Startup Day UPF 2019: Gamification as a Tool for Innovation / Startup Day UPF 2019: Gamificação Como uma Ferramenta para Inovação

Marcos Eduardo Bertol; Juliana Birkan Azevedo; Anderson Neckel; Amanda Regina Leite; Maira Sgarbossa

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<line> Centro Unv*rsitário Santo Agostinho </line>

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<line> www*.fsanet.com.*r/revista </line>

<line> *SSN Impresso: 18*6-6356 ISS* Eletr*nico: 2317-2983 </line>

<line> St*rtup Day UPF 2019: Gamification a* a *ool for In*ov*tion </line>

<line> S**rtup Day UPF 20**: Gamificaçã* Como uma Fer*amen*a *ara Inova*ão </line>

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<line> Marcos Edu**do Be*tol </line>

<line> Mestr*do e* Admin*s*ração p*la Universidade de P*ss* Fundo </line>

<line> Graduaçã* ** Administ*ação pela Unive*sidade de *asso Fundo </line>

<line> *ul*ana Birkan Azev*do </line>

<line> Doutor* em *dminist**ção pel* Un*versidade F*d**al do Rio *rande do Sul </line>

<line> Prof*s*ora da Uni*ersidade de *asso Fundo </line>

<line> E-mail: j*irk*nazevedo@gma*l.co* </line>

<line> An*erso* Neckel </line>

<line> Me*tr* e* Administ*açã* pela Universi*ade do Vale do Itajaí </line>

<line> M*str**o em Administraç*o *ela U*iversidad* de Passo **n*o </line>

<line> Especi**i*açã* em Contr*ladoria e G**tão Trib*tária p*la Univer*idad* de Passo F*ndo </line>

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<line> End**eço: Marco* Eduardo Berto* </line>

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<line> Uni*e*sidade de Passo Fund*, A*. Brasil *este, 28* - *ão </line>

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<line> Jos*, Passo Fundo - RS, 99052-9*0 Bras**. </line>

<line> Editor-Chefe: Dr. Tonny Ker*ey de Ale*car </line>

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<line> Endereço: </line>

<line> Juliana Bir*an Aze*e*o </line>

<line> Rodrigu*s </line>

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<line> Univers*dad* d* Pas*o Fundo, Av. Bra*il Leste, 285 - São </line>

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<line> José, P*sso Fundo - *S, 99*5*-900 Br*sil. </line>

<line> Artigo recebido *m 20/03/2021. *lt**a </line>

<line> versã* </line>

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<line> Ender*ço: </line>

<line> recebida em 05/*4/20*1. Aprovado em 06/*4/2021. </line>

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<line> Universid*d* *e P*sso Fundo, *v. Brasil Les*e, 28* - São </line>

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<line> José, Pas*o Fundo - RS, 9*052-900 Brasil. </line>

<line> Avaliado pelo *is*em* Triple Review: a) Desk Review </line>

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<line> E*dereç*: </line>

<line> Ama*da Regina Leite </line>

<line> pelo Edito*-Chefe; e b) Do*ble *lind Revi*w </line>

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<line> Universidade de Passo Fundo, *v. Brasil L**te, 285 - São </line>

<line> (avaliação cega por d*i* *va*iadores ** áre*). </line>

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<line> Jo*é, **sso Fundo - *S, 9905*-900 Bras*l. </line>

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<line> Endereço: </line>

<line> M*i*a Sgarb*ssa </line>

<line> Revisão: Gramatical, N*r*a*iva </line>

<line> e de Form*tação </line>

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<line> Universi*a** d* P**so Fundo, Av. Br*sil Leste, 285 - São </line>

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<line> Os P*imeiros Moços de Minas: A Poesia Árcade **asileira como C*njuração </line>

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<line> ABSTRACT </line>

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<line> The *u*pose of t*is work wa* t* e*aluate the effectiveness of G*mificat*o* as an innovation </line>

<line> too* in the p*o*ess of developing new bus*nes*es. Qualita*iv* and quanti*ative stud* </line>

<line> approa*h*s w**e us*d *n **e resea*ch. F*r **ali*ati*e *esea*ch, th* non-partic*p**t obser*ation </line>

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<line> *echniq** w*s </line>

<line> applied, p*rformed throughout </line>

<line> the e*ent. For quantitative research, </line>

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<line> collection employed the ap*lication of a questionnaire, whic* was se*t to potential </line>

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<line> partic*pants thr*ugh *lectr*n*c mea*s, which obtained 85 res**nse*. The analys*s </line>

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<line> quali*ative </line>

<line> performed by content an**ysis, and the quant*tative data were </line>

<line> tab*lated </line>

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<line> *nd analyzed stati*tically. The relevance of the s*udy lie* in i*s object of study, which *onsist* </line>

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<line> of a 24-hour *vent, where *arti*ipan*s rece*ve a </line>

<line> challenge and then *o through </line>

<line> 10 stages </line>

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<line> *as*d on Design Th*nking to </line>

<line> create a bus*ness. The </line>

<line> res*lts obtained t*rough the two </line>

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<line> collections, ind**ate that gami*ication can b* efficient to develop *n*ovati*n *nd potentialize </line>

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<line> new b*sinesses. *he findings highl*ght *h* *xistence </line>

<line> of the *our el*ments of </line>

<line> g*mifica*ion in </line>

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<line> the case studied: *ot*v*tio*, elements *f the game, types o* us*rs an* rewards. Thr*ug* the </line>

<line> m*pping of *he*e elements, it is **ssible t* *ap Gamificati*n *n events li*e th* on* *tudied. </line>

<line> The study'* c*ntribution is in the stru*turing of a p*ocess for the *ecognit*on of innov*ti*n in </line>

<line> *vents *hat use Desig* Think*ng and Gamificatio* as th* ma*n me*hodologies, *hich th*s </line>

<line> cre*t*s an environ*e*t c*n*uciv* to the gen*ration of *nnovat*on. </line>

<line> Keywor*s: Innovation. Gamifica*ion. Entrep*eneursh*p. Design Thinking. </line>

<line> O Propósito *este tra*alho foi avaliar a eficácia da Gamif*cação como *erram**ta *e inovação </line>

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<line> no p*ocesso </line>

<line> ** *esenv*lviment* de novos negócios.*tili*o*-se na pe*q*is* as a*orda*e*s </line>

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<line> qualitativa e quantitativa </line>

<line> de *studo. Na quali**tiva foi aplicad* a </line>

<line> técnica de </line>

<line> *bse*vação **o </line>

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<line> *articipan*e, realiza*a </line>

<line> durante o even*o. P*ra a pesquisa quantitativ*, a co*eta de </line>

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<line> emprego* a aplicaçã* *e um que*tionári*, o qual *oi encaminhado aos potenciais *artic**antes </line>

<line> atrav*s de me*o ***t*ô*ico, o *u*l se ob*iveram 85 re*pos*as. * *nálise dos *ados qualitativos </line>

<line> foi realiza*a p*r a*álise de conteúdo, e os dados q*antitativo* foram tabulados e ana*i*ad*s </line>

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<line> es*atisticam*nt*. A re*e**ncia </line>

<line> está no ob*e*o de estudo que consi*te em um evento com 24 </line>

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<line> *or*s *e duraç*o, on*e os parti**pa*t*s recebem u* d*safio depois pass*m po* * </line>

<line> ** *tapas </line>

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<line> b*seadas no Design Think*ng para a criação de um negócio. Os resul**dos obtido* *t*avés da* </line>

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<line> duas col*ta* de d*d**, indic*m *ue a gam**icação pod* </line>

<line> ser eficiente para de*envolver </line>

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<line> i**va*ã* e po*encializar novos *egócios. O* acha*os destacam * *xistência d*s </line>

<line> quatro </line>

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<line> ele*entos de ga*ifi*aç*o *o c*so estudado: mot**a*ão, elementos d* j**o, tipos *e usu*rio* </line>

<line> e recom*ensa*. *t*avés do map**mento **stes elementos perm*te-se ma*ea* a Gamific*ção </line>

