Cited by 990Educational Games and GamificationDigital Games and MediaMotivation and Self-Concept in Sports

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Towards understanding the effects of individual gamification elements on intrinsic motivation and performance

Mekler, Elisa D., Brühlmann, Florian, Tuch, Alexandre N., Opwis, Klaus·2017·Computers in Human Behavior

DOI 10.1016/j.chb.2015.08.048

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Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions
Ryan, R. M., & Deci, E. L. (2000) · Contemporary Educational Psychology · doi:10.1006/ceps.1999.1020 · Cited by 18,666 · cited 12×
“…Nicklin, & Ford, 2014; for an overview), but only the latter has been associatedwith improved psychological well-being, enhanced creativity and learning outcomes (Ryan & Deci, 2000), as well as increases in the extent and quality of effort that people put into a given task (Cerasoli et al., 2014).”
BackgroundInfluential
From game design elements to gamefulness: defining "gamification"
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011) · Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments · doi:10.1145/2181037.2181040 · Cited by 8,402
A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation.
Deci, E. L., Koestner, R., & Ryan, R. M. (1999) · Psychological Bulletin · doi:10.1037/0033-2909.125.6.627 · Cited by 7,176 · cited 11×
“Note that extrinsic incentives need not invariably be perceived as controlling and subsequently undermine intrinsic motivation (Cerasoli et al., 2014; Deci et al., 1999).”
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Does Gamification Work? -- A Literature Review of Empirical Studies on Gamification
Hamari, J., Koivisto, J., & Sarsa, H. (2014) · 2014 47th Hawaii International Conference on System Sciences · doi:10.1109/hicss.2014.377 · Cited by 5,201
The general causality orientations scale: Self-determination in personality
Deci, E. L., & Ryan, R. M. (1985) · Journal of Research in Personality · doi:10.1016/0092-6566(85)90023-6 · Cited by 5,094
Gamification in theory and action: a survey
Seaborn, K., & Fels, D. I. (2015) · International Journal of Human-Computer Studies · doi:10.1016/j.ijhcs.2014.09.006 · Cited by 2,515 · cited 14×
“But most empirical gamification studies investigate the impact of multiple game elements, making it difficult to pinpoint how and to what extent these game elements contribute to user motivation and behavior (Hamari et al., 2014; Seaborn & Fels, 2015).”
BackgroundResultInfluential
Gamification. using game-design elements in non-gaming contexts
Deterding, S., Sicart, M., Nacke, L., O'Hara, K., & Dixon, D. (2011) · CHI '11 Extended Abstracts on Human Factors in Computing Systems · doi:10.1145/1979742.1979575 · Cited by 2,413
Intrinsic motivation and extrinsic incentives jointly predict performance: A 40-year meta-analysis.
Cerasoli, C. P., Nicklin, J. M., & Ford, M. T. (2014) · Psychological Bulletin · doi:10.1037/a0035661 · Cited by 1,981 · cited 8×
“Note that extrinsic incentives need not invariably be perceived as controlling and subsequently undermine intrinsic motivation (Cerasoli et al., 2014; Deci et al., 1999).”
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Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance
Hanus, M. D., & Fox, J. (2015) · Computers & Education · doi:10.1016/j.compedu.2014.08.019 · Cited by 1,918 · cited 6×
“Thus, the threat of contextual factors acting as confounding influence (e.g., school being a potentially controlling setting (Hanus & Fox, 2015)) is minimized.”
BackgroundResultInfluential
A Motivational Model of Video Game Engagement
Przybylski, A. K., Rigby, C. S., & Ryan, R. M. (2010) · Review of General Psychology · doi:10.1037/a0019440 · Cited by 1,422 · cited 7×
“The intrinsically motivating nature of digital games has been attributed to their potential to satisfy the psychological needs for autonomy, competence and relatedness (Przybylski et al., 2010).”
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Individualized gamification elements: The impact of avatar and feedback design on reuse intention
Jahn, K., Kordyaka, B., Machulska, A., Eiler, T. J., Gruenewald, A., Klucken, T., Brueck, R., Gethmann, C. F., & Niehaves, B. (2021) · Computers in Human Behavior · doi:10.1016/j.chb.2021.106702 · Cited by 82
Comparing the effectiveness of badges and leaderboards on academic performance and motivation of students in fully versus partially gamified online physics classes
Balci, S., Secaur, J. M., & Morris, B. J. (2022) · Education and Information Technologies · doi:10.1007/s10639-022-10983-z · Cited by 74
“Additionally, gamification tools might not provide adequate extrinsic motivational support to increase performance, as they did not affect grading (Hakulinen & Auvinen, 2014; Mekler et al., 2017).”
