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The impact of gamification in educational settings on student learning outcomes: a meta-analysis
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Research works printed but not linked: 2
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Unlocking potential: Systematic review the use of gamification in leadership curriculum
Hao, T., Winn, J. G., & Qiang, Q. (2023) · Education and Information Technologies · doi:10.1007/s10639-023-12332-0 · Cited by 13
“…with business settings (Ortega Sánchez & Gómez Trigueros, 2019), its application has since broadened to various sectors (Groening & Binnewies, 2021; Huang et al., 2020; Ritzhaupt et al., 2021), including education, healthcare, and the workplace (Groening & Binnewies, 2021; Jacob et al., 2022).”
InfluentialWilson, K. N., Ghansah, B., Ananga, P., Oppong, S. O., Essibu, W. K., & Essibu, E. K. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-13005-2 · Cited by 11
“This is explained by a result of the reward sessions in the games where they either win a leaderboard, badges, or point systems (Barata et al., 2017; Huang et al., 2020 ; Koivisto & Hamari, 2019), which translates the input into outputs and elements like achievements, competition, rewards, and…”
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“The explicitness and precision of established objectives, rules, visual techniques, and mechanisms within gamification can contribute to an engaging learning experience (Oliveira and Bittencourt, 2019b; Huang et al., 2020; Bai, Hew, and Huang, 2020).”
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The Effectiveness of Gamification in Online Learning
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From Gaming to Learning: Assessing the Gamification of Discord in the Realm of Education
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Gamification of education: innovative forms of teaching and education in culture and art
Піщанська, В. М., Алтухова, А. Н., Prusak, Y., Ковмір, Н., & Honcharov, A. (2022) · EDUWEB · doi:10.46502/issn.1856-7576/2022.16.02.8 · Cited by 9
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“For example, its application and integration in educational settings and other educational innovations could result in remarkable, previously unexplored combinations to improve learning outcomes (Huang et al., 2020).”
InfluentialJaftha, N., Micallef, M. Z., & Chircop, T. (2021) · International Journal of Education · doi:10.5296/ije.v13i4.19193 · Cited by 11
“For example, PBL have the potential to spark intrinsic motivation, but this may not always improve learning objectives (LOs), because these elements may trigger an unnecessary cognitive load.”
BackgroundInfluentialPehlivan, F., & Arabacıoğlu, T. (2023) · International Journal of Education and Literacy Studies · doi:10.7575/aiac.ijels.v.11n.4p.309 · Cited by 12
Response to relative performance feedback in simulation games
Lee, B. W., Lee, M. K., & Fredendall, L. D. (2022) · The International Journal of Management Education · doi:10.1016/j.ijme.2022.100698 · Cited by 7
Competencies of Teachers in Game-based Pedagogy
due to ethical violation., T. A. I. R. F. T. I. (2023) · Pegem Journal of Education and Instruction · doi:10.47750/pegegog.13.02.39 · Cited by 14
Gamification as a Tool to Improve Educational and Training Outcomes in Civil Engineering
Jato‐Espino, D., Vila-Cortavitarte, M., Rodríguez-Hernández, J., & Castro‐Fresno, D. (2024) · Journal of Civil Engineering Education · doi:10.1061/jceecd.eieng-1962 · Cited by 8
Bamford, J. K., & Moschini, E. (2024) · London Review of Education · doi:10.14324/lre.22.1.21 · Cited by 8
Shao, J., Rabu, S. N. A., & Chen, C. (2025) · Frontiers in Psychology · doi:10.3389/fpsyg.2025.1509549 · Cited by 7
A Study of Using Virtual Currency in a Discrete Mathematics Course
Dicheva, D., Guy, B., Yorgov, V., Dichev, C., Irwin, K., & Mickle, C. (2021) · 2021 IEEE Global Engineering Education Conference (EDUCON) · doi:10.1109/educon46332.2021.9453893 · Cited by 7
“In their meta-study, Huang et al [13] provide evidence that not all game elements have the same effect on student learning outcomes.”