<line> em eventos c*mo o estuda*o. A contribu*ç*o d* est*do está n* estr*turação de um **o**sso </line>

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<line> par* o reconhecimento *a inov*ção *m eventos q*e usam *o*o p**ncip*is metodologias </line>

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<line> Des*gn T*inking e a Gami*i*açã*, que c**a assim um a*bient* *ropí**o para a g*r*çã* </line>

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<line> inovação. </line>

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<line> Palavras-c*ave: Inovação. Gam**i*ação. *mp*een*ed*rismo. Desig* Th*nk*ng. </line>

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<line> www4.fsanet.com.br/revista </line>

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<line> M. E. Bertol, J. B. A*eved*, A. Neckel, A. R. Leite, M. Sgarbossa </line>

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<line> 1 INTRODUCTION </line>

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<line> The i*portance of innovati*n, in gene*al, is perceived as *ss**tial fo* s*rviva* in an </line>

<line> in*reasing*y c*m*e*itiv* and glob*liz*d *cena*io. However, few co*panies exerci*e any **nd </line>

<line> of **i*iat**e to put *t *nto pra*tice. There are tw* ca*ses *or *his n*t t* happen so often: the </line>

<line> view on innov*tio* *n* the lack of tool* t*at help pu**ing it into pract*ce (MOTA, 2008). </line>

<line> *echanisms that **able th* "in*o*ativ* logic" h*ve *e*n devel*ped both in the </line>

<line> con*ext of t** innova**on of *rganizati*n*, and in th* scientifi* field, wit* th* articula*ion of </line>

<line> st*dies. *h*s *elation*hip is esta*lish*d and developed by the agents o* the strateg*c p*bli* to </line>

<line> b* reached b* the pr*sent *nnovation, with the advent of gener*t*ng competenc*, technology </line>

<line> and i*novat**n, so t*at companies st*rt t* absor* *uch innovations t* mak* them av**lable to </line>

<line> the *arket (SCHN*IDER, 2017). </line>

<line> Gami*i*ation is the *se o* g**e mechan*cs and dynamics to *ngage peop*e, sol*e </line>

<line> p*obl*ms and improv* lea**ing, *otivating acti*ns and b*havi*rs in e*v**onments outside the </line>

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<line> context of games (ROSSA*O; NECKEL; M*ZZATO, 20*8). Acc*rding to t*e *uth*rs, </line>

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<line> use *f Gamif*ca*ion f**usi*g on the </line>

<line> deve*opme*t o* *ew bus*n*ss ideas c*n b*ing greater </line>

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<line> engagement, optimizing results a** b*osting ph*s*cal a*d virtual markets. T*e process hel*s </line>

<line> to o*t*in f**d*ack faster, thus **pr*ving the p**e*ti*l *or impro*eme*t. </line>

<line> *tar*Up Da* is an eve*t whic* has been held annuall* at the Univers*ty of Pas*o </line>

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<line> Fundo since *017, using *amifica*ion to </line>

<line> busin*ss b*sed on a cha*lenge </line>

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<line> proposed a* the beginni*g of ea** event. In the 2019 edition the challenge was </line>

<line> creating </line>

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<line> in**vati*e bu*ine*s solutions for health. Thus, d*ring t*e 24 hours of the event, participants </line>

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<line> c*al*eng*d to *ind tech*ological soluti**s to a ***blem. Th*s way, multidi**ip*inary </line>

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<line> group* are formed t* carry out the pr*posed activiti*s, as in a com*etit*on. </line>

<line> Since Gamif*cation is * tra*ning mechan*sm for the c*mpetitors beca*se it fac*lit*tes </line>

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<line> the development *f skill* fo* * ne* </line>

<line> busine*s, t*e research </line>

<line> pr*ble* of this paper </line>

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<line> **ficient is the use of *he *amification tool in an i*mersi*n event f*r t*e development *f n*w </line>

<line> businesses? </line>

<line> First, a literature *etros*ect*v* abou* *nnova*i*n, g*mification **d design thinking is </line>

<line> p*es*nted. Subsequently, th* m*thods that were used a** s*o*n. Then, the **sults *nd </line>

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<line> discussion *re *resente*. Finally, </line>

<line> th* conc*usion shows if gamification may help developing </line>

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<line> *ev. FSA, *e*esina, v. 1*, n. 0*, art. 2, p. 30-46, abr. 202* </line>

<line> www4.fs**et.com.br/revista </line>

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<line> *s *rimei*os Moços de Mi*as: A Poesia *rcade *rasilei*a como Conjuração </line>

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<line> 2 T*E*RE*ICAL REVIEW </line>

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<row> *h*s theore*ical review brings a l*terature retrospectiv* ab*ut i*no*ation, gami*ication a*d </row>

<row> des*gn thinking. All these *lem*nts are used in the S*ar*Up Day eve*t. </row>

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<line> Innovation </line>

<line> The term innov*tion c*mes from the Latin word "innovare", me*ning: "to do the n*w, </line>

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<row> *en*w, to make changes". *im*ly put, acc*rd*ng to Terra et a*. (2007), **n**ation comes </row>

<row> down to a new ide* or the creation *f a new application for somethi*g t*at alrea*y exists, in </row>

<row> order to be transform*d into n*vel*y for pe**le. </row>

</column>

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<line> I*novatio* i* a new id*a t*at h*s a real imp*ct, </line>

<line> crea*i*it*, and *s feasible to </line>

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<line> i*plemented. Howe*er, it can present itself as </line>

<line> *h* imp*ovemen* of s*meth*ng that a*ready </line>

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<line> ex*s*s in the market, thus </line>

<line> causing inno*at*o* (DRU*KER, </line>

<line> 1986; TERRA e* al., 2007). The </line>

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<line> in*eg*a*io* of d*ffe**nt *ctors is a*so e*sential in the inno*ation process, as they co**ribute to </line>

<line> *reativity and *now-***. Faced wi*h a* innovation contex*, creati*ity plays a *ign*fic*nt *ole, </line>

<line> cor*obor*ting organizatio*al capacity and expr*ssing a *ource *f competitive advant*ge </line>

<line> (PARJANEN; HYYPIÄ, 2019). </line>

<line> The r*flexes of *echnological rev*lutions that *oda* per*eat* our daily l**es lead us to </line>

<line> qu*stions about the possib*lity of gen**ati*g innova*ion, adding *no*ledge t* the pro*uction </line>

<line> processes, as *ell as creating *ew pro*e**es *nd p*oduc** that can improve *he l**es of people </line>

<line> to be impacted by these me*hods. According to D*ucker (1986), i*novation i* a phase of the </line>

<line> *n*repreneu*ial p**sonal*t* and is * consequence of the mean* t* r**** entr*preneurship and </line>

<line> ul*imatel* ge*erate an innovatio*. The a*t*or points out that innova*io* compris*s t** spi*it </line>

<line> and the act of creatin* new f*r*s of financial resour*es or w*ll-be*ng for peopl* w*o b**efit </line>

<line> *rom *ts creation and reaching the target au*ienc*. </line>

<line> Innovation c*n be di*ided into cate**ri*s, which would f*cilitate the ca*egorization of </line>

<line> these produ*ts el**orated through the idea of in*o*ati*n, perc*iving the design proces* and </line>

<line> being *ble to cause diverg**ces, since f*w innovations can impact social rela*ions that cause </line>

<line> great tran*formations changing th* reality of individual* invol*ed. In his theo*i*s, *** aut*or </line>

<line> p*esents t*e comparison between innovation and unexpected *uc*ess, with no area obtain*ng </line>

<line> *ess risky or easier opportun**ies. Thu*, ** *a*e adva*t*ge o* these opport**ities tha* </line>

<line> innova*ion bri*gs, *t is necessary *o expand our vision, our k*owled*e a*d our understand*ng. </line>

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<line> Rev. FS*, T*resin* PI, v. 18, n. 04, art. 2, p. *0-46, abr. 2021 </line>

<line> www4.fsanet.com.br/revist* </line>

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<line> M. E. Be*tol, J. *. Azeve*o, A. N*ckel, A. R. Leit*, M. Sgarbo*sa </line>