BackgroundResultInfluential
Selective psychological effects of nudging, gamification and rational information in converting commuters from cars to buses: A controlled field experiment
Lieberoth, A., Jensen, N. H., & Bredahl, T. V. G. (2018) · Transportation Research Part F Traffic Psychology and Behaviour · doi:10.1016/j.trf.2018.02.016 · Cited by 81
The role of autonomy, competence and relatedness
Ahn, J., & Back, K. (2019) · International Journal of Contemporary Hospitality Management · doi:10.1108/ijchm-01-2018-0088 · Cited by 78
Video Game Design for Learning to Learn
Pasqualotto, A., Parong, J. A., Green, C. S., & Bavelier, D. (2022) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2022.2110684 · Cited by 92
“The list presented is not exhaustive and rather the interested reader is directed to the more extensive body of work existing on this topic (Bormann & Greitemeyer, 2015; Groening & Binnewies, 2021; Mekler et al., 2017; Sailer et al., 2017; Xi & Hamari, 2019).”
Background
Evaluation of a gamification and flipped-classroom program used in teacher training: Perception of learning and outcome
Carrasco, C. J. G., Fernández, J. M., Vera, J. R. M., & Sáinz, M. (2020) · PLoS ONE · doi:10.1371/journal.pone.0236083 · Cited by 83
“If the use of flipped-classroom was a methodological change in which students acquired a more active role, the use of gamification kept motivation high with daily work [20].”
Background
Individualizing gamified systems: The role of trait competitiveness and leaderboard design
Höllig, C. E., Tumasjan, A., & Welpe, I. M. (2018) · Journal of Business Research · doi:10.1016/j.jbusres.2018.10.046 · Cited by 81
Effective Gamification of the Stop-Signal Task: Two Controlled Laboratory Experiments
Friehs, M. A., Dechant, M., Vedress, S., Frings, C., & Mandryk, R. L. (2020) · JMIR Serious Games · doi:10.2196/17810 · Cited by 75
“Especially, in the context of cognitive psychology or clinical diagnostics, it is important to maintain internal validity [24,34].”
Background
Gamification is Working, but Which One Exactly? Results from an Experiment with Four Game Design Elements
Mazarakis, A., & Bräuer, P. (2022) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2022.2041909 · Cited by 71
Effects of a Personalized Fitness Recommender System Using Gamification and Continuous Player Modeling: System Design and Long-Term Validation Study
Zhao, Z., Arya, A., Orji, R., & Chan, G. (2020) · JMIR Serious Games · doi:10.2196/19968 · Cited by 77
“…have argued for various areas of improvement in current gamification research and applications, including diversity in themes and context, study duration, and sample size [6,23], increasing motivation by relying on more intrinsic factors [22,24], continuous adaptation [25], and personalization [6].”
Background
Could Gamification Designs Enhance Online Learning Through Personalization? Lessons from a Field Experiment
Leung, A. C. M., Santhanam, R., Kwok, R. C.-W., & Yue, W. T. (2022) · Information Systems Research · doi:10.1287/isre.2022.1123 · Cited by 71
How gamification boosts learning in STEM higher education: a mixed methods study
Ortiz-Rojas, M., Chiluiza, K., Valcke, M., & Bolanos-Mendoza, C. (2025) · International Journal of STEM Education · doi:10.1186/s40594-024-00521-3 · Cited by 71
Perceptions of virtual reward systems in crowdsourcing games
Goh, D. H., Pe‐Than, E. P. P., & Lee, C. S. (2017) · Computers in Human Behavior · doi:10.1016/j.chb.2017.01.006 · Cited by 71
Gamification as a Methodological Complement to Flipped Learning—An Incident Factor in Learning Improvement
Sánchez, S. P., López-Belmonte, J., Cabrera, A. F., & Núñez, J. A. L. (2020) · Multimodal Technologies and Interaction · doi:10.3390/mti4020012 · Cited by 81
A meta-analysis on the influence of gamification in formal educational settings on affective and behavioral outcomes
Ritzhaupt, A. D., Huang, R., Sommer, M., Zhu, J., Stephen, A., Valle, N., Hampton, J. D., & Li, J. (2021) · Educational Technology Research and Development · doi:10.1007/s11423-021-10036-1 · Cited by 83
“Unfortunately, the results have shown mixed findings (Hanus & Fox, 2015; Mekler et al., 2017; Ortiz et al., 2016; Sailer et al., 2017).”