BackgroundResultAffective Memory in Gamified Learning: A Usability Study
Rodrigues, L., Arndt, D., Palomino, P. T., Toda, A. M., Klock, A. C. T., Avila-Santos, A. P., & Isotani, S. (2022) · Anais do ... Simpósio Brasileiro de Informática na Educação/Anais do Simpósio Brasileiro de Informática na Educação · doi:10.5753/sbie.2022.225748 · Cited by 7
“Note that, because trophies are widely used in gamified systems [Huang et al. 2020], we understand it provides external validity as a standard gamification design [Wohlin et al. 2012].”
BackgroundMethodRodríguez, L. R., Sánchez‐Alzola, A., & Salazar, A. (2025) · Computer Applications in Engineering Education · doi:10.1002/cae.70021 · Cited by 12
Ikpat, N. A. (2025) · European Journal of Education · doi:10.1111/ejed.70179 · Cited by 14
Jiang, M., Akhter, S., & Hashemifardnia, A. (2025) · Psychology in the Schools · doi:10.1002/pits.70108 · Cited by 10
“However, some researchers note that gamification ′ s cognitive benefits may be limited, indicating it should complement broader pedagogical strategies (Huang et al. 2020; Saleem et al. 2022).”
Prasetya, F., Fortuna, A., Samala, A. D., Andriani, W., Bagus, M. I., Renaldi, I., Rawas, S., Criollo-C, S., & Ayasrah, F. T. (2025) · SN Computer Science · doi:10.1007/s42979-025-04488-y · Cited by 8
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Self-regulated learning of anatomy during the COVID-19 lockdown period in a low-income setting
Chapupu, T., Gatsi, A. B., Chibhabha, F., & Zilundu, P. L. M. (2024) · BMC Medical Education · doi:10.1186/s12909-024-05329-x · Cited by 6
“Students had minimum supervision at home over their studies compared to the time they were on campus; hence, some controlled their actions by reward and punishment mechanisms to boost motivation and self-discipline, respectively [67].”
BackgroundFactor Influencing Learning Outcome in Nursing Education Using Gamification: A Scoping Review
An, J. (2021) · Journal of Korean Academy of Fundamentals of Nursing · doi:10.7739/jkafn.2021.28.4.440 · Cited by 6
“간호교육 분야에서도 게임 기반 학습 또는 게이미피케이션 을 활용한 학습에 대한 관심이 높아지고 있다 [5-7].”
The story of the hatter and the agile methods course: Gamification and game thinking in education
Hellberg, A.-S. (2023) · Journal of Pedagogical Research · doi:10.33902/jpr.202320130 · Cited by 6
Owayyed, M. A., Tielman, M. L., Hartholt, A., Specht, M. M., & Brinkman, W. (2024) · Behaviour and Information Technology · doi:10.1080/0144929x.2024.2374891 · Cited by 5
“Incorporating gamification elements can increase engagement and overall learning outcomes (Huang et al. 2020; Sailer and Homner 2020).”
Polat, M. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13695-2 · Cited by 8
“Although prior research has examined the impact of gamifi - cation in education (Huang et al., 2020; Lampropoulos & Kinshuk, 2024), it often overlooks teachers’ perspectives, particularly in the field of science, where pedagogi - cal needs and instructional strategies differ from other subjects.”
Challenges of Innovation Through Gamification in the Classroom
Denoni-Buján, M., Marcén, C., Gil, A. G., López, R. C., & Coral-Aguilar, S. (2025) · Education Sciences · doi:10.3390/educsci15101341 · Cited by 5
Digital educational escape game design for STEM higher education
Gruber, M., & Faßbender, S. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1497291 · Cited by 14
Cermak-Sassenrath, D. (2022) · Advances in business strategy and competitive advantage book series · doi:10.4018/978-1-7998-9223-6.ch002 · Cited by 5
How do Slovenian Educators feel about Gamification? Interested to Know More
InnoRenew CoE, I., Sajinčič, N., Sandak, A., & Starčič, A. I. (2022) · Education & Self Development · doi:10.26907/esd.17.1.09 · Cited by 5
Kırmacı, Ö., & Çakmak, E. K. (2024) · Journal of Research on Technology in Education · doi:10.1080/15391523.2024.2323447 · Cited by 4
“Meta-analysis studies by Yıldırım and Şen (2019), Özcan (2019), R. Huang et al. (2020) also affirm the positive impact of Gamified Learning Environments (GLE) on academic success and learning outcomes.”
