions that contribute to their overall
Aristotelian ideal by enhancing social bonds and well-being and personal growth [41]. For instance, in
contributing to the common good. These platforms can educational gamification, the focus should ideally be
become spaces where players not only engage in on encouraging learners to make decisions that foster
entertainment but also develop virtues like a deeper understanding and mastery of the subject
cooperation, empathy, and generosity, contributing to matter, rather than merely pursuing points or badges.
their moral growth. A critical aspect of practical wisdom in the context
Conversely, if gamification leads to negative social of gamification is balancing the allure of immediate
behaviours such as isolation, excessive competition, or rewards with the pursuit of long-term goals and
cyberbullying, it would be antithetical to Aristotle’s virtues [36]. Aristotle’s ethics suggest that true
view of the community's role in ethical development. happiness and flourishing come from activities that
It’s crucial to analyse how the design and mechanics of fulfil our rational nature and contribute to personal
these gamified environments impact the nature of and moral growth. This raises the question of whether
social interactions. Are they fostering healthy, gamified systems, with their emphasis on immediate
supportive communities, or are they fostering toxic rewards and achievements, potentially detract from
competitive environments? This perspective urges us this longer-term perspective. The design of these
to consider how gamified environments can be systems, therefore, holds significant ethical
structured to enhance social welfare and promote a implications: it should ideally foster an environment
sense of community that contributes to the overall where users are encouraged to pursue activities that
well-being of its members. are not only rewarding in the short term but also
Moreover, Aristotle’s concept of the polis (city- conducive to their long-term personal, moral and
state) as a framework for ethical development cultural development, in the perspective of a lifelong
underscores the importance of designing gamified learning, as proposed by UNESCO Institute for Lifelong
environments that not only entertain but also enrich Learning (UIL) [42].
the social and moral fabric of the community. In this The application of Aristotle’s concept of practical
context, developers and designers of gamified systems wisdom extends to the social and collaborative aspects
have a responsibility to consider the social and ethical of gamification. In multiplayer or social gamified
implications of their designs, ensuring that these platforms, users often face decisions that affect not
153
only their individual experience but also the cave, where the journey from illusion to enlightenment
community as a whole [26]. This scenario offers a is a central theme. This narrative structure can elevate
unique opportunity to examine how gamification can the gamified experience from mere entertainment to a
promote or hinder the development of social virtues more meaningful process of personal development,
and wise decision-making in a communal context. Do aligning with Platonic ideals of knowledge and self-
these platforms encourage cooperation, fairness, and realization.
consideration of others’ well-being, or do they Furthermore, incorporating elements of altruism
promote selfish, short-sighted behaviours? Aristotle’s and helping other users in gamified systems aligns
perspective would advocate for gamified closely with Aristotle's ethics, particularly his
environments that nurture a sense of community, emphasis on the development of moral virtues
ethical interaction, and decisions that reflect not only through social interaction. In “Nicomachean Ethics,”
personal good but also the common good. Aristotle posits that virtues are developed through
practice and are oriented towards the good of others
as well as oneself. Gamification mechanisms that
3. Implications to gamification encourage users to help others, whether through
elements collaborative tasks, shared challenges, or supporting
fellow users, cultivate virtues like generosity,
empathy, and kindness. This not only enhances the
Exploring individual gamification elements and their
individual user's experience but also contributes to a
relation to philosophical concepts requires an
communal sense of well-being and
understanding of both the mechanics of gamification
interconnectedness, resonating with Aristotle’s
and the philosophical principles they may embody or
concept of eudaimonia as a communal, as well as
contradict. In this Section, we delve into several
personal, achievement.
gamification elements, extending beyond traditional
Finally, the Pursuit of Excellence, as implemented
elements, such as points, badges, and leaderboards, to
through badge levels in gamification, can reflect the
consider more complex and meaningful aspects like
Aristotelian pursuit of excellence or arete, provided it
the hero’s journey, altruistic actions, badge levels, and
has been designed thoughtfully [35]. In Aristotle’s
autonomy.
view, excellence is achieved through the continual
The fundamental aspects of gamification include
practice and refinement of virtues. Similarly, badge
game mechanics (points, badges, leaderboards),
levels in gamified systems can represent stages of
dynamics (progress, relationships, emotions), and
personal and skill development, encouraging users to
aesthetics (visual design, story, player experience).