Result
Collecting Pokémon or receiving rewards? How people functionalise badges in gamified online learning environments in the wild
van Roy, R., Deterding, S., & Zaman, B. (2018) · International Journal of Human-Computer Studies · doi:10.1016/j.ijhcs.2018.09.003 · Cited by 80
Is game-based pedagogy just a fad? A self-determination theory approach to gamification in higher education
Gupta, P., & Goyal, P. (2022) · International Journal of Educational Management · doi:10.1108/ijem-04-2021-0126 · Cited by 61
Raising Ecological Awareness and Digital Literacy in Primary School Children through Gamification
Lorenzo, M. D. C. R., & Sánchez-Martı́nez, C. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph19031149 · Cited by 64
UniCraft: Exploring the impact of asynchronous multiplayer game elements in gamification
Featherstone, M., & Habgood, J. (2018) · International Journal of Human-Computer Studies · doi:10.1016/j.ijhcs.2018.05.006 · Cited by 67
“These non-predefined examples are particularly important as they are indicative of expressions of creativity and independent thought manifesting from intrinsic motivation (Mekler et al., 2017).”
Background
Measuring the effects on learning performance and engagement with a gamified social platform in an MSc program
García‐Cabot, A., García‐López, E., Caro‐Álvaro, S., Martínez, J. M. G., & de‐Marcos, L. (2019) · Computer Applications in Engineering Education · doi:10.1002/cae.22186 · Cited by 70
“Nonetheless, it is not easy ‐ to ‐ create the desired effect [15,18,19], and, in some cases, it is not easily validated [5,15,18,40,43].”
Background
An Integrated View of Information Feedback, Game Quality, and Autonomous Motivation for Evaluating Game-Based Learning Effectiveness
Liu, Y. C., Wang, W., & Lee, T.-L. (2020) · Journal of Educational Computing Research · doi:10.1177/0735633120952044 · Cited by 82
“Mekler et al. (2017) argued that providing feedback satisﬁes learners’ need for competence; Akbari et al. (2015) found that providing feedback increases autonomy.”
Background
Comparing Serious Games and Educational Simulations: Effects on Enjoyment, Deep Thinking, Interest and Cognitive Learning Gains
Imlig-Iten, N., & Petko, D. (2018) · Simulation & Gaming · doi:10.1177/1046878118779088 · Cited by 61
“However, with regard to points and achievements, some studies remain sceptical by showing that an over-reliance on these aspects might primarily increase extra-neous motivation and superficial engagement (Deci, Koestner, & Ryan, 1999; Mekler, Brühlmann, Tuch, & Opwis, 2017).”
Background
Game-based interventions for neuropsychological assessment, training and rehabilitation: Which game-elements to use? A systematic review
Ferreira-Brito, F., Fialho, M., Virgolino, A., Neves, I., Miranda, A. C., Sousa-Santos, N., Caneiras, C. S. G., Carriço, L. M., Verdelho, A., & Santos, O. (2019) · Journal of Biomedical Informatics · doi:10.1016/j.jbi.2019.103287 · Cited by 72
Gamification via mobile applications: A longitudinal examination of its impact on attitudinal loyalty and behavior toward a core service
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The effects of gamification on the motivation and basic psychological needs of secondary school physical education students
Sotos-Martínez, V. J., Férriz-Valero, A., Martínez, S. G., & Tortosa‐Martínez, J. (2022) · Physical Education and Sport Pedagogy · doi:10.1080/17408989.2022.2039611 · Cited by 108
“Additionally, the use of the ClassCraft® tool allowed using privately exposed badges and leaderboards to reduce comparisons and competition among students (Moreno Murcia et al. 2005; Mekler et al. 2017).”
Using gamification elements for competitive crowdsourcing: exploring the underlying mechanism
Yang, C., Ye, H. J., & Feng, Y. (2020) · Behaviour and Information Technology · doi:10.1080/0144929x.2020.1733088 · Cited by 69
“By participating in competitive crowdsourcing tasks, solvers ’ sense of achievement and self-e ﬃ cacy might be enhanced (Sun et al. 2015; Sun, Fang, and Lim 2012), and their con ﬁ dence in their abilities strengthened (Mekler et al. 2017; Zheng, Li, and Hou 2011).”