A Gamified Learning Framework to Cultivate Critical Thinking Skills in Students
Srinivasa, K. G., Singh, A. K., & Chauhan, K. K. S. (2024) · IEEE Transactions on Education · doi:10.1109/te.2024.3431872 · Cited by 4
A meta-analysis on the effect of learning analytics interventions on students’ academic performance
Kokoç, M., Bütüner, S. Ö., & Güler, M. (2025) · Journal of Research on Technology in Education · doi:10.1080/15391523.2025.2536571 · Cited by 7
Nguyen‐Viet, B., & Minh, H. D. N. (2025) · SAGE Open · doi:10.1177/21582440251385846 · Cited by 16
“Huang et al. (2020) found an overall effect size of Hedges’ g = 0.49 for gamification on student learning outcomes, indicating a small to moderate positive impact.”
InfluentialMustafa, A. N. (2023) · World Journal of Advanced Research and Reviews · doi:10.30574/wjarr.2023.20.3.2508 · Cited by 4
“Educational researchers and practitioners both struggle with identifying when, where, and how to use gamification design concepts [26,27].”
BackgroundZairon, I. Y., Wook, T. S. M. T., Salleh, S. M., et al. (2023) · doi:10.1109/iceei59426.2023.10346688 · Cited by 4
“Additionally, gamification elements such as leaderboards and points may favor introverts but have a negative effect on extroverts, while rewards work better for extroverts than introverts [8][9].”
BackgroundSensation in Gamification: A Qualitative Investigation of Background Music in Gamified Learning
de Freitas, J. A., Oliveira, M. K., Martinelli, C., Amorim, F., Toda, A. M., Palomino, P. T., Klock, A. C. T., Guerino, G. C., Avila-Santos, A. P., & Rodrigues, L. (2024) · Journal on Interactive Systems · doi:10.5753/jis.2024.4501 · Cited by 5
“In the educational field, gamification has been widely adopted due to its potential to improve student motivation and engagement, making the learning process more enjoyable and, in turn, more effective [Sailer and Homner, 2020; Huang et al ., 2020].”
BackgroundLee, J., & Kim, D. (2025) · British Journal of Educational Technology · doi:10.1111/bjet.13564 · Cited by 8
Gheorghiu, R. M., & Stan, I. V. (2025) · Breathe · doi:10.1183/20734735.0178-2024 · Cited by 6
“These methods are further supported by studies showing that both gamification and positive reinforcement can enhance task performance and alleviate stress in paediatric patients, making these strategies particularly effective for improving the outcomes of paediatric PFTs [9 – 11].”
Extrinsically Integrated Instructional Quizzes in Learning Games: An Educational Disaster or Not?
Jičínská, L., Sedláčková, P., Kolek, L., Tetourová, T., Volná, K., Lukavský, J., & Brom, C. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.678380 · Cited by 7
“…Sanchez et al., 2020), present performance feedback (Keough, 2012; Chien et al., 2016; Hunsu et al., 2016), assist in drill-and-practice exercises (Crompton et al., 2017; Hung et al., 2018), or—when used collectively in a classroom—improve interaction and attention levels (Hunsu et al., 2016).”