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<line> It should be noted t*at failures and errors du*ing **ocesses tha* can *nhan*e t*e *c*iev*m*nts </line>

<line> of entrep*eneurs are no**al (SCH*MPE**R, 1988). </line>

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<line> Entre*reneuria* behavior, linke* </line>

<line> to the a*ility *o appropriate the purposes *n* </line>

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<line> *oundatio*s of ge*erating *nnov*t*on through this new activity, *an ** *nderstood as a </line>

<line> speci*ic tool for entrepre*e*rs, compa*ed to a t*eoret*c**/pr*ctical, t*sted an* validated </line>

<line> Innovati*n emerge* as a concept in t*e mana*e**nt area with the s*udies *f *he </line>

<line> economist Jo*eph Sch*mpeter, wh* takes a first look *t how innovation would be </line>

<line> fu*damental for the developme*t of a new econom*c model, *espons*ble *or transformi*g </line>

<line> ent*e*reneurs *nto trendsetters and *i*neers o* new h*ri*ons (TIDD; BESSANT, *015). This </line>

<line> way, the evo*ution*ry proce*se* have been gaining more *upport a*d spa*e *ithin </line>

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<line> ma*ageme*t ar*as, considering </line>

<line> the imp*o*em*nt of the t*eori*s pres*nted and implemented </line>

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<line> ove* th* years, makin* p*ople *hink an* ac* in a* innovative way, bei*g moved </line>

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<line> competi*ion and </line>

<line> desi*e to always win, tr*nsforming the* i*to agents of int*nse </line>

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<line> competi*ive*ess and inn*vati**ness (TIDD; BESSANT, 2015). </line>

<line> Fo* Porter (199*), innov**ion i* characterize* not only as a wa* to negotiate major </line>

<line> advances in th* technology are*, but also as the use of changes in small product**e sc**es of </line>

<line> technology imple*en**tion, *n which organizations generate competitive advantages through </line>

<line> in*ov*t*ve a*tions that see* t* make poss*ble *nnovations in a broad and open sen*e. </line>

<line> The characteristics of an in*ovati*e *u*iness are p*es*nted by its leaders, *ho must be </line>

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<line> ah**d, thinki*g *utside the </line>

<line> *ommo* *ine, because in today'* w*rld, good ideas are not </line>

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<line> eno*gh, d*manding motivated and pre*ared *eam alo*g with a *eader who is a </line>

<line> capable of </line>

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<line> generating knowledge about what the target a*dience needs (LEMOS, *016). </line>

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<line> 2 .2 G*mi*icati*n </line>

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<par>

<line> * *od*rn m*del of organizing people in order *o ach*eve a goal i* the *se *f *ames. </line>

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<par>

<line> According </line>

<line> **er*tional model* </line>

<line> of co**anies </line>

<line> a*e still t*e </line>

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<line> s*me as i* the 19th century, based *n **erarchy, bureauc*acy *nd special*zation of work with </line>

<line> the ai* of *ch*eving scale and effici*ncy of res*lts. This mo*el requires clearly defined ro*es </line>

<line> an* respo*sib*lities, exact **ocesses *nd m*nagement base* on command and c*ntrol, as seen </line>

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<par>

<line> *n milit*ry organ**ations (BO*GES et al., </line>

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<line> premises limit *ndivid**l cap*city, th* *ay in which it ch*rg*d an* th* comm*tme*t to *s </line>

<line> profess*ona* goals. Informa*ion *echnology (IT) h*s c*eated the possi*ility of o*ganizing </line>

<line> Rev. *S*, Teresina, v. 18, n. *4, art. 2, p. 30-46, abr. 202* www4.f*anet.com.br/revi*ta </line>

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<par>

<line> Os Primeiros Moço* *e Minas: * Poes** Árcade Bra*ilei*a co*o Conj*ração </line>

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<line> wo*k di*fer*ntly - through the soc*a* asp*ct - a** game* ar* the *latform th*t be*t fits ** an </line>

<line> ins*rument of th*s new o*der (T*N**A et al., 2013). </line>

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<line> Gamif***tion *s the use o* *ame mechan*sms aimed at solvin* pract*ca* p*oblems </line>

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<line> **ousing en*agement a*ong a speci*ic audience. With increasing *reque*cy, this se* </line>

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<line> tech*iq*es has been applied *y com*anie* and entities *ro* different segmen*s as alternatives </line>

<line> ** traditional appro*ches, esp*ciall* with rega*d to encouragin* people to adopt **rtain </line>

<line> behavio*s, to b*c**e fa*i*i** wit* new ***hnologies, to str*amline their learning o* *raining </line>

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<line> proces*es and making *asks cons*dered t*dious or rep*titive more enjoyable. In *ecent </line>

<line> years, </line>

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<line> g**e designers from diffe*ent parts of the world hav* bee* *edicat*d to applying princi*les </line>

<line> of games in a variety *f fields, such as *eal*h, educa*ion, public poli*i**, sports or in*reased </line>

<line> productivity (*ETERDING et al., 2011). </line>

<line> The development of Gamificat*o* comes from a som*what obvious **n*in* acco**ing </line>

<line> to Mattar (2018): hum*n b*ings are strongly attract*d to g*mes. Over the *enturi*s, *ractically </line>

<line> all known civiliz*ti*ns have been a*so*i*ted with s*me type of imp**tant c**p*tition for th* </line>

</par>

<par>

<line> social structuring of th* c*mmu*ity to **ich they belonged. </line>

<line> In addition t* the *ost </line>

</par>

<par>

<line> pr*dict*ble ex**p*es, such as Greeks (Olympic Games of Anti*u*ty), Romans (*ladia*o* </line>

<line> duels, ch*r*ot races) a*d Aztecs (Mes*american *all game), t*ere is still surprisi*g ev****ce </line>

<line> of thi* fact, which oc*urr*d a*out 3,000 years ago in L*bya, a r**ion located in the former </line>

<line> Asi* Minor (GREGORY et al., 2015). </line>

</par>

<par>

<line> Z**merlin* et al. (20**) a*g*e that Gamifi*ation is *he pro*e*s o* a*plying </line>

</par>

<par>

<line> elements in no*-ga*e contex*s. The game elements are varie*, ran*ing fr*m </line>

</par>

<par>

<line> systems, mis*i*ns, social g*aphics, conte** unlock*d by leve**, *mong others (B*R**A et </line>

</par>

<par>

<line> **., 201*; BUCKLEY; DOYLE, 20*7). T*ese mechani*ms are known in *amification </line>

</par>

<par>

<line> "elements", w**ch enco*r*ge s*ud*nts to achieve greater goal </line>

<line> o*ientation, </line>

<line> promoting </line>

</par>

<par>

<line> increased *e*sistence, *earning, pa*ticipating in *ollaborati** </line>

<line> activities and </line>

<line> *romoting a fun </line>

</par>

<par>

<line> an* fr*endl* competition with colleagues (*I*G, 2019). </line>

</par>

<par>

<line> For Marczewski (2013), gamificati*n is a p*ocess compose* </line>

<line> o* *otivation, </line>

</par>

<par>

<line> el*ments, **p*s of users *nd rewar*s. Gamifica*ion is i* *he p*o*ess of </line>

<line> expand*ng a*d </line>

</par>

<par>

<line> c*nsolidating the co**epts that lead to s*udying the appli*ations of thi* theme a* </line>

</par>

<par>

<line> m*thodology f*r gen*rating innovati*n, s* that </line>

<line> new business can be gene*ated th*ough </line>

</par>

<par>

<line> analysis of studies already present*d o* th* subject. Rossato, Neckel, Mozzato (2018), </line>

<line> consi*er Gamific*tion as **e application of game meta*ho*s for real life *c*ivit*es *n order to </line>

<line> *nfluen*e behavior an* t*us increa** moti*ation, cons*quently ge*e*ating *nno*ation through </line>

<line> th* methodolo*y of games in *ven*s like Startup Day UPF. </line>

<line> Rev. FSA, Teresina PI, *. 18, n. *4, art. 2, p. 30-46, abr. 2021 www4.fsanet.com.br/revis*a </line>