Background
Gamified Digital Game-Based Learning as a Pedagogical Strategy: Student Academic Performance and Motivation
Camacho-Sánchez, R., Rillo-Albert, A., & Burgués, P. L. (2022) · Applied Sciences · doi:10.3390/app122111214 · Cited by 102
Attrition from Web-Based Cognitive Testing: A Repeated Measures Comparison of Gamification Techniques
Lumsden, J., Skinner, A., Coyle, D., Lawrence, N., & Munafo, M. R. (2017) · Journal of Medical Internet Research · doi:10.2196/jmir.8473 · Cited by 59
“Although the points variant introduced additional elements to the task, which may have increased cognitive load, it is possible that the highly salient feedback and motivational effect of points served to increase participant performance as has been found in a number of previous studies [41,82-84].”
Would you like to play? A comparison of a gamified survey with a traditional online survey method
Triantoro, T., Gopal, R., Benbunan‐Fich, R., & Lang, G. (2019) · International Journal of Information Management · doi:10.1016/j.ijinfomgt.2019.06.001 · Cited by 63
Player Types and Game Element Preferences: Investigating the Relationship with the Gamification User Types HEXAD Scale
Krath, J., & von Korflesch, H. F. O. (2021) · Lecture notes in computer science · doi:10.1007/978-3-030-77277-2_18 · Cited by 62
Effect of gamified flipped classroom on improving nursing students’ skills competency and learning motivation: a randomized controlled trial
Elzeky, M. E. H., Elhapashy, H. M. M., Ali, W. G. M., & Allam, S. M. E. (2022) · BMC Nursing · doi:10.1186/s12912-022-01096-6 · Cited by 88
“[33] reported that motivation was not affected by gamification.”
Background
Self-Determination Theory and HCI Games Research: Unfulfilled Promises and Unquestioned Paradigms
Tyack, A., & Mekler, E. D. (2024) · ACM Transactions on Computer-Human Interaction · doi:10.1145/3673230 · Cited by 57
Self-citation
Gamification is not Working: Why?
John, D., Hussin, N., Zaini, M. K., Helda, L. I., Ametefe, D. S., & Aliu, A. A. (2024) · Games and Culture · doi:10.1177/15554120241228125 · Cited by 67
“…studies such as that of Rutledge et al. (2018) highlighted that for an effective gami ﬁ cation in learning, developers must be selective and purposeful in using game elements such that it aligns with the desired learning goals (Hellberg & Moll, 2023; Lieberoth, 2014; Mekler et al., 2017).”
The impact of an online gamified approach embedded with self‐regulated learning support on students' reading performance and intrinsic motivation: A randomized controlled trial
Qiao, M. S., Chu, S. K. W., Shen, X., & Yeung, S. S. (2022) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12684 · Cited by 79
Science to practice: Does gamification enhance intrinsic motivation?
Jones, M., Blanton, J. E., & Williams, R. E. (2023) · Active Learning in Higher Education · doi:10.1177/14697874211066882 · Cited by 56
“Contrary to the findings of Mekler et al. (2017) and Hanus and Fox (2015), Lieberoth (2015) and O’Donovan et al. (2013) found positive associations with gamification and intrinsic motivation.”
BackgroundResultInfluential
Gamifikasi (Gamification) Konsep dan Penerapan
Marisa, ‪., Akhriza, T. M., Maukar, A. L., Wardhani, A. R., Iriananda, S. W., & Andarwati, M. (2020) · JOINTECS (Journal of Information Technology and Computer Science) · doi:10.31328/jointecs.v5i3.1490 · Cited by 56
“[30] Kemudian penting juga mempelajari efek jangka panjang gamifikasi, untuk menilai dengan lebih baik apakah dan dalam keadaan apa elemen desain game membentuk perilaku pengguna dalam jangka panjang.[31] Evaluasi yang perlu dilakukan, adalah mengetahui titik jenuh user dalam sistem gamifikasi sehingga tujuan gamifika…”
Background
Does changing learning environments affect student motivation?
