The maturing of gamification research

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

As a research field, gamification has risen to significance in the past six years and shows no sign of slowing growth.

“As a research field, gamification has similarly risen to significance in the past six years and shows no sign of slowing growth.”

Classified as probably not a substantial claim. May combine two claims.

Theories integrate and explain divergent empirical findings, identify relevant hypotheses to test next, and give practitioners knowledge to understand and predict when and how which particular design will be effective or not.

“These theories integrate and explain divergent empirical findings, identify relevant hypotheses to test next, and give practitioners a form of knowledge that helps understand and predict when and how which particular design will be effective or not (Whitley, Kite, & Adams, 2013, pp. 34-39; Deterding, 2014).”

• cites Whitley, Kite, & Adams, 2013Not checked yet

  Not checked in the free run.

• cites Deterding, 2014Not checked yet

  Not checked in the free run.

May combine two claims.

Studies in the first wave helped establish the face validity of gamification, but their knowledge returns diminished quickly.

“While studies in this mode helped establish the face validity of gamification, their knowledge returns diminished quickly.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

A subsequent exploratory study suggests that the resultant game, Pico's Adventure, was successful at instigating social interaction between children and their parents, as well as amongst children with ASD.

“A subsequent exploratory study suggests that the resultant, game, Pico's Adventure , was successful at instigating social interaction between children and their parents, as well as amongst children with ASD.”

• cites Malinverni et al. (2016)Not checked yet

  Not checked in the free run.

Classified as probably not a substantial claim. May combine two claims.

The assessment of effective learning strategies remains a hard problem in any field of research, due to a lack of long-term studies that systematically analyse the effect of gamified interventions on student learning.

“However, the assessment of effective learning strategies remains a hard problem in any field of research. This is due to a lack of long-term studies that systematically analyse the effect of gamified interventions on student learning.”

Classified as probably not a substantial claim.

The studies in this section of the special issue extend knowledge of where and why gamification may succeed or fail.

“The studies presented in this section of our special issue extend our knowledge of where and why gamification may succeed or fail (e.g., gamifying drive logging).”

May combine two claims.

Game design elements increase performance, but not through intrinsic motivation.

“In short, game design elements do increase performance, but not through intrinsic motivation, giving rise to the question what other psychological mediators account for their effect.”

Probably not a substantial claim: may not pass S2 (checkable).

The papers collected in this special issue share a common trait of maturity compared to the first wave of gamification research.

“If the papers collected in this volume share one common trait compared to the first wave of gamification research, it is maturity.”

Classified as probably not a substantial claim. May combine two claims.

The papers in this special issue mark a maturation in three research domains: theory-driven empirical studies, design methods, and application areas.

“the papers collected here mark a maturation in three research domains: (1) theory-driven empirical studies, (2) design methods, and (3) application areas.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Many scholars have cautioned that not all activities and contexts lend themselves equally to being gamified, with involuntary tasks and funerals as prime examples.

“many scholars have cautioned that not all activities and contexts lend themselves equally to being gamified, involuntary tasks and the proverbial funeral being prime examples (Kim, 2012; Webb, 2013; Mollick & Rothbard, 2014; Deterding, 2014a).”

• cites Kim, 2012Not checked yet

  Not checked in the free run.

• cites Webb, 2013Not checked yet

  Not checked in the free run.

• cites Mollick & Rothbard, 2014Not checked yet

  Not checked in the free run.

May combine two claims.

The effect of gamified instructions on expected value was moderated by attitude and experience: participants with positive attitudes and high experience expected to benefit more from gamification, while those with negative attitudes and little experience expected more benefits from traditional instruction.

“but as predicted, this effect was moderated by attitude and experience: Participants with positive attitudes towards and high experience in games expected to benefit more from gamification, while participants with negative attitudes and little experience expected more benefits from traditional instruction.”

• cites Landers and Armstrong (2015)Not checked yet

  Not checked in the free run.

Probably not a substantial claim: may not pass S4 (based).

The current wave of gamification research is asking differentiated questions around 'how?', 'when?', and 'how and when not?' rather than fundamental 'what?' and 'why?' questions.

“If the first wave of gamification research was held together by fundamental questions of 'what?' and 'why?', the current wave is asking differentiated questions around 'how?', 'when?', and 'how and when not?'”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Much literature claims that games are about learning at their core, leading to the focus of early gamification research on education.

“Much literature claims that games are about learning at their core (Gee, 2005; Isbister et al., 2010), leading to the aforementioned focus of early gamification research on education.”

• cites Gee, 2005Not checked yet

  Not checked in the free run.

• cites Isbister et al., 2010Not checked yet

  Not checked in the free run.

May combine two claims.

Different players ascribed different meanings and functions to achievements and reported analogous different uses and experiences.