strive for higher levels of competence and
These elements create an engaging and often
understanding. This aspect of gamification can be
immersive experience for users. From a Platonic
particularly effective in educational contexts, where
perspective, these mechanics can be seen as shadows
badge levels can signify not just achievement but also
or imitations of real-world experiences, while from an
a deeper mastery of knowledge and skills. This aligns
Aristotelian view, they can be analysed for their impact
with the Aristotelian view that true happiness comes
on virtues and the pursuit of eudaimonia. In addition,
from fulfilling one's potential and excelling in one's
gaming can be paralleled with concepts such as Plato’s
endeavours.
forms and Aristotle’s notions of virtue and purpose.
The competitive and strategic aspects of gaming reflect
Aristotle’s emphasis on virtues like courage and 4. Ethical implications
wisdom, achieved through balanced actions and
decisions. Similarly, the immersive worlds of digital
From a Platonic perspective, the ethical concerns in
games can be viewed through Plato’s lens of reality and
gamification arise when the virtual achievements and
perception, questioning the nature of reality in digital
rewards (like points and badges) create an illusion of
experiences versus the physical world. These parallels
success and fulfilment. Plato, in his allegory of the cave,
form a rich tapestry for understanding the
warned against mistaking shadows for reality. In the
philosophical underpinnings of gaming and
context of gamification, this allegory can be
gamification.
interpreted as a caution against valuing virtual
Moving to more advanced gamification concepts,
achievements over genuine accomplishments. When
the hero's journey, a narrative framework often
users are driven to extreme behaviours like
employed in gamified environments, resonates deeply
overspending or manipulating (‘gaming’) the system
with Platonic philosophy. In Plato’s works, particularly
for more rewards, they are, in a Platonic sense,
in his dialogues, there is a recurrent theme of an
mistaking the ‘shadows’ of success (virtual rewards)
individual's journey towards knowledge and
for real achievement; this misalignment can lead to
enlightenment, akin to the hero’s journey in
addictive behaviours and a distorted sense of value,
mythological narratives. This journey often involves
which is ethically concerning as it moves the individual
overcoming challenges, gaining wisdom, and
away from the pursuit of true knowledge and genuine
ultimately achieving a form of self-actualization [5]. In
fulfilment.
gamified contexts, this can translate to users
Aristotle’s virtue ethics, centred on finding the
embarking on a metaphorical journey through the app
mean between excess and deficiency, provides a
or platform, facing challenges, improving their skills
framework for evaluating the ethical implications of
with respect to app usage, and achieving goals or
gamification. When users engage in extreme spending
results that lead to personal growth. The hero’s
or exploit systems for more points, they are exhibiting
journey in gamification mirrors Plato’s allegory of the
behaviours that Aristotle would classify as excesses,
154
which are contrary to the development of moral 4.2. Good practices
virtues. Such actions reflect a lack of temperance, a key
virtue in Aristotle’s ethical system. The purpose of Duolingo is a renowned language-learning application
gamification, from an Aristotelian perspective, should which has successfully incorporated gamification to
be to promote balance and virtuous behaviour, increase and retain user interest and engagement.
contributing to the user's overall well-being Central to Duolingo’s success is its adaptive learning
(eudaimonia). When gamified systems incentivize algorithm, which employs machine learning to
excessive or unethical behaviours, they are failing to personalize the learning journey for each individual
align with this ethical standard, potentially leading user. By tracking users’ progress and adjusting the
users away from the path of virtue and well-being. difficulty of lessons and exercises based on their
performance, this algorithm ensures a tailored and
4.1. The role of designers in optimized learning experience. In addition, the ability
to choose their own learning path, offers users the
ethical gamification sense of autonomy and self-sufficiency; this is
discussed by Aristotle in his Nicomachean Ethics as the
The ethical responsibility in gamification also extends ideal for humanity, as being self-sufficient makes our
beyond the users, to the designers and creators of lives choiceworthy and lacking in nothing.