</par>

</page>

<page>

<par>

<line> M. E. Berto*, J. *. Azevedo, *. N*ckel, A. R. L*ite, M. Sgarbos*a </line>

</par>

<par>

<line> Most of **e studie* c*rrie* out by the res*archers of th* gamific*tion theories are </line>

<line> focused o* the education, tra*nin* an* development of the b*havior* of *nd*vi*uals, mainly in </line>

</par>

<par>

<line> the business e*v*ro*ment (ORL*NDI </line>

<line> et al., 2018). The studi*s of </line>

<line> *hem*s *nvolving </line>

</par>

<par>

<line> gam*fi*ation ha*e had a </line>

<line> d**zying gr*w*h, leading to *he </line>

<line> discovery of new </line>

</par>

<par>

<line> dev*lopment of new *usine*ses *hrough the generation of i*n*vatio* as a *onsequence of </line>

<line> *ami*ication (ROSS*TO; NEC**L; MO*Z***, 2018). *ain*d*in et *l. (2020) </line>

</par>

<par>

<line> complement *hat st*dies involving gamification have </line>

<line> identifi*d imp*ov*ments </line>

</par>

<par>

<row> studen*s\ motiv*tio* an* engagement, but also *n thei* learning results. Several strategies </row>

<row> d*scribe the adaptation of gamif*ed co**epts to improve the positive re*ults of learning. </row>

</column>

<par>

<line> DESIGN THINKING </line>

<line> The revolution *n the concepts *f entr*pre*eurs**p a*d ho* *o make en*repreneu*ship </line>

</par>

<row> happen permeates the themes around the concepts of d*sign thinkin* *s a me*hodology to </row>

<row> fo*ter entrepreneurship and innova*ion. Ac**rding to Lo*kwoo* (2010), d**ign t*inking is a </row>

<row> man-cent*red innovati*n process that emphasizes obs***ation, colla**ration, rapid learning, </row>

<row> ide* i*entif*cation, r*pi* concept prototyping an* simultaneous business analysis. *he design </row>

<row> *roce** highlights wor* based on observation, identific*tion of ide*s and prototyping. D*sign </row>

<row> thinking i* al** considered a p*ocess of interactivi*y and a*tive *ethod*logy that is </row>

</column>

</par>

<par>

<line> characteri*e* </line>

<line> by the high degree of c*eativity that it involves, as w*ll *s the genera*ion of </line>

</par>

<par>

<line> *ractical and viable *ol**ion the pr*bl*ms raised f*r desi*n, which meets and can excee* t* </line>

<line> cu*tomer *xp*ctations (AM*ROSE; HARRIS, 2011). </line>

<line> W**hin *h* design dev*lop*ent process, *t is possible to ident*fy t*e stages for </line>

<line> d*velop*e*t. First, the design mus* dia*nose the problem and the targe* audi*nc* defined, </line>

</par>

<par>

<line> *aving a </line>

<line> deta*led understan*in* of t*e paths to b* ta*e* unti* the final product is prepare*. </line>

</par>

<par>

<line> in which </line>

<line> th* motivati*ns and ne*d* </line>

<line> of the end c**sumers are </line>

</par>

<par>

<line> ide*tified, in many case*, occurs thr*ugh * *rainstorming. The protot*pe test d**ls with th* </line>

<line> r*so*ution a*d *eve*opment of these *deas that are presented to the group of *ser* and </line>

</par>

<par>

<line> stakeholders befo** *he </line>

<line> p*esentation to c*s*om*rs (AMBROSE; HARRIS, </line>

</par>

<par>

<line> selection deals wi*h *he proposed and analyzed so*utions in re*atio* to t*e briefing's </line>

<line> design </line>

</par>

<par>

<line> objec*ive. So*e sol*tions ma* be fea*ible but ma* not ** the b*st opti*n*. Th* </line>

<line> i*pleme*tati*n dea*s with the development ** the de*i*n and its fina* deliver* to the </line>

<line> custo*er. </line>

<line> Rev. FSA, T*resina, v. 18, n. 04, art. 2, p. 30-46, a*r. 2021 w*w4.f*anet.com.*r/revi*ta </line>

</par>

</page>

<page>

<par>

<line> *s Primeir*s Moços de Minas: * Poesia Árcade Brasil*ira c*mo Conj*ração </line>

</par>

<par>

<line> Kumar, Z*ndani and Davim (2020) unde*stand t**t the *dea* of design can be </line>

</par>

<par>

<line> g**erated with the use of differen* metho*s *nd starting points </line>

<line> to al**w the creativ*ty to </line>

</par>

<par>

<line> flourish and produce consistent resu*ts with an e**nomic activit*. Br**nstorming is a gr*up </line>

</par>

<par>

<line> creation ap*r*ac* th** se*ks to *eve*op </line>

<line> i*eas and *reat* *olutions *u*in* the stage for </line>

</par>

<par>

<line> g*ne*ati*g ideas. It see*s to generate several ide*s that are th*n edit*d until ther* a*e a few </line>

<line> o*tions for develop*e*t based on a problem (B*N*ARDEL; D*DIER, 2020). </line>

<line> *earning h*lps t** des*gn*r to *m**ove the performan*e and, for this reas*n, they must </line>

</par>

<par>

<line> se*k feedb*ck </line>

<line> from the **stomer and the target audi*nce, d*term*ning w*ethe* the solution </line>

</par>

<par>

<line> reall* m*t the objecti**s proposed *n t*e briefing, al*ays *o*kin* *o iden*ify improvements </line>

<line> that will be im*lemented in t*e futu*e (*A*ISTA, 2018). Creat*vit* *ar*ies a certain notion of </line>

</par>

<par>

<line> pure inno*ation. </line>

<line> In design, h*wever, creativi** needs </line>

<line> *o be applied *nd *irected towar*s </line>

</par>

<par>

<row> sp*cific p*rpose, which is co*mu*icated or cont*olle* *y th* require*ents of th* brie**ng a*d </row>

<row> by the quantit*tive and quali**tive infor*ation produced during the res*arch s*ag*. </row>

<row> Ther*fore, as rai*ed b* Micheli et a*. (2019) Design *hinking has attri*utes tha* </row>

<row> diffe*en**ate it from other *pp**ache*. Its attribute* *nclude creat*vity and innovation, f*cused </row>

<row> *n the ind*vidual, prob*em solvin*, interact*on and exper*ment*ti*n, int*rdisci*lin**y </row>

<row> co*l*bo*ation, abi*ity *o identify id*as, interactive approach, addictive reas*ning, *mbiguity </row>

<row> and fault tolerance. *hes* **tributes giv* Design Thinking a particular and unique character </row>

<row> compare* to other act*ve ap*roac*e* an* methodologie*. </row>

</column>

<par>

<line> METHODS </line>

<line> A*ter th* *resen*ation *f the *iterature review of the pr*sent *tudy, the **search </line>

</par>

<row> methodology i* arra*ged betwee* th* qualitative and quan*itative type*, pre*ious*y classified </row>

<row> to ac*i*ve the objective of ev*luat*ng the effec*iveness of Ga**fication as a tool for </row>

<row> inno**tio* in the proc*ss o* develop*ng new busi*esses. In addit*o* to the q*al*tative analys*s, </row>

</column>

</par>

<par>

<line> in *hi*h *he *vent was an*lyzed </line>

<line> thr*ug* non-*artic*pa*t *bservation, quantitative analysis </line>

</par>

<par>

<line> w*s c**rie* o*t through the for*ulation o* online *uestionnaires. </line>

<line> It is a case study in which the *ain bases that form *tartUP Day UPF eve*t were </line>

<line> veri*i*d. Fo* t*is, the three hun**ed (3*0) c*mpe*itors were ma*ped *s the ta**et audi**c* of </line>

<line> the research. During the event, non-participant obs**vation was *erfo*med, mak*ng notes in a </line>

</par>

<par>

<line> no*ebook to l*te* com**ete with *ualitat**e analyzes. After that, the mai* </line>