BackgroundExploring the Impact of Non-conventional Gamification Elements on Student Motivation and Engagement
Dicheva, D., Dichev, C., Cassel, L. N., Guy, B. S., & Irwin, K. (2021) · IEEE Frontiers in Education Conference (FIE) · doi:10.1109/fie49875.2021.9637199 · Cited by 6
Perspective Chapter: Ungrading, Grading Contracts, Gamification and Game-Based Learning
Garvey, G. P. (2022) · Education and human development · doi:10.5772/intechopen.105967 · Cited by 5
The construction and validation of a Questionnaire of Gamification Skills in Teachers (QGST)
Reyes, W., Sosa, J. E. P., & Hernández-Dzib, R. (2022) · Interaction design & architecture(s)/ID&A Interaction design & architecture(s) · doi:10.55612/s-5002-053-001 · Cited by 4
Kim, J., Lindqvist, A. K., & Castelli, D. M. (2024) · Journal of American College Health · doi:10.1080/07448481.2024.2325929 · Cited by 5
“34,35 Given the known effects of gamification on motivation and behavior change among young adults, the purpose of this study is to determine the feasibility and proof of concept of using gamification strategies in higher education health coursework to change behavior related to PA and healthy…”
Gamification Concepts for a VR-based Visuospatial Training for Intraoperative Liver Ultrasound
Allgaier, M., Huettl, F., Hanke, L. I., Huber, T., Preim, B., Saalfeld, S., & Hansen, C. (2024) · CHI Conference Extended Abstracts on Human Factors in Computing Systems (CHI EA) · doi:10.1145/3613905.3650736 · Cited by 3
“The element creativity and exploration is not listed in Huang et al.’s [13] meta analysis, but was inspired by Chou’s [14] Octaly-sis Framework which includes the two core drives: empowerment of creativity and ownership .”
BackgroundMethodLeveraging gamification to enhance motivation and engagement among EFL learners
Tsai, Y.-R. (2024) · English Language Teaching Educational Journal · doi:10.12928/eltej.v7i3.12010 · Cited by 27
“The sudden increase in demand for EFL necessitates a transformation from conventional to innovative teaching approaches (Huang et al., 2020).”
Salendab, F. A., Tago, K. L., Cogo, D. A., & Demafeliz, R. E. (2025) · IGI Global eBooks · doi:10.4018/979-8-3373-0305-5.ch007 · Cited by 3
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“As hinted at above, the game elements of the PBL triad (points, badges and leaderboards), which are used in most gamification implementations (Huang et al., 2020; Koivisto & Hamari, 2019), are largely part of the Performance dimension (points = Point ; badges = Acknowledgement ).”
Júnior, C. X. P., Santos, H. F. S., Rodrigues, L., & da Costa, N. T. (2023) · Anais do ... Simpósio Brasileiro de Informática na Educação/Anais do Simpósio Brasileiro de Informática na Educação · doi:10.5753/sbie.2023.234990 · Cited by 3
“Overall, our findings corroborate the literature by showing that the use of gamification in education still holds great potential for further research and exploration [Sailer and Homner 2020, Bai et al. 2020, Huang et al. 2020].”
ResultMotivation no Jutsu: Exploring the Power of Badge Aesthetics in Gamified Learning
Rodrigues, L., Toda, A. M., Palomino, P. T., et al. (2023) · doi:10.5753/sbie.2023.234313 · Cited by 3
“Most often, gamification studies have been concerned with comparing different (sets of) game elements to understand which of them might be associated with better outcomes [Bai et al. 2020, Huang et al. 2020].”
BackgroundMethodInfluentialSoumia, Y., Ouchaouka, L., Moussetad, M., & Radid, M. (2023) · IEEE Congress on Information Science and Technology (CiSt) · doi:10.1109/cist56084.2023.10409880 · Cited by 4
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Jabbari, N., Zarrinabadi, N., & Amini, F. (2025) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2025.2513983 · Cited by 4
“Gamified learning environments, incorporate game-design elements such as competition, rewards, rules, and leaderboards – as external motivators – into non-game environments (both digital and non-digital) to increase learners’ engagement and motivation (Huang et al. 2020).”
Vanzuíta, A., & Nascimento, M. S. C. N. (2020) · Research Society and Development · doi:10.33448/rsd-v9i10.8268 · Cited by 3
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A Qualitative Study on Malaysian Academics' Perceptions and Suggestions on Gamified Learning
Eltahir, M. E., Annamalai, N., Uthayakumaran, A., Zyoud, S. H., Zakarneh, B. M., & Alsalhi, N. R. (2023) · The Qualitative Report · doi:10.46743/2160-3715/2023.6102 · Cited by 3
Media development board game to increase student motivation in studying regional culture
Khotimah, K., & Wahyuningtyas, N. (2023) · Jurnal Inovasi Teknologi Pendidikan · doi:10.21831/jitp.v10i3.60477 · Cited by 3
“Research that has been done previously stated that the gamification method has a longer-lasting effect on student learning outcomes (Huang et al., 2020).”