these systems. Both Plato and Aristotle emphasized The foundation of Duolingo’s gamification strategy
the role of educators and leaders in shaping the moral lies in a triumvirate of core elements: Points, Levels,
and intellectual character of individuals. In the modern and Rewards; these game-like features serve as
context, this translates to a responsibility on the part motivational tools to keep learners consistently
of gamification designers to create systems that engaged and inspired without rewarding excessive use
encourage ethical behaviour and personal growth. or allowing learners to ‘game the system’ by engaging
Designers should be mindful of the potential for their with activities merely for the reward or to accumulate
systems to encourage addictive or unethical points. Duolingo also uses the concepts of “streaks” to
behaviours and strive to create balanced and ethical motivate users to stay committed to their language
gamified experiences. This involves designing reward learning goals: a streak is the number of consecutive
systems that promote healthy engagement and days a user has achieved their daily goal. Studies have
discourage harmful extremes, aligning with the shown [10] that repeated studies of the same material
Platonic ideal of pursuing true understanding and the over several days influences its subsequent retention.
Aristotelian goal of fostering virtue and well-being. Regarding more advanced gameful elements,
While gamification is often employed as a recent versions of Duolingo include a “Stories” feature,
marketing tool to increase user engagement and which introduces interactive dialogues that simulate
product loyalty, it is crucial to consider the ethical real-life conversations; this allows learners to navigate
implications of such strategies. Plato and Aristotle through these dialogues, applying their acquired
would both argue that the primary goal of any language skills in context. Duolingo also fosters
educational or engagement tool should be the interaction among its users through social features,
betterment and improvement of the individual. When enabling users to exchange tips and advice and even
gamification is used primarily for marketing purposes, engage in language practice with native speakers.
with little regard for the user's well-being or ethical Finally, Duolingo is known for its constant
development, it can lead to exploitative practices, such notifications, which serve as reminders or
as encouraging excessive spending or competitive encouragements for users to continue their language
behaviours that do not align with the development of learning. These notifications aim to make the user feel
virtue or the pursuit of genuine happiness [41]. Ethical valued and wanted on the platform, igniting a sense of
gamification should prioritise the user's improvement ‘calling’ to the user; this is strongly related to the
and well-being above marketing objectives, ensuring concept of motivation involving reason and desire, as
that engagement strategies are aligned with fostering noted by Aristotle in Nicomachean Ethics and De Anima
positive, virtuous behaviours and experiences. [16].
To mitigate the potential for harmful behaviours in Another practice of meaningful gamification is
gamified systems, a balanced approach that described by Legaki et al. in [24] and [22]. The authors
incorporates both Platonic and Aristotelian ethical developed a game called “Horses for Courses”, as part
principles is essential [26]. This involves creating of an experiment in the context of statistics education.
gamification strategies that encourage users to reflect The game incorporates main game design patterns
on their actions (a Platonic ideal), promoting an related to challenge-based gamification, including
understanding of the difference between virtual Points, Levels, Challenges, as well as a leaderboard,
achievements and real-world accomplishments. fostering motivation and illustrating progress in the
Simultaneously, these systems should be designed to framework of the course. Relating this to the
foster Aristotelian virtues, such as moderation and philosophies of Aristotle and Plato, we can draw some
ethical decision-making, discouraging behaviours that parallels, as both philosophers emphasised the
lead to excesses. This ethical framework necessitates a importance of challenges and learning. Aristotle, in his
thoughtful design process where user well-being is a Nicomachean Ethics, discussed the concept of virtue,
primary consideration, ensuring that gamification which involves finding the balance between
serves as a tool for positive personal development deficiencies and excesses. This can be seen as a parallel
rather than as a means to exploit user vulnerabilities to the challenges in the game, which require players to
for commercial gain [3]. find a balance between different strategies to succeed.