<line> concepts, </line>

</par>

<par>

<line> Gamific*tion and Design Thin*ing *e*e explai*ed during the event after the q**s*ionna*re </line>

<line> Re*. *SA, Teresi*a PI, v. *8, n. 04, art. 2, p. 30-46, ***. 20*1 www4.f*an*t.com.b*/revista </line>

</par>

</page>

<page>

<par>

<line> M. E. Ber*ol, J. B. **evedo, A. N*ckel, A. R. Leite, M. *gar**ssa </line>

</par>

<par>

<line> *as l*unched for the three hundred (300) p*rti*ip*nt*, where w* *e**i*ed eighty-five (85) </line>

<line> *alid responses. A*t** *h*t, *ata wer* tabula*ed from Excel and la*er the releva*t a*alyzes </line>

<line> were made to the sample. </line>

<line> In * qualitative way, for * better underst*n*in* of the themes *ortrayed in the re*earch, </line>

<line> the no*-parti*ipant obs**vation of the r*s*arch*rs w*s carried o** d*ring the eve*t, in order t* </line>

<line> und*r*ta*d the rela**onship *f the com*et*tors with the *amified *rop*sal *uring th* 24 hours </line>

<line> of the event. It wa* analyzed u*ing content a*al*sis. </line>

<line> Als*, during the 24 h*urs of *he eve*t, t*e q*antit*tive ste* *ook plac* through the </line>

</par>

<par>

<line> *pplication of electron*c q*estionn*ires </line>

<line> t* the pa*tic*pants of t*e ev*nt. The </line>

</par>

<par>

<line> *t*dy w*s **0 p*ople, *o**ose* of studen**, wh* played the role of me*t*rs, facil**ators *nd </line>

<line> com**titors. The electron*c question*aire, sent t* all participan*s, wa* *eveloped based on the </line>

</par>

<par>

<line> theories stud*ed </line>

<line> **out gamificati*n and i*novatio* for all part*cipants. Of the 300 </line>

</par>

<par>

<line> partic**a*ts, 85 resp*nses were obt*ined. </line>

<line> Mentors a*e the m*st experienced or kn*wledge*b*e pe*ple who help guide a less </line>

</par>

<par>

<line> *xpe*ienc*d or less *nowl*dge*ble p*rson. The facilit*tors are </line>

<line> those *ho ha*e </line>

<line> already </line>

</par>

<par>

<line> par*i*ipa*ed in the even* pr*viously and ent*epren**r* *ho are invited to fa*ilitate the phase* </line>

</par>

<par>

<line> th* even*. The competing partici*ants </line>

<line> *re those who actively </line>

<line> p*rticipate in som*t*ing, </line>

</par>

<par>

<line> member, *emb*r, whic* com*rises th* people wh* sign up to partici*ate in the event. </line>

<line> In this q*anti*ative and qualit*tive study, the found*tions of bot* p*sitivi*t and </line>

</par>

<par>

<line> *henomen*logic*l views were a*plied t*rough th* </line>

<line> survey and non-par*icip*nt obs*rvation, </line>

</par>

<par>

<line> respect*vely. Data resu**ing from the quest*onnaires were analyze* stat*sti*ally using </line>

</par>

<par>

<line> Excel® software. The results of standardized questi*nnaire* for </line>

<line> bett*r *abulation of data to </line>

</par>

<par>

<line> qua*if* the the*e of tha* work, a*d *hrough **e statistica* formulas *o* obtaini*g this data. </line>

</par>

<par>

<line> In this step, the ch**ac*er*stics of the sa**le and the </line>

<line> proc*dures p*rfo*med for </line>

</par>

<par>

<line> analysis of the statis*ica* data *r* firs* p*in*ed </line>

<line> out. Then, the r*sults of the main pillars **e </line>

</par>

<par>

<line> d*scribed: G*mific*tio*, innovation an* new bu*iness d*vel*pmen*. The survey w*s a*plied </line>

</par>

<par>

<line> at t*e e*ent (Star*Up Day UP* 2019), w*th i*s participa*ts, o*tain*n* 85 responses. Table </line>

</par>

<par>

<line> shows the p*ofile of the 85 respon*ent*, with the respo*dents' age and education. </line>

</par>

<par>

<line> Re*. FS*, Teresina, v. 18, n. 04, art. 2, *. 30-46, abr. 2021 </line>

<line> www4.f*anet.com.br/revist* </line>

</par>

</page>

<page>

<par>

<line> O* Primeiros Mo*os *e Minas: A Poes*a Á*cade Brasile*r* co*o Co*j**aç*o </line>

</par>

<par>

<line> Tab*e 1 - Re*pondents´ Profile </line>

</par>

<par>

<line> Variables A*te*natives </line>

<line> F*eq*ences (N) </line>

</par>

<par>

</par>

<par>

</par>

<par>

</par>

<par>

</par>

<par>

<line> F*om 41 to 45 years old </line>

</par>

<par>

<line> From 46 to *0 years old </line>

</par>

<par>

<line> More than 51 years *ld </line>

</par>

<par>

</par>

<par>

<line> H*gh School </line>

</par>

<par>

<line> Undergraduate </line>

</par>

<par>

<line> Le*el of Graduated </line>

</par>

<par>

<line> Postgradua*e </line>

</par>

<par>

<line> M*ster´s degre* </line>

</par>

<par>

</par>

<par>

<line> edu*ation </line>

</par>

<par>

<line> Sour**: Research data (2019). </line>

</par>

<par>

<line> Ac*ording to Tabl* 1, the par*icipation in the St*rtUp Day UPF 2019 event was </line>

<line> ma*nly of st*d*n*s between 1* and *0 yea*s old, most of *hom are un*e*graduate (82.40%), </line>

<line> fol*owed by those *ho are *n postgraduate *ourse* (8.3%), *a*te*'s de**e** (7.1%), while the </line>

<line> oth*rs studying at h*gh scho*l level o* w**h graduation course comp*eted. Of this total of 85 </line>

</par>

<par>

<line> p*rtici*an*s, 3 are team captains and 4 correspond to the facilitators *h* assist </line>

</par>

<par>

<line> du*ing th* 2*h e*ent. Thi* leads us to conclude tha* the *vent ** well recei*ed by *he y*ung </line>

<line> *cademic popul*tion and encourage* b* the various areas of underg*aduate cour*es, arous*n* </line>

<line> *ntere*t in y*ung people, due to it* inst**ating ch***cteristic, w*ich *timulates c*eativity and </line>

<line> innov*tion. </line>

<line> Finally, Table 2 pres*nts a summary of the *n*icators that represent t*e importance of </line>

<line> *amif*cat*on for t*e development o* new businesses. Questions * - * i*t*n*ed to check t*e </line>

<line> if t** *amif*cation m*tivate* the pa*tici*ants *n *art*cip*ting in the event. Questions 6 - 8 </line>

<line> inte**ed to understand the elem**ts of games in the event, while question 9 intended to link </line>

<line> ga*i*ica*ion and the creation of new bus*nesses. Resp*nden*s were *sk** to chec* in a 5- </line>

<line> poi*t Li*ert *cale if the* 1 (t*tally disagre*) *o 5 (totally agre*). </line>

</par>

<par>

<line> Rev. FSA, Teresina PI, v. 18, n. 04, art. 2, p. *0-46, abr. 20*1 </line>

<line> www4.fsanet.com.br/rev*sta </line>

</par>

</page>

<page>

<par>

<line> M. *. B***ol, J. B. Azevedo, A. Neck*l, A. R. Leit*, M. Sgarbo*sa </line>

</par>

<par>

<line> Tabl* 2 - G*mificat*on fo* new businesses </line>

</par>

<par>

<line> *ariables </line>

<line> Means </line>

<line> Standar* Devia*ion </line>

</par>

<par>

<line> 1. Th* co*ne*tions *ith p*ofess*onals from other *reas motiv*t*d me to participate ** Startup Day! </line>

</par>

<par>

<line> 2. The possibility ** dev*lop creati*it* *otivated me t* partic**ate in Startup Day! </line>

</par>

<par>

<line> 3. *h* *ossibili*y of devel*ping new bu*i*esses motivated me to participate in S*artup Day! </line>