BackgroundSáez-Delgado, F., Parra, F., Jara-Coatt, P. A., Mella-Norambuena, J., & López-Angulo, Y. (2023) · Texto Livre Linguagem e Tecnologia · doi:10.1590/1983-3652.2023.46636 · Cited by 3
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Gamified online course design: a scoping review of the research
Snelson, C., Ching, Y., Hsu, Y., Perkins, R. A., & Alfieri, M. (2024) · Distance Education · doi:10.1080/01587919.2024.2338709 · Cited by 4
“Experience points, leaderboards, and badges are among the most used game design elements, but other game design elements such as levels, storytelling, or quests may also be applied in a gamified course (Huang et al., 2020; Kapp, 2012; Werbach & Hunter, 2020).”
BackgroundBaaske, B. N., Cainas, J. M., & Kralik, J. M. (2025) · Issues in Accounting Education · doi:10.2308/issues-2022-024 · Cited by 5
Impact of a Gamified Experience on the Promotion of Historical Thinking in Primary Education
López-Fernández, C., Tirado‐Olivares, S., Villena-Taranilla, R., & Gutiérrez, R. C. (2022) · Advances in game-based learning book series · doi:10.4018/978-1-6684-5240-0.ch005 · Cited by 3
The Use of Gamification Elements in an Online Introduction to Programming Course
Battal, A., Kayaduman, H., & Polat, H. (2022) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-6684-6513-4.ch015 · Cited by 3
In-store assortment training to the distribution manpower of dairy companies using gamification
Askarifar, K., Safavi, A., Tehrani, P. J., & Karami, M. H. (2023) · Research and Practice in Technology Enhanced Learning · doi:10.58459/rptel.2023.18035 · Cited by 2
A Review of Intended Learning Outcomes of English Lessons and Learning Motivation
Albatti, H. (2023) · Arab World English Journal · doi:10.24093/awej/vol14no2.15 · Cited by 4
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What Are the Contributing Factors to Business Simulation Results in Entrepreneurial Education?
Spilbergs, A., Aksjonenko, A., Peiseniece, L., & Aksjoņenko, E. (2025) · Eurasian studies in business and economics · doi:10.1007/978-3-031-84319-8_1 · Cited by 2
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López-Ardao, J. C., Rodríguez‐Pérez, M., Sousa-Vieira, M. E., Rodríguez-Rubio, R. F., Lago, A., Herrerı́a-Alonso, S., & Suárez-González, A. (2026) · Multimodal Technologies and Interaction · doi:10.3390/mti10010010 · Cited by 6
“Therefore, while PBL can be a useful starting point, it is advisable to incorporate additional game elements and dynamics that better support engagement and motivation [14,37,38].”
Chen, J., Jiang, J., Tian, Q., et al. (2026) · The International Journal of Management Education · doi:10.1016/j.ijme.2026.101404 · Cited by 2
The Development Process of Innovation of Accounting Cycle Simulation
Daurrohmah, E. W. (2023) · Jurnal Pendidikan Terbuka Dan Jarak Jauh · doi:10.33830/ptjj.v24i1.4266.2023 · Cited by 2
“Gamification has been used in the education sector (Huang et al, 2020; Kasurinen and Knutas, 2018).”
BackgroundMethodGamification in the Teaching of Ecology for University Students
Vera-Morales, M., García, G. A. C., Lucas, V. A. S., & Castro, L. L. (2023) · IEEE International Conference on Advanced Learning Technologies on Education & Research (ICALTER) · doi:10.1109/icalter61411.2023.10372921 · Cited by 4
“Therefore, gamifications can strongly influence the learning process in areas related to science education [30].”