155
In addition, Plato, in his work ‘The Republic”,
proposed the idea of a just society where individuals
5. Conclusions
perform roles that they are naturally suited to. This can
be seen as a parallel to the game’s leaderboard, which In this paper we examined the philosophical
recognises and rewards players based on their implications of gamification in digital applications
performance and skills. through the perspectives of ancient Greek
Finally, in the context of autonomy, “Horses for philosophers Plato and Aristotle. Through a detailed
Courses” can be seen as a recognition of individual analysis, it was revealed how Plato's theory of forms
autonomy and the ability of individuals to make and the allegory of the cave can be instrumental in
choices that best suit their skills and preferences. This understanding the nature of reality as presented in
aligns with Aristotle’s concept of self-sufficiency gamified environments, highlighting concerns about
(autarkeia). However, it’s important to note that while the illusion of success and the potential disconnection
there are parallels, the concepts of “Horses for from authentic experiences. Aristotle's virtue ethics,
Courses” and the philosophies of Aristotle and Plato with its focus on moderation, virtue, and the pursuit of
are from vastly different contexts and times. The eudaimonia, provided a framework for assessing the
application of ancient philosophical concepts to impact of gamification on user behaviour, particularly
modern games should be done thoughtfully and with concerning the development or erosion of virtues like
an understanding of these differences. temperance and ethical decision-making.
The exploration of various gamification elements
such as the hero's journey, altruistic actions, badge
4.3. Limitations levels, and autonomy, within these philosophical
contexts, underscored the potential for both positive
While the philosophies of Plato and Aristotle personal growth and the risk of negative behaviours
provide insights into human nature, ethics, and like addiction and ethical manipulation. The ethical
society, their application to modern contexts is not responsibilities of designers were also emphasized,
without challenges. The limitations of their works suggesting that gamification systems should prioritize
stem from the historical and cultural specificity of their user well-being and moral development over
times, the evolution of societal norms and values, and commercial gains.
the advent of technologies that redefine human Moving forward, several areas warrant further
experience [34]. Adapting their philosophies to exploration:
contemporary societies requires a critical and creative • Cross-Cultural Philosophical Perspectives:
engagement with their ideas, an openness to Future research could include the analysis of
reinterpretation, and a thoughtful consideration of the gamification through other philosophical
diversity and complexity of modern life. As societies traditions, such as Eastern philosophies or
continue to evolve, so too must our understanding and contemporary approaches to autonomy and
application of these ancient philosophical insights [7]. identity (e.g., by Sartre or Nietzsche), to provide a
For instance, while the allegory of the cave more diverse and comprehensive understanding of
provides a powerful metaphor for understanding its implications.
enlightenment and the pursuit of truth, its applicability • Empirical Studies: There is a need for
to modern issues such as media literacy, digital echo empirical research to observe and measure the
chambers, and virtual realities necessitates a re- actual impact of gamified systems on user
evaluation, especially when it comes to the concept of behaviour, particularly in relation to the
“the good” which seems to be forgotten by Plato [32]. development of virtues and ethical decision-
The simplistic dichotomy between the enlightened and making as proposed by Aristotle.
unenlightened may not fully capture the complexities • Technological Advancements and
of modern information consumption and the varied Gamification: As technology evolves, particularly
experiences of digital engagement. In addition, with the advent of augmented reality (AR) and
Aristotle's virtue ethics is based on the cultivation of virtual reality (VR), the ethical implications of
moral virtues through moderation and rationality. more immersive gamified experiences should be
However, modern societies are characterized by a explored. These developments offer new realms
diversity of cultural values, ethical systems, and life for applying and testing ancient philosophical
experiences. The universal applicability of Aristotelian insights in modern contexts.
virtues may be limited, and adapting his ethical • Ethical Guidelines for Gamification Design:
framework to contemporary multicultural and Developing comprehensive ethical guidelines for
pluralistic societies requires an inclusive approach gamification designers, rooted in philosophical
that accommodates diverse conceptions of the good principles, could help in creating more responsible
life. Finally, Aristotle's teleological view of nature and and beneficial gamified systems.
purpose assumes inherent goals and purposes in all • Long-Term Impact Studies: Longitudinal
beings and systems. In the age of Artificial Intelligence studies examining the long-term impacts of
and complex technological and societal systems, the gamification on individuals’ psychological well-
notion of inherent purposes becomes problematic. being, societal behaviour, and perception of reality
Adapting this view requires a rethinking of purpose would provide valuable insights into the sustained
and intentionality in systems that are human-made effects of these digital engagements.
and often driven by multiple, sometimes conflicting, In conclusion, while gamification presents numerous
objectives. opportunities for enhancing user engagement and
experience, it is imperative that its design and
156
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