</par>

<par>

<line> 4. The pos*ibil*ty of dev***ping *earning in the areas of entre*reneu*ship and innovation motivated me to *articipate in Startu* Day! </line>

</par>

<par>

<line> 5. During the activit*es I felt to*al*y motivated by the reward! </line>

</par>

<par>

<line> 6. The p*s**bility o* an awar* i**rea*ed my level *f eng*gement with my team! </line>

</par>

<par>

<line> 7. T*e score k*pt ** fu*ly inv*lved in the group's activitie*! </line>

</par>

<par>

<line> 8. My **am *ad a high*r performance *ue to t*e p*ssibilit* o* a prize! </line>

</par>

<par>

<line> *. The Gamifi*ation process made it e**ier *or me to develop new busi*es*es! </line>

</par>

<par>

<line> Tabl* 2 *hows that the research *hrough the *ven* h*s great ac*epta*ce among the </line>

<line> *nterview*d populatio* co*sidering that the indexes s*own in th* *able are betwe*n *.68 and </line>

</par>

<par>

<line> 4.58, which leads t* the inte**retation that t*e participants </line>

<line> agree with the item* presente*, </line>

</par>

<par>

<line> espec**lly in th* variab*es th*t **esent </line>

<line> the motiva*ion w*ich *ed t*em to partic*p*t* in </line>

</par>

<par>

<line> event, where t*e </line>

<line> deve**p*ent of creativity, the possibility of developing </line>

<line> an *ntreprene*ria* </line>

</par>

<par>

<line> vision and inno*a*ion, **d t*e *ossib*lity of developing new </line>

<line> bus*nesses, confirm </line>

</par>

<par>

<line> importance *sing t*e Gamific*t**n *oo* t* d*velop new businesses. </line>

</par>

<par>

<line> St**l on *able 2, *egardin* to motivat*on, it is *viden* that the parti*ipants were </line>

<line> motivated to *articip*te in t*e event, due to poss*ble connecti*ns wit* p*ofess*ona** *rom </line>

<line> other area* and the poss*bility of d*veloping creativit*. Design T*inking i*volves a high </line>

<line> degr*e of creativity, togethe* wit* the generati*n of a *ractical *nd *ia*le *olution to the </line>

<line> problems rai*ed (AMBR*SE; HARRIS, 2*11). Quest*ons 5, 6, 7 and 8 *how that the *eward </line>

<line> or award as an imp*rtant element o* gami*ication (TA*AKA et al., 2013). </line>

</par>

<par>

<line> *rom th* non-p*rticipant **serva*ion, it was p*ssible t* </line>

<line> de**ribe al* element* of </line>

</par>

<par>

<line> games, b*longing to the e**nt, as well as to evalu**e the level of interaction of the *arti*ipants </line>

</par>

<par>

<line> me*hodolo*ie* *sed. Fi*ure 1 shows th* M*rc*ew**i (2013) model redesign*d </line>

</par>

<par>

<line> a*cording *o the gam* elements *ound in th* event (StartUp Day UPF 2019). </line>

</par>

<par>

<line> Rev. FSA, Teresin*, v. 18, n. 04, a**. 2, p. 30-46, abr. 2021 </line>

<line> ww*4.f*anet.com.br/*evista </line>

</par>

</page>

<page>

<par>

<line> O* Primei*os Mo*os de Minas: A Poe*ia Á**ade B*asi*ei*a com* *onjuração </line>

</par>

<par>

<line> Figure 1 - **mification elements f*om Startu* Day U** 2019. </line>

</par>

<par>

<line> *ource: D**elo*ed by the authors (2020), adap**d from Marczewsk* (201*). </line>

<line> Fig*re 1 *as constructed from the non-partici*ant observ**ion, based on *he mod** of </line>

<line> *ar***wski (2013), w*ich *resents gamificat*o* as a process compose* *f mo*ivat**n, game </line>

<line> *lement*, u*er types and rewards. In the m**iva*ion quadrant, which corresponds to </line>

<line> **nn*ct*on, cre*tivi*y, *ch**vements a*d t*eir *eanin*s, i* was found *h*t all i*dica*ors are </line>

<line> presen* *n the gami*ication mo*el propose* by the Startu* Day UPF, *s the methodol*gy *sed </line>

<line> *nsures full integrati*n between th* *articipants, w***h significantly im*acts the *esult of the </line>

<line> id**s develop*d, *x*a*ding th* d*gree of *r*ativi*y, as i* allows the integr*tio* *f part*cipants </line>

<line> with *ackgrounds in the most varied *reas of knowledge. Achie*em*nts are also present, *s </line>

</par>

<par>

<line> Startu* *ay is **vided into ph*ses, where *ach *hase </line>

<line> ha* an evaluativ* act*vity **a* allows </line>

</par>

<par>

<line> e*ch t*am to *volve in the </line>

<line> ra*king of scores according to t*eir *eliv*ries, wh*ch provides </line>

</par>

<par>

<line> gre*ter meani*g for </line>

<line> t*e developm*nt of activ**ie*. I* this *ontext, ea*h *art*cipa*t starts *o </line>

</par>

<par>

<line> *iew th* gam*fication process with * more com*etitive look, expan*ing their *e*el of </line>

<line> engagement, ** acc*rdi*g to Mattar (*018) *uman b*ings feel more co*mitted in any game </line>

<line> structure. </line>

<line> Re*. FSA, Teresina PI, v. 1*, n. 04, art. 2, p. 30-46, abr. 2021 www4.fsanet.com.br/revista </line>

</par>

</page>

<page>

<par>

<line> *. E. Ber*ol, J. B. Az*vedo, A. Neckel, *. R. L*ite, M. Sgarbossa </line>

</par>

<par>

<line> I* the qu*drant that represents **e gam* elements, chara*terized </line>

<line> by the *h*llenge*, </line>

</par>

<par>

<line> levels of competi*ion, *eaders, competiti*n and co*laboration, it was possible to iden*ify that </line>

</par>

<par>

<line> the g***fied stru*tur* of the Start*p Day UPF is composed </line>

<line> *f ** phases, *here e**h phase </line>

</par>

<par>

<line> h*s a challe*ge an* *hic* requires *ac* *eam to choose a leader, *ho is *esponsible for all </line>

<line> de*iveries *f the ac*ivi*ies proposed in each **as* and also receives all the guidelines to pass </line>

<line> on to the team. There i* a very well str*ctured competition pr*cess that g*nerates </line>

<line> collab*rat*on *etween part*cipants from the first activity to the last, whi*h can be seen in the </line>

</par>

<par>

<line> quality of </line>

<line> the pr**ects develope* *uri** th* event a*d the level of inn*va*ion p**po*ed by </line>

</par>

<par>

<line> of p*rt*c*pants, *hich </line>

<line> proves that the use of </line>

</par>

<par>

<line> gamifi*ation, as wel* as elem*nts of the ga*e can posi*ively influence the develop*en* of </line>

<line> new busines*es. Z*che*m*nn **d Cunnin*ha* (2011) desc*ibe tha* a gamifi*d system can u*e </line>

<line> innume*able ele*e*ts of games, to *nhance the enga*ement ** competito*s. </line>

<line> The qu*drant that characterizes *h* u*er type* as explor*r, independent, entr**re*eur </line>

</par>

<par>

<line> an* co*s*mer, it was possib*e t* ident**y tha* al* partic*pants can be *har**terized </line>

</par>

<par>

<line> explor*rs, </line>

<line> because in *ddit*on t* *mpacting th* knowled*e </line>

<line> *bo*t entrep*en*u*ship, th* </line>

</par>

<par>

<line> gamifie* propos*l of *tartup *ay UPF allows that the competitor* use *ll their kn*wled*e t* </line>

<line> s*arch fo* n*w s*luti*ns tha* match the challenge proposed by the game, which was solution* </line>

</par>

<par>

<line> in the 2*19 edition. F*r this me*hodology it was also identifi** that at *he same </line>

</par>

<par>

<line> *ime that ev***o*e becom*s an entrepr*neur, e*eryone become* a consume* of solutions that </line>

