The DOI matches its Crossref record; 74 of the 79 references it cites were found in a registry or an index.
The impact of gamification in educational settings on student learning outcomes: a meta-analysis
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“These findings might suggest that peer reviewers have a preference for findings with positive effects from the interventions under investigation, and makes us reflect on the “file drawer problem” (Rosenthal 1979), which results from not publishing statistically non-significant findings.”
Background
Research works printed but not linked: 2
- *Rachels, J. R. (2016). The Effect of Gamification on Elementary Students’ Spanish Language Achievement and Academic Self-efficacy (Doctoral dissertation). Retrieved from https://digitalcommons.liberty.edu/doctoral/1246/
- *Terrell, J. E. (2016). Instructional Methods and Engagement: The Impact of Gamification on Student Learning of APA Style (Doctoral dissertation). Retrieved from https://scholarworks.uark.edu/etd/1502
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Shafie, D. I. (2026) · International Journal of Entrepreneurship and Management Practices · doi:10.35631/ijemp.933010
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Artificial Intelligence in STEM Education for Gamification Learning
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“More recent meta-analyses on interactive media, simulations, serious games and gamification have shown small to medium benefits on cognitive, motivational, affective and behavioural outcomes (Lamb et al 2018, Huang et al 2020, Sailer and Homner 2020, Kim and Castelli 2021, Ritzhaupt et al 2021).”
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“Gamification, defined as the use of game design elements in non-game contexts (e.g., badges, points) [7], is one widely used strategy for increasing engagement in digital learning platforms [2, 16, 37].”
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Sailer, M., Ninaus, M., & Greiff, S. (2026) · Learning and Individual Differences · doi:10.1016/j.lindif.2026.102965
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“Both digital and non-digital game-based environments facilitate information processing through multiple sensory channels, thereby enhancing learning retention [8, 16].”
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“Prior research indicates that such approaches stimulate intrinsic motivation by connecting cognitive effort with emotional engagement and playfulness [1], [13].”
Using an IR Receiver with a Mobile Application for Knowledge Testing with Game Elements
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A Systematic Literature Review on Artificial Intelligence Use in Personalized Learning
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“…education (K – 12) (Almeida & Simoes, 2019; Bai et al., 2020) to tertiary institutions (Sailer & Homner, 2020; Vesa et al., 2021), focusing on impacts on cognitive skill development, content comprehension, and affective dimensions of learning (Huang et al., 2020; Ortega-Arranz et al., 2019).”
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“This would allow for an analysis of the stability of gamified teaching’s effectiveness over the long term, a comparison of its adaptability to knowledge points of varying difficulty and types, and the development of a more comprehensive and systematic gamified teaching system [11], [41], [42].”
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Gamifying Deliberation: Towards a Process-Sensitive Framework
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Exploring the impact of gamified elements on motivation-related variables in physical education
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“According to Cognitive Evaluation Theory [16], the psychological effect of any gamified element depends in part on whether the student perceives it as informational (thereby supporting competence) or controlling (thereby thwarting autonomy) [15,21].”
InfluentialGamified Geometry With Free Digital Tools
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“On the other hand, student outcomes are primarily focused on more specific academic objectives, such as the mastery of concepts or techniques within a particular discipline, and are often measured at specific points in time, such as at the end of a course or program 2020 [46, 54, 101].”
Designing a User-Centered Educational Serious Game on Camilo Castelo Branco
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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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