Schweder, S., & Raufelder, D. (2023) · Learning and Instruction · doi:10.1016/j.learninstruc.2023.101829 · Cited by 76
Investigating the impact of gamification components on online learners’ engagement
Meng, C., Zhao, M., Pan, Z., Pan, Q., & Bonk, C. J. (2024) · Smart Learning Environments · doi:10.1186/s40561-024-00336-3 · Cited by 93
“As the effects of game elements are personal and differ widely between different education levels and adult categories (Buckley & Doyle, 2017; Mekler et al., 2017; van Roy & Zaman, 2017), it is worth further exploring how instructional designers or Human–computer Interaction designers perceive the…”
From badges to boss challenges: Gamification through need-supporting scaffolded design to instruct and motivate elementary learners
Grabner-Hagen, M. M., & Kingsley, T. L. (2023) · Computers and Education Open · doi:10.1016/j.caeo.2023.100131 · Cited by 88
Effects of Gamification on Behavioral and Cognitive Engagement of Students in the Online Learning Environment
Taşkın, N., & Çakmak, E. K. (2022) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2022.2096190 · Cited by 63
“Since individual differences are an important factor affecting the success of gamification (Barata et al., 2017; Mekler et al., 2017), the user/player types should be determined to recognize the target audience (Marczewski, 2015; Werbach & Hunter, 2012).”
Background
Social Collaboration and Gamification
Meske, C., Brockmann, T. H., Wilms, K. L., & Stieglitz, S. (2016) · Progress in IS · doi:10.1007/978-3-319-45557-0_7 · Cited by 52
Active Student Learning through Gamification in a Learning Management System
Handayani, P. W., Raharjo, S. R., & Putra, P. O. H. (2021) · The Electronic Journal of e-Learning · doi:10.34190/ejel.19.6.2089 · Cited by 68
“However, Ryan and Deci (2000) found that only intrinsic motivation can have a positive influence on creativity and learning outcomes (Mekler et al., 2017).”
Background
Advancing Gamification Research and Practice with Three Underexplored Ideas in Self-Determination Theory
Gao, F. (2024) · TechTrends · doi:10.1007/s11528-024-00968-9 · Cited by 97
“Indeed, there have been only a limited number of gamification studies that were grounded in a thorough understanding of SDT (e.g., Jahn et al., 2021; Mekler et al., 2017; Sailer et al., 2017; van Roy et al., 2019).”
Understanding Chinese EFL Learners’ Acceptance of Gamified Vocabulary Learning Apps: An Integration of Self-Determination Theory and Technology Acceptance Model
Chen, Y., & Zhao, S. (2022) · Sustainability · doi:10.3390/su141811288 · Cited by 82
Enhancing Learning Engagement: A Study on Gamification’s Influence on Motivation and Cognitive Load
Baah, C., Govender, I., & Subramaniam, P. R. (2024) · Education Sciences · doi:10.3390/educsci14101115 · Cited by 111
A Proposed Framework to Understand the Intrinsic Motivation Factors on University Students’ Behavioral Intention to Use a Mobile Application for Learning
Shroff, R. H., & Keyes, C. J. (2017) · Journal of Information Technology Education Research · doi:10.28945/3694 · Cited by 51
Understanding Continuance Intention toward Crowdsourcing Games: A Longitudinal Investigation
Wang, X., Goh, D. H., & Lim, E. (2020) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2020.1724010 · Cited by 55
“…(e.g., enjoyment, Altmeyer, Lessel, & Krüger, 2016); and (3) the motivations of using gamified crowdsourcing, such as social influence (Hamari & Koivisto, 2015), intrinsic motivations (Mekler, Brühlmann, Tuch, & Opwis, 2017), and esthetic experience (Wang, Goh, Lim, & Vu, 2016; Wang et al., 2017).”
Does Gamification in Education Work?: Experimental Evidence from Chile
Araya, R., Ortiz, E. A., Bottan, N. L., & Cristia, J. (2019) · doi:10.18235/0001777 · Cited by 52
Change in News Access, Change in Expectations? How Young Social Media Users in Switzerland Evaluate the Functions and Quality of News
Schwaiger, L., Vogler, D., & Eisenegger, M. (2022) · The International Journal of Press/Politics · doi:10.1177/19401612211072787 · Cited by 50
“To keep our participants motivated, we further implemented gamification, as studies show a positive effect of such elements (e.g., points, levels, or leaderboards) on the motivation of study participants and respondent rates (Cechanowicz et al. 2013; Mekler et al. 2017).”