“Different players ascribed different meanings and functions to achievements and reported analogous different uses and experiences.”

• cites Cruz, Hanus, and Fox (2016)Not checked yet

  Not checked in the free run.

May combine two claims.

Caro et al. (2016) used a long-term six-month pre-evaluation and participatory design approach to arrive at a game that is demonstrably engaging and helpful to children with motor coordination problems.

“They used a long-term six-month pre-evaluation to understand patient needs before proceeding to the gameful design phase, pursuing a participatory design approach to arrive at a game that is demonstrably engaging and helpful to children with motor coordination problems.”

• cites Caro et al. (2016)Not checked yet

  Not checked in the free run.

May combine two claims.

The first wave of empirical gamification research asked the blanket question 'does gamification work?', testing a wide diversity of gamified systems with an equally wide range of effect measures.

“The first wave of empirical gamification research asked the blanket question, 'does gamification work?', testing a wide diversity of gamified systems with an equally wide range of effect measures (Hamari, Koivisto, & Sarsa, 2014; Seaborn & Fels, 2015).”

• cites Hamari, Koivisto, & Sarsa, 2014Not checked yet

  Not checked in the free run.

• cites Seaborn & Fels, 2015 sourceNot checked yet

  Not checked in the free run.

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

The maturity of the papers in this volume owes to the extensive review and revision the articles have undergone since their submission.

“This maturity undoubtedly (hopefully!) owes to the extensive review and revision the articles have undergone since their submission, for which we thank our many reviewers and authors.”

May combine two claims.

Theory holds value not just for quantitative, hypothetico-deductive gamification research, but can also enrich and deepen the analysis of qualitative, exploratory studies.

“Cruz, Hanus, and Fox (2016) nicely demonstrate that theory holds value not just for quantitative, hypothetico-deductive gamification research, but can also enrich and deepen the analysis of qualitative, exploratory studies.”

Probably not a substantial claim: may not pass S2 (checkable).

The articles in this volume speak of a more mature mode of scholarship than first studies, which often lacked theoretical grounding, methodological rigour, and differentiation.

“Where first studies often lacked in theoretical grounding, methodological rigour, and differentiation, the articles in this volume speak of a more mature mode of scholarship.”

Classified as probably not a substantial claim.

The articles in this special issue underline that one size does not fit all.

“Finally looking at application contexts , the articles in this special issue underline that one size does not fit all.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Hamari's paper demonstrates the uptake of goal-setting in the theoretical canon of gamification research.

“the paper nevertheless demonstrates the uptake of goal-setting in the theoretical canon of gamification research.”

Classified as probably not a substantial claim.

Much has been made about the individual differences of 'player types' in existing literature.

“Much has been made about the individual differences of 'player types' in existing literature (Deterding, 2015a; Tondello et al., 2016).”

• cites Deterding, 2015aNot checked yet

  Not checked in the free run.

• cites Tondello et al., 2016Not checked yet

  Not checked in the free run.

Probably not a substantial claim: may not pass S2 (checkable).

Many challenges and open questions remain for gamification research going forward.

“Yet many challenges and open questions remain for gamification research going forward.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based). May combine two claims.

We are seeing a welcome broadening from points/badges/leaderboards to other features and aspects of game design, and a merging of design concerns like participation or inclusion with motivation as the core concern of gamification.

“Moving on to designing gamification , we are seeing a welcome broadening from points/badges/leaderboards to other features and aspects of game design, and a merging of design concerns like participation or inclusion with motivation as the core concern of gamification.”

May combine two claims.

In understanding how gamification works, studies are now isolating individual design elements and building on theories to derive and test hypotheses.

“In terms of understanding how gamification works , we are now seeing studies isolating individual design elements, building on theories to derive and test hypotheses.”

Probably not a substantial claim: may not pass S4 (based).

Over the past six years, gamification has grown from a novel research topic into a thriving multidisciplinary field.

“Over the past six years, gamification has grown from a novel research topic into a thriving multidisciplinary field.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based).

Gamification research promises no less than a science of how individual design elements, dimensions, and qualities affect user experience and engagement, with near-limitless applications.

“Gamification research promises no less than a science of how individual design elements, dimensions, and qualities affect user experience and engagement, with near-limitless applications.”

Classified as probably not a substantial claim.

SDT suggests that points, badges and leaderboards, visualising progress made, serve as informational feedback instilling a sense of intrinsically motivating competence in the user.

“SDT would suggest that points, badges and leaderboards, visualising progress made, serve as informational feedback instilling a sense of intrinsically motivating competence in the user.”

• cites Deci & Ryan, 2012Not checked yet

  Not checked in the free run.

Probably not a substantial claim: may not pass S4 (based).

Many studies are still to some extