The DOI matches its Crossref record; 25 of the 27 references it cites were found in a registry or an index.
A RECIPE for Meaningful Gamification
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“This is in line with the finding of other authors, e.g. (Nicholson, 2015) that the combination of points, badges and leaderboards (sometimes referred to as PBL) is the most used one (see Table 5).”
From Gamifying education: what is known, what is believed and what remains uncertain: a critical review (2017) · cites this paper as Nicholson, 2015
Citations
Cites
Transformative Dimensions of Adult Learning
Mezirow, J. (1991) · Cited by 7,430
Homo Ludens: A Study of the Play-Element in Culture.
Gillin, J. L., & Huizinga, J. (1951) · American Sociological Review · doi:10.2307/2087716 · Cited by 6,556
Handbook of Self-Determination Research
Deci, E. L., & Ryan, R. M. (2004) · Cited by 4,528
The Behavior of Organisms: An Experimental Analysis
Jones, F. N., & Skinner, B. F. (1939) · The American Journal of Psychology · doi:10.2307/1416495 · Cited by 4,388
Finding flow: the psychology of engagement with everyday life
(1997) · Choice Reviews Online · doi:10.5860/choice.35-1828 · Cited by 3,515
Gamification by Design: Implementing Game Mechanics in Web and Mobile Apps
Zichermann, G., & Cunningham, C. J. L. (2011) · Cited by 2,378
Defining Reflection: Another Look at John Dewey and Reflective Thinking
Rodgers, C. (2002) · Teachers College Record: The Voice of Scholarship in Education · doi:10.1177/016146810210400402 · Cited by 1,848
The Role of Debriefing in Simulation-Based Learning
Fanning, R. M., & Gaba, D. M. (2007) · Simulation in Healthcare The Journal of the Society for Simulation in Healthcare · doi:10.1097/sih.0b013e3180315539 · Cited by 1,714 · cited 1×
“This is where the long-term change can come into play, as it is the point where the behaviors learned in the gamification system are then taken outside of that system (Fanning & Gaba, 2007).”
BackgroundTeaching every student in the digital age: universal design for learning
(2003) · Choice Reviews Online · doi:10.5860/choice.40-3555 · Cited by 1,528
Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A'S, Praise, and Other Bribes
Kohn, A. (1999) · Cited by 1,356
Research works printed but not linked: 3
- Bartle, R. (1996). Hearts, clubs, diamonds, spades: Players who suit MUDs. Journal of MUD Research, 1(1). Available online at http://www.mud.co.uk/richard/hcds.htm.
- Kolb, D. A., & Fry, R. (1975). Toward an applied theory of experiential learning. In C. Cooper (Ed.), Theories of group process. London: Wiley.
- Maroney, K. (2001, May). My entire waking life. The Games Journal. Retrieved from http://www.thegamesjournal.com/articles/MyEntireWakingLife.shtml
Cited by
Sorted by citations
Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (2017) · Computers in Human Behavior · doi:10.1016/j.chb.2016.12.033 · Cited by 2,064
Gamifying education: what is known, what is believed and what remains uncertain: a critical review
Dichev, C., & Dicheva, D. (2017) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-017-0042-5 · Cited by 2,112
“(Nicholson, 2015) that the combination of points, badges and leaderboards (sometimes referred to as PBL) is the most used one (see Table 5).”
The effect of gamification on motivation and engagement
Alsawaier, R. S. (2018) · The International Journal of Information and Learning Technology · doi:10.1108/ijilt-02-2017-0009 · Cited by 887
“It is important when designing a gamified course fully or partially to create a challenge, when possible, that is appropriate to the level of the students to maintain their engagement (Nicholson, 2015).”
BackgroundInfluentialBetween Level Up and Game Over: A Systematic Literature Review of Gamification in Education
Manzano-León, A., Camacho-Lazarraga, P., Guerrero, M. A., Guerrero-Puerta, L., Aguilar-Parra, J. M., Trigueros, R., & Alias, A. (2021) · Sustainability · doi:10.3390/su13042247 · Cited by 512
“Most of the studies analyzed, as well as other studies of a qualitative nature [53], used different mechanics and dynamics, highlighting the points–badges– leaderboards (PBL) triad [54], even though other studies [55] varied their indiscriminate use, which may favor only working from extrinsic motivation, which ultima…”
ResultVirtual reality and gamification in education: a systematic review
Λαμπρόπουλος, Γ., & Kinshuk, K. (2024) · Educational Technology Research and Development · doi:10.1007/s11423-024-10351-3 · Cited by 569
Metadata
- Authors
- Nicholson, S.
- Affiliations
- Syracuse University (US)
- Corresponding author
- Nicholson, Scott
- ORCID
- Nicholson, Scott
- Venue
- Gamification in Education and Business
- Publisher
- Springer International Publishing
- Published
- 2014-10-17
- Pages
- 1-20
- OpenAlex
- W193680646
- Semantic Scholar
- 006823e55fe51a29dc6161972e5fe542a8c5e63c
- Cited by
- 722
- References
- 27
- Citations by year
- 2026: 72 · 2025: 80 · 2024: 78 · 2023: 87 · 2022: 89 · 2021: 86 · 2020: 70 · 2019: 61 · 2018: 39 · 2017: 29 · 2016: 21 · 2015: 8 · 2014: 2
- FWCI
- 36.56
- Type
- book chapter
- Language
- en
- Open access
- closed
- Licence
- Locations
- Springer eBooks (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Physical Sciences › Computer Science › Human-Computer Interaction › Innovative Human-Technology Interaction
- Social Sciences › Sociology and Political Science › Digital Games and Media
- Keywords
- intrinsic motivation, reflection, exhibition, choice, information, play, engagement, long-term behavior change, gameful design
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