<line> aim *o qualify *h*ir ideas, in order to have a* even more p*siti*e result for their ventur*s. </line>

</par>

<par>

<line> Rew*rds, *re*ent in the final </line>

<line> quadrant, is characterize* by point*, *ro*hies and </line>

</par>

<par>

<line> achieve*ents. I* was identi*ied th*t *n </line>

<line> addition to the sc*re th*t each te*m acq*ire* in each </line>

</par>

<par>

<line> phase, t**re w*s a*so a *inal a*ard, i* wh*ch t*e thr*e winning teams, in add**ion to receiving </line>

</par>

<par>

<line> firs*, secon* and t*ird medals, **re invit*d to *a**icip*te in the </line>

<line> p*e-*n**batio* proj**t, wi*h </line>

</par>

<par>

<line> UP* Parque Incubato* (IUP), where *hey rec*i*ed spec*ali*ed mento*i*g to </line>

<line> develop **e </line>

</par>

<par>

<line> busines* p*an </line>

<line> *nd s*pport for the search for inve*t*rs *nd *usine*s rounds, </line>

</par>

<par>

<line> incubat*r. Marcze*ski (2013) *efines that t*e rew*rd *s one of the main m*tivators of the </line>

<line> ga**fic*tion process, but at the same *im* *hese *ewards may vary accordin* to t** proposal </line>

<line> or the ob*ective of the gam*fied structur*. </line>

<line> The gamifi*ation *roces*, *s present*d in the model, is *urr*unded by s*ver** asp**ts, </line>

<line> so it is necessa*y to emp*asi*e, as alre*dy men*i*ned, tha* ***s composition *epresen*s the </line>

</par>

<par>

<line> gami*ication *rocess, and it is not recommended to </line>

</par>

<par>

<line> el**e*ts that end up restr*c*ing a tool rich in new possibilities (NICHOLSON, 2012). </line>

<line> Rev. FSA, Teresina, v. 1*, n. 04, a*t. *, p. *0-46, abr. **2* www4.fsa*et.*om.*r/*e*ista </line>

</par>

</page>

<page>

<par>

<line> Os Pri*eiros Moços de Minas: A Poesia Árcade Brasileira c*mo Conj*r*ção </line>

</par>

<par>

<line> After completing *he research, i* app**r* that gamif*cat*on has a highl* *mpac*i*g </line>

</par>

<par>

<line> power on </line>

<line> users, w**c* c*n </line>

<line> in the methodol*gy of S*artup Day UPF, *avi*g </line>

</par>

<par>

<line> gamif*ed plat*orm with th* object*ve of cre*ting possibilities for new bu*ines*, which in fact, </line>

</par>

<par>

<line> the pr*jects develo*ed during the applicatio* </line>

</par>

<par>

<line> poten*ial *or *arket sc*le. As an example, "*lick Prof*ss*ona*", a company *ha* em*rged at </line>

</par>

<par>

<line> the first event *nd i* now i* the pro*e*s of consolidating </line>

<line> itself *n the mar*et. *hus, </line>

</par>

<par>

<line> *mportance of </line>

<line> us*ng gamifi*d processes fo* the d*velopment of new bus*ness ideas is </line>

</par>

<par>

<line> p*sitively pr*ven (ROS*ATO; NECKEL; MOZZA*O, 2018). </line>

<line> I* conc*usion, by *on*ider*ng all dimens***s together, i* is pos*ible to *dentify th*t the </line>

<line> elements of the *ame, m*tiva**on and rew*rd ar* directly related with r*gar* to the eff*c*ency </line>

<line> o* gam*f*ca*ion, wi*h respect to the e*g*gement of partici*ants. B* developing a scenario t*at </line>

</par>

<par>

<line> i*tegrates *rofes*ionals *rom differ*nt areas o* knowledg*, as well as dif*erent levels </line>

</par>

<par>

<line> education, a*d consec*ti*ely the level *f involvement *ith the </line>

<line> proposed activity will be </line>

</par>

<par>

<line> directly expa*ding. Therefore, the challe*ge also plays an importan* role in the gamification </line>

</par>

<par>

<line> *ctivity, </line>

<line> enabl*n* participan*s ** achieve unexpected r*sults, si*ce according to S*h*mpe**r </line>

</par>

<par>

<line> (1988), in*ova*ion is an *lly in the developm*nt of new busi*es*es, s* *t is *e*e*s*** to have </line>

<line> an ope* *ind fo* n*w processes an* new met*odol*gies. </line>

<line> This *aper aime* t* e*alua*e the *ff*ctive*ess of G*mifi**tio* as a tool for innov**i*n </line>

</par>

<par>

<line> i* *he process o* de*elo**ng **w businesses, us*ng the StartU* D*y U*F 201* ev*nt a* </line>

</par>

<par>

<line> object of stu*y. The *vent, w*i*h *se* gamificati*n, </line>

<line> has the design </line>

<line> thinking pro*ess *o </line>

</par>

<par>

<line> establish a s*ries *f 10 activities to solve the prop*sed ch*llenge, w*ic*, in this edition, were </line>

<line> in*ov*tive business solut*ons in the hea*th area. </line>

</par>

<par>

<line> The research wa* carrie* o*t </line>

<line> in a qualitative an* quantitativ* w*y. Fir*tly, through </line>

</par>

<par>

<line> no*-partic**ant </line>

<line> o*se*vation du*in* the 2* </line>

<line> h*urs *f t*e aforemention*d *ve** to obser** </line>

</par>

<par>

<line> **ements of gami*ication *re**nt in th* event: *otiva*ion, game elements, types of users and </line>

<line> rewards. In addition, dat* wa* col***ted fr*m the participants *s**g an e*e*t*onic </line>

<line> qu*sti*nnaire. O* the 300 participants, 85 c*m*l*te* the questi*nnaire. </line>

</par>

<par>

<line> As a main resul*, *t wa* i*enti*ied t*at Gami*icati*n </line>

<line> can be a valuable tool for *h* </line>

</par>

<par>

<line> develo*ment *f new busin*sse*, as i* all*ws greater in*er*cti*n and comm*tment o* th* part of </line>

</par>

<par>

<line> users. I* can be characte*ized as an eff**tive process, </line>

<line> *s long as it structured for a certain is </line>

</par>

<par>

<line> purpose, beca**e today gamification can ac* in di*fe*ent conte*ts effectively, *nd can also b* </line>

<line> Rev. FSA, Teres*na PI, v. 18, n. 04, art. 2, p. 30-46, abr. 20*1 www4.fs*net.c*m.br/revista </line>

</par>

</page>

<page>

<par>

<line> M. E. Bertol, J. *. Azevedo, A. Neck**, A. R. Leite, M. *gar**ssa </line>

</par>

<par>

<line> adap**d for a specific </line>

<line> being it *layf*l, for *nter*ainment, or ev*n *o* pro*ess*onal </line>

</par>

<par>

<line> purposes. *n this *ense, the ap*lication of g*mifica*ion at the busin*ss lev** still needs to be </line>

<line> better ex**or*d, as it o*fe*s nume*ous possibilities th*t can impact not only on t*e en*agem*nt </line>

<line> of wo*kers, but also on the final *es*l*s *f organizations. </line>

<line> The limitations of *his s*u*y are cha*acte*ized by the scope of t*e chose* theme with </line>

</par>

<par>

<line> the target*n* fo* *ames and </line>

<line> *y its emergin* issues in the are** of management, as t** </line>

</par>

<par>

<line> l*terature that involves real experime*ts at the ma*agement level *s still scarce, e*pe*ially </line>

</par>

<par>

<line> with *egard to * </line>

<line> gamif*ed proce*s. ** sug*estions for futur* res*arch, it is sugge**ed to </line>

</par>

<par>

<line> investigate the indi*idu***y way t*e *ethodology is used *n gami*ied pr*cesses, to assess the </line>

<line> real engagement of the participants, as well as the **ssibility of crea*i*g new work f*onts. </line>

<line> Finally, it *an *e sa*d t*at the gamif*cation pr*cess has a *ositive in*luen*e on the </line>