Method
How do gamification mechanics drive solvers’ Knowledge contribution? A study of collaborative knowledge crowdsourcing
Feng, Y., Yi, Z., Yang, C., Chen, R., & Feng, Y. (2022) · Technological Forecasting and Social Change · doi:10.1016/j.techfore.2022.121520 · Cited by 51
Gamification Equilibrium: The Fulcrum for Balanced Intrinsic Motivation and Extrinsic Rewards in Learning Systems
John, D., Hussin, N., Zaini, M. K., Ametefe, D. S., Aliu, A. A., & Caliskan, A. (2023) · International Journal of Serious Games · doi:10.17083/ijsg.v10i3.633 · Cited by 78
Higher Education Students’ Assessments towards Gamification and Sustainability: A Case Study
Villalba, M. J. S., Olivencia, J. J. L., Navas-Parejo, M. R., & Benítez-Márquez, M. D. (2020) · Sustainability · doi:10.3390/su12208513 · Cited by 66
“Along the same lines, other studies [2,21,33,34] show greater participation, autonomy, and commitment to learning.”
Result
Impact of a Multicomponent Digital Therapeutic Mobile App on Medication Adherence in Patients with Chronic Conditions: Retrospective Analysis
Wiecek, E., Torres-Robles, A., Cutler, R. L., Benrimoj, S. I., & García‐Cárdenas, V. (2020) · Journal of Medical Internet Research · doi:10.2196/17834 · Cited by 53
“Therefore, it is necessary for gamified systems to promote a sense of autonomy, competence, and relatedness to create the intrinsic motivation needed to continue the value of the extrinsic motivating factors [46,48].”
Background
Online Versus Offline Perspectives on Gamified Learning
MacNamara, D., & Murphy, L. (2017) · TRAP@NCI (National College of Ireland) · Cited by 47
An application of goal content theory to examine how desired exercise outcomes impact fitness technology feature set selection
James, T. L., Deane, J. K., & Wallace, L. G. (2019) · Information Systems Journal · doi:10.1111/isj.12233 · Cited by 53
“There is also a flourishing stream of IS literature that examines how gamification might best be leveraged to motivate tasks at work or school (Liu, Li, & Santhanam, 2013; Liu, Santhanam, & Webster, 2017; Mekler et al., 2017; Sailer et al., 2017; Santhanam et al., 2016; Suh, Cheung, Ahuja, & Wagner, 2017; van Roy & Za…”
Background
A personalized gamification method for increasing user engagement in social networks
Hajarian, M., Bastanfard, A., Mohammadzadeh, J., & Khalilian, M. (2019) · Social Network Analysis and Mining · doi:10.1007/s13278-019-0589-3 · Cited by 51
“In other words, gamifying everything might lead us to a world in which people are doing things that deep inside their hearts they might not like it, especially in reward-based gamification where it is about extrinsic motivation of users and eventually people may give up using it (Mekler et al. 2017).”
Background
No Pain, no Gain? Investigating motivational mechanisms of game elements in cognitive tasks
Bernecker, K., & Ninaus, M. (2020) · Computers in Human Behavior · doi:10.1016/j.chb.2020.106542 · Cited by 60
“If the mechanisms by which game elements work are mainly motivational (i.e., increase task engagement; Boyle et al., 2016; Mekler et al., 2017), then game elements should improve performance only for tasks in which higher task engagement results in greater performance (e.g., in longer-term training…”
Background
Attentional economics links value-modulated attentional capture and decision-making
Pearson, D., Watson, P., Albertella, L., & Pelley, M. E. L. (2022) · Nature Reviews Psychology · doi:10.1038/s44159-022-00053-z · Cited by 51
Influence of teacher on student motivation: Opportunities to increase motivational factors during mobile learning
Al-Said, K. M. (2023) · Education and Information Technologies · doi:10.1007/s10639-023-11720-w · Cited by 91
“Initial support for gamification effectiveness came mainly from enterprises, where the idea that tasks could be made more efficient and fun by wrapping them in game design elements quickly gained traction (Mekler et al., 2017).”
Background
Gamifying the gig: transitioning the dark side to bright side of online engagement
Behl, A., Sheorey, P. A., Jain, K., Chavan, M., Jajodia, I., & Zhang, Z. (2021) · AJIS. Australasian journal of information systems/AJIS. Australian journal of information systems/Australian journal of information systems · doi:10.3127/ajis.v25i0.2979 · Cited by 53
“Most gamification-based studies have discussed how game elements positively influence intrinsic motivation, which boosts productivity (Haivas et al., 2013; Mekler et al., 2017; Xi & Hamari, 2019).”