BackgroundHow Does Gamified L2 Learning Enhance Motivation and Engagement
Majdoub, M., & Heilporn, G. (2023) · Advances in educational technologies and instructional design book series · doi:10.4018/979-8-3693-0353-5.ch007 · Cited by 2
Finding Harmony in Gamification: Examining the Role of Music in Gamified Learning
de Freitas, J. A., Oliveira, M. C., Martinelli, C., Toda, A. M., Palomino, P. T., Klock, A. C. T., Avila-Santos, A. P., & Rodrigues, L. (2023) · doi:10.5753/wiplay.2023.236059 · Cited by 2
“Despite the broad body of options, gamification research is mostly focused on standard game elements, such as points, badges, and leaderboards [Bai et al. 2020, Huang et al. 2020].”
BackgroundAn Examination of Influential Factors on Gamification in Higher Education: A Content Analysis
Li, W., & Liu, L. (2023) · International Journal of Technology in Teaching and Learning · doi:10.37120/ijttl.2023.19.1.01 · Cited by 6
“More theory-guided high-quality empirical research is needed to fully understand the effectiveness of gamification in educational settings (Dichev & Dicheva, 2017; Huang et al., 2020; Ritzhaupt et al., 2021; Sailer & Homner, 2020).”
BackgroundResultInfluentialSetiyorini, A., Nisman, W. A., & Sitaresmi, M. N. (2024) · American Journal of Sexuality Education · doi:10.1080/15546128.2024.2358223 · Cited by 2
“Serious games are designed for education, training, or behavior modification purposes, in addition to entertainment (Hammady & Arnab, 2022), and have positively impacted learning (Huang et al., 2020).”
Lestari, R., & Rohmani, R. (2024) · IJORER International Journal of Recent Educational Research · doi:10.46245/ijorer.v5i4.634 · Cited by 2
“In the realm of learning at the primary school level, student learning outcomes are often the main concern (Bai et al., 2020; Huang et al., 2020; Sitopu, 2024; Syawaluddin et al., 2020; Wahono et al., 2020).”
BackgroundIntegrating mobile apps into vocal education: A study on accessibility and efficiency in learning
Wang, Z. (2025) · Education and Information Technologies · doi:10.1007/s10639-024-13301-x · Cited by 2
“For example, some students find game elements motivating, while for others, they may be distracting (Huang et al., 2020).”
Design fit in gamified online programming learning environment
Wang, W., & Sari, M. K. (2025) · Learning and Instruction · doi:10.1016/j.learninstruc.2025.102087 · Cited by 5
Ke, S., Zheng, L., & Lee, B. G. (2025) · IEEE Conference on Virtual Reality and 3D User Interfaces (VR) · doi:10.1109/vr59515.2025.00035 · Cited by 3
“Furthermore, Huang et al. [29] found that animations and puzzles in gamified environments promoted cognitive and emotional engagement by offering visual stimuli and dynamic content, thus improving problem solving satisfaction and intrinsic motivation.”
The Use of a Gamified Learning App in Accounting Education: Exploring the Impact of COVID-19
Langenhagen, J. (2022) · Communications in computer and information science · doi:10.1007/978-3-030-96060-5_12 · Cited by 1
Gamification to Engage Students
Brown-McBride, S., & Leong, P. (2022) · Advances in game-based learning book series · doi:10.4018/978-1-6684-4287-6.ch024 · Cited by 2
E-Badges System and Online Credits Recognition of Digital Skills
Abdelhafid, F. (2024) · Advances in educational technologies and instructional design book series · doi:10.4018/979-8-3693-1410-4.ch003 · Cited by 2
Andronicos, N. M., Barnett, T. J., Roberts, R., Chong, S., Labeur, L., Henderson, S., & Burns, A. (2021) · Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) · doi:10.14742/ascilite2021.0137 · Cited by 1
Aranguren, P., Sánchez, D., Casi, Á., et al. (2022) · Journal of Technology and Science Education · doi:10.3926/jotse.1458 · Cited by 2
Tackling the anxiety of learning statistics: The mystery of the red envelope
Robinson, M. A., Soublière, J., Agogué, M., Grégoire, D. A., Rua, T., & Plourde, Y. (2023) · Decision Sciences Journal of Innovative Education · doi:10.1111/dsji.12294 · Cited by 1
Data-driven goal setting: Searching optimal badges in the decision forest
Langenhagen, J. (2023) · Telematics and Informatics Reports · doi:10.1016/j.teler.2023.100072 · Cited by 2
“This result is also confirmed by recently conducted meta-studies [2, 15, 24].”