<line> develop*ent of new businesses, as long as the entire d*ve*opm*nt and applicatio* pro**ss i* </line>

</par>

<par>

<line> well structur*d and *ocused on this s*gment, *lways with the objectiv* </line>

<line> c*rtain </line>

</par>

<par>

<line> pro*lem, a* Gamifi*ation can also be direct** linke* to innovation. </line>

</par>

<par>

<line> REFER*NCES </line>

</par>

<par>

<line> Am*rose, *., Harris, *., & Belloli, M. (2011). Design Thinking: s.m. *ção ou prática de </line>

<line> pensa* o de*ign. B*LLOLI, Mari*na (Tra*utor). Porto Alegre: Boo*man. </line>

</par>

<par>

<line> Batista, M. V. (20**). Com***endendo </line>

<line> as competências </line>

<line> do briefing * partir da teor*a ator- </line>

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<line> *onna*del, N., & Didier, J. (2020). B*ainstor*ing varian*s *o fa*or cr*ative design. Appl*ed </line>

<line> *rgono*ics, 83, 102987. </line>

<line> Borges, S. *. S., Reis, H. *., Durel*i, V. *., Bitte*court, I. I., Jaques, *. A., & *sotan*, S. </line>

<line> (2013). Ga*ifica*ão aplicada à e*ucação: u* *ape*mento sistemático. In *razilian </line>

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<line> Brasilei** de Info*mática n* *ducaç*o- </line>

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<line> Deterding, S., *haled, R., Na*ke, L. E., & **xon, D. (2011, Ma*). G*m*fica*ion: *oward </line>

</par>

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<line> definition. *n CHI </line>

<line> gamific*tion workshop p*oceedings (Vol. 12). Vancouver BC, </line>

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<line> Drucke*, P. *. (1986). Inovação e espíri*o *mpreendedor. Cengage Learning Edito*es. </line>

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<line> Gr*g**y, S. e* a*. (2*15). *am*fi*ação e aprendizagem b*s*ad* em </line>

<line> jo*os digitais na sala </line>

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<line> aula. In: Ensino e t*cn*logias digitais: grandes questões * questõe* *ríticas. Camb**dge </line>

<line> Univer*i*y Press, *p. 127-141. </line>

</par>

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<line> Re*. FSA, *eresina, v. 18, *. 04, art. 2, p. *0-46, a**. 2021 </line>

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<line> Os *ri*eiro* Moço* de Minas: A P*esia Árc**e Bras*leira como C*njura*ã* </line>

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<line> Kapp, K.M. (2012). A gami*ic*ção da a*rendi*agem e da inst*u*ão: métodos e estr**ég*a* </line>

<line> basead*s e* j*gos para *reinamento e educaçã*. John Wiley & Sons. </line>

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<line> J* (2020). In**odução ao Design Thinki*g. Em Design </line>

</par>

<par>

<line> Th*nk*ng to Digital Thinking (pp. 3-*5). Springe*, Ch*m. </line>

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<line> Lemos, J. A. D. (2*16). * for*ação de *ompet*ncias para inovação: u* est*do d* caso </line>

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<line> e*perience, </line>

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<line> brand value. Simon and S*h*st**. </line>

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<line> M*ttar, J., & *zeszak, *. (2017). Gami*icação como </line>

<line> novo componente da indús*ria </line>

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<line> cultura*. R*v*sta *ntersabe*es, 12(25), 6*-*7. </line>

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<line> Micheli, P., Wilner, S. J., Bhatti, S. H., M*ra, M., & Bever*an*, M. B. (2019). Do*ng design </line>

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<line> M*ta, K. (201*) A impo*tâ*c** da in*vação para a sobrevivênc** das *rganizações. Gestão </line>

<line> *a*a t*ansforma*ão. Availab*e *t: <https://fnq.org.br/comunid*de/a-imp*rtancia-da-inovacao- </line>

<line> para-a-sobrevi*encia-*as-organizacoes/>. Access*d *n oc* 10 2019. </line>

<line> Nichols*n, S. (2012). A user-cent*red theor*tical f**mework for m*anin*fu* gamification. </line>

<line> P*per presented at th* G*mes+ Le*rning+ Society. 8.0, Madiso*, USA.ORLANDI, *. R. C et </line>

<line> al. Gamifica*ã*: u*a nova ab**dagem multi*odal para a educação. B*blios, n. 70, p. 17-*0, </line>

<line> Porte*, M.E. (1990). A *antagem c*mpe*iti*a *as naçõ*s. H*rvard Bus*ness Review, 6* (2), </line>

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<line> Rossato, D. M.; *ec*el, A.; Mozz*t*, A. R. (*018). Startu* Day: 24 hora* </line>

<line> d* imersão </line>

</par>

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<line> desenvolvime*to de </line>

<line> n*vos *egóc*os e a gamificação como **f*uência no engajamen*o *os </line>

</par>

<par>

<line> *ar*icipantes. In: XXI SEM*AD S*minários em Administraç*o, *018, São Paulo. An*i*..., p. </line>

</par>

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<line> S*hneider, G. (2017). Modelo de </line>

<line> transferênc*a de tec*olo*ia nas instituições de **s**o </line>

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<line> s*perior comunitárias b**silei*as. Di*sertaç*o (Mes*rado *m Adm*nistraçã*) - Universidade </line>

<line> *e Passo Fundo, Passo Fundo, R*, B*asil. </line>

<line> Schumpeter, J.A. (*988) A teoria do desen*olvime*to eco*ômic*. Sã* Paulo: No*a C*l*ural, </line>

<line> Tanak*, S., V*a*na, M., Viann*, Y., & *e*ina, B. (2013). Gamification, Inc.: co*o </line>

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<par>

<line> rein**ntar emp*esas a partir </line>

<line> *l. *no*ação: quebrando </line>

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<line> paradi*ma* par* vencer. São Pa*l*: *a*aiva, 2007. </line>

<line> Ti**, J., & Bessa*t, *. (2015). Gestão da inovaç*o-5. Bookman Editora. </line>

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<line> Re*. FS*, Te*esina PI, *. 18, *. 04, a*t. 2, p. 30-*6, *br. 2021 </line>

<line> w*w4.fs*net.com.br/revista </line>

</par>

</page>

<page>

<par>

<line> *. E. Bertol, *. B. A*evedo, A. Necke*, A. R. *eite, M. S*arbossa </line>

</par>

<par>

<line> Zainud*in, Z., Chu, *. K. W., S*ujahat, M., & Perera, C. J. (2020). T*e impact o* </line>

<line> gamificati*n on learning and *nstruc*i**: A syste*atic review o* **pi*ic*l </line>

<line> evidence. Edu*ati*na* Research Review, 1003*6. </line>

<line> Zimmerling, E., Hölli*, C. E., Sandner, P. G., & W*lp*, I. M. (2019). Exp*oring the inf*uence </line>

<line> of comm*n g*me elements on *de*tion ou**u* and motivation. Journ*l of Busi*ess </line>

</par>

<par>

<line> Como Referenci*r es*e A*tigo, confo*me ABNT: </line>

<line> BERTOL, M. E; AZ*VEDO, J. B; NECKEL, A; LEI*E, A. R; SGARBOSSA, M. Startu* Day UPF </line>

<line> 2019: Gamificat*on *s a T*ol for Innovation. Rev. FSA, Te*esina, v.18, n. 04, art. 2, p. 30-46, abr. </line>

</par>

<par>

<line> Contribuição **s Autores </line>

<line> J. B . Azevedo </line>

<line> A. Neckel </line>

<line> A. R. Leite </line>

<line> M. Sgarbos*a </line>

</par>

<par>

<line> 1) concepção e planejamento. </line>

</par>

<par>

<line> 2) an*lise e interpret*ção dos dado*. </line>

</par>

<par>

<line> 3) *laboração do *ascunho ou na revisã* crítica do con**údo. </line>

</par>

<par>

<line> *) participaçã* *a *pr**ação da versão fin*l do manuscrito. </line>

</par>

<par>

</par>

</page>

</document>

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