Background
Exploring Gamification Approaches for Enhancing Computational Thinking in Young Learners
del Olmo‐Muñoz, J., Baquero, A. B., Gutiérrez, R. C., & González‐Calero, J. A. (2023) · Education Sciences · doi:10.3390/educsci13050487 · Cited by 72
Exploring the impact of the adaptive gamified assessment on learners in blended learning
Zhang, Z., & Huang, X. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-12708-w · Cited by 65
“Components like levels and leaderboards have been successful as external motivators, promoting a competitive spirit among learners (Mekler et al., 2017).”
How nostalgic feelings impact Pokémon Go players – integrating childhood brand nostalgia into the technology acceptance theory
Harborth, D., & Pape, S. (2019) · Behaviour and Information Technology · doi:10.1080/0144929x.2019.1662486 · Cited by 45
An experimental study on the effects of gamification on task performance
Hosseini, C., Humlung, O., Fagerstrøm, A., & Haddara, M. (2022) · Procedia Computer Science · doi:10.1016/j.procs.2021.12.102 · Cited by 45
Gamification in innovation teams
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The Effects of Adaptive Gamification in Science Learning: A Comparison Between Traditional Inquiry-Based Learning and Gender Differences
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“…[26] The study found a significant main effect of game elements on the amount of user generated tags, with the control condition being significantly outperformed by the points condition, and the points condition being significantly outperformed by both the leaderboards and levels condition [26].”
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Exploring the relationships between gamification and motivational needs in technology design
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“Authors of gamification literature have argued that game design elements in the context of gamification facilitate satisfying the same psychological needs enabling similar motivational mechanics (e.g., Mekler et al., 2015; Sailer et al., 2013, 2017; Xi & Hamari, 2019a).”
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“While efforts have been undertaken to link game design elements to the satisfaction of motivational needs [16, 20, 24], to date only a few studies have attempted to experimentally investigate the effects of individual game elements on motivation and performance [2, 3, 12].”
Effects of structural and trait competitiveness stimulated by points and leaderboards on user engagement and performance growth: A natural experiment with gamification in an informal learning environment
Amo, L., Liao, R., Kishore, R., & Rao, H. R. (2020) · European Journal of Information Systems · doi:10.1080/0960085x.2020.1808540 · Cited by 54
“At the same time, we acknowledge that a number of studies on competitive game elements report mixed effects on engagement outcomes (e.g., Costa et al., 2013; Mekler et al., 2017; Sailer et al., 2017).”
BackgroundResult
Gamification, social problems, and gender in the teaching of social sciences: Representations and discourse of trainee teachers
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Motivation mechanism of gamification in crowdsourcing projects
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“Some prior research discussed the application of gamification in the realm of crowdsourcing (Zheng et al., 2011; Mekler et al., 2015; Kavaliova et al., 2016); yet, the extant literature lacks a systematic understanding of motivation mechanism of gamification in crowdsourcing projects.”
Background
Gamification of Enterprise Systems
Nah, F. F., Eschenbrenner, B., Claybaugh, C. C., & Koob, P. B. (2019) · Systems · doi:10.3390/systems7010013 · Cited by 57
“[123] concluded that points, levels, and leaderboards are extrinsic incentives that are only effective for promoting performance in terms of quantity.”
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“The points system can be motivating, but can also be perceived as an external control tool and a stressor [36, 66].”
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“A gamified system can effectively promote self-awareness [53], user engagement, and feelings of excitement, fun, and desire, while inducing improvements in targeted behaviors [38].”
Background
Analysing adaptive gamification design principles for online courses
Sezgin, S., & Yüzer, T. V. (2020) · Behaviour and Information Technology · doi:10.1080/0144929x.2020.1817559 · Cited by 41
“The e ﬀ ects of di ﬀ erent learners ’ characteristics in the use of game-related elements have been studied (Knutas et al. 2017; Mekler et al. 2017).”
Background
Understanding the Effects of Gamification and Juiciness on Players
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“[26] found that the inclusion of badges, levels and leaderboards influenced user performance, but had no significant effect on perceived competence and intrinsic motivation.”
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“…a composition of several game design elements), and the design of a single game design element determine whether potential risks of gamification occur (e.g. Algashami et al., 2017; Armstrong and Landers, 2018; Marache-Francisco and Brangier, 2015; Mekler et al., 2015; Sailer and Homner, 2020).”