ResultAnálise teórica e metodológica dos fenômenos educativos modernos
Бахмат, Н., Ustymenko, O., Nikolenko, L., Chernova, T., & Olyanych, V. (2023) · Revista on line de Política e Gestão Educacional · doi:10.22633/rpge.v27iesp.2.18383 · Cited by 1
Exploring Effective Teaching Strategies Employed by Social Studies Teachers: A Comprehensive Study
Daniel, M. M. B., & Baldado, M. R. L. (2023) · INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS · doi:10.47191/ijmra/v6-i11-28 · Cited by 1
“Several studies have explored different teaching strategies to enhance student's learning outcomes in social studies (Banks, 2013, Huang et al,.2020).”
BackgroundPowell, K. S., Lim, E., & Sass, M. (2024) · International Studies of Management and Organization · doi:10.1080/00208825.2024.2309419 · Cited by 1
“…many factors associated with learning outcomes, such as elements of training design and implementation (e.g., Burch et al. 2019; Guo 2022; Huang et al. 2020) or trainee characteristics, skills, and demographics (e.g., Purdie and Hattie 1999; Tziner and Falbe 1993; Tziner et al. 2007;…”
Abbott, D. (2024) · The Journal of Play in Adulthood · doi:10.5920/jpa.1475 · Cited by 1
Gameplay Performance as a Predictor of Adaptive Expertise in Primary School Students
Rocha, M., & Dondio, P. (2024) · Lecture notes in computer science · doi:10.1007/978-3-031-78269-5_2 · Cited by 1
Tudela-Petit, M., Marco-Ahulló, A., & García‐Massó, X. (2024) · PAPELES · doi:10.54104/papeles.v16n32.1975 · Cited by 5
Impact of Gamified Learning on First-Time Learners in Thai Higher Education: A Mixed-Methods Study
Waluyo, B., & Kusuma, I. P. I. (2025) · English Teaching & Learning · doi:10.1007/s42321-025-00200-8 · Cited by 1
“Such a pedagogical approach employs various elements, including points, badges, leaderboards, and narratives, to create an immersive and interactive learning environment (Huang et al., 2020).”
Moreno, Z. S., Bahameish, M., & Al‐Thani, D. (2025) · IEEE Global Engineering Education Conference (EDUCON) · doi:10.1109/educon62633.2025.11016515 · Cited by 2
Breiki, M. A., & Yahaya, W. A. J. W. (2025) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2025.2531270 · Cited by 3
“Driven by related previous reviews and meta-analyses (e.g., Alhammad & Moreno, 2018; Huang et al., 2020; Yu & Yu, 2024), the keywords and the keyword combinations incorporated in Boolean operators were used to boost a comprehensive search.”
Influential
Metadata
- Authors
- Huang, R., Ritzhaupt, A. D., Sommer, M., Zhu, J., Stephen, A., Valle, N., Hampton, J., & Li, J.
- Affiliations
- University of Florida (US)
- Corresponding author
- Ritzhaupt, Albert D.
- Venue
- Educational Technology Research and Development
- Published
- 2020-07-20
- Volume
- 68
- Issue
- 4
- Pages
- 1875-1901
- ISSN
- 1042-1629 (ISSN-L)
- 1556-6501
- OpenAlex
- W3042860537
- Semantic Scholar
- d8b3b078faf3153b0130718a2dc0923633269276
- Cited by
- 340
- References
- 79
- Citations by year
- 2026: 62 · 2025: 79 · 2024: 66 · 2023: 61 · 2022: 45 · 2021: 24 · 2020: 3
- FWCI
- 7.78
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Technology Research and Development (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
- Social Sciences › Sociology and Political Science › Digital Games and Media
- Keywords
- gamification, learning outcomes, badges, leaderboards, effect size, engineering education, mathematics education, undergraduate students, formal education
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