BackgroundResult
Potential and effects of personalizing gameful fitness applications using behavior change intentions and Hexad user types
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Expertise and engagement
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“Some studies, such as Mekler et al. [38] and Sailer et al. [56], empirically test these design elements for efficacy based on the theory, though results have been mixed.”
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“Gami ﬁ cation and its motivational potential are seen as trends for increasing and promoting user engagement in manifold contexts (Mekler et al., 2017).”
Background
The effects of a gamified morphological awareness intervention on students' cognitive, motivational and affective outcomes
Qiao, M. S., Yeung, S. S., Shen, X., & Chu, S. K. W. (2022) · British Journal of Educational Technology · doi:10.1111/bjet.13178 · Cited by 57
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Unlocking student engagement and achievement: The impact of leaderboard gamification in online formative assessment for engineering education
Çiğdem, H., Öztürk, M., Karabacak, Y., ATİK, N., Gürkan, S., & Aldemir, M. H. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-12845-2 · Cited by 90
“Therefore, using leaderboards as external incentives is considered to improve learners’ academic performance (Mekler et al., 2017).”
Influential
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Gamification in management education - A literature mapping
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“As regards the characteristics that enable more effective and efficient re-course to gamification (Mekler et al. 2017), analysis of these articles details how the application of games involves the presence of a set of eight leading characteristics that repeat throughout the literature and…”
Background
The effects of a gamified project based on historical thinking on the academic performance of primary school children
Martínez-Hita, M., Carrasco, C. J. G., & Martínez, P. M. (2021) · Humanities and Social Sciences Communications · doi:10.1057/s41599-021-00796-9 · Cited by 62
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“Points provide feedback; levels and leaderboards are utilized to set up clear goals [31].”
Background
The greatest battle is within ourselves: An experiment on the effects of competition alone on task performance
Landers, R. N., Collmus, A. B., & Williams, H. (2018) · International Journal of Human-Computer Studies · doi:10.1016/j.ijhcs.2018.09.011 · Cited by 46
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“As a consequence, when the teacher presented the game to students, they prioritized competition and looked at every activity as an opportunity for winning rather than learning; hence, with this kind of motivation, the intrinsic motivation of students was likely to decrease (Hanus & Fox, 2015; Mekler et al., 2017).”
BackgroundResultInfluential
Stimulating Suspense in Gamified Virtual Reality Sports: Effect on Flow, Fun, and Behavioral Intention
Uhm, J.-P., Kim, S.-H., & Lee, H. (2022) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2022.2107782 · Cited by 41
“…continues to be somewhat lacking with respect to gamification best practices — a consequence of the relatively impromptu developmental state of gamification research in the VR sport setting, considering the relative dearth of empirical examination (Hamari et al., 2014; Mekler et al., 2017).”
Background
Information privacy behavior in the use of Facebook apps: A personality-based vulnerability assessment
van der Schyff, K., Flowerday, S., & Lowry, P. B. (2020) · Heliyon · doi:10.1016/j.heliyon.2020.e04714 · Cited by 35
Exploring Students’ Use of a Mobile Application to Support Their Self-Regulated Learning Processes
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Authors: Mekler, E. D., Brühlmann, F., Tuch, A. N., & Opwis, K.
Affiliations: University of Basel (CH)
Corresponding author: Mekler, Elisa D.
ORCID: Mekler, Elisa D.
Brühlmann, Florian
Opwis, Klaus
Venue: Computers in Human Behavior
Publisher: Elsevier BV
Published: 2017-06
Volume: 71
Pages: 525-534
ISSN: 0747-5632 (ISSN-L)
DOI: 10.1016/j.chb.2015.08.048
OpenAlex: W1410719325
Semantic Scholar: 70a4d654151234924c0a7ce7822f12108bf3db49
Cited by: 990
References: 61
Citations by year: 2026: 115 · 2025: 102 · 2024: 115 · 2023: 110 · 2022: 137 · 2021: 109 · 2020: 103 · 2019: 87 · 2018: 66 · 2017: 29
FWCI: 90.66
Type: journal article
Language: en
Open access: closed
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
www.elsevier.com/legal/tdmrep-license (tdm)
Locations: Computers in Human Behavior (publishedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
Social Sciences › Sociology and Political Science › Digital Games and Media
Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
Keywords: gamification, intrinsic motivation, points, levels, leaderboards, competence, performance, image annotation, extrinsic rewards

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Towards understanding the effects of individual gamification elements on intrinsic motivation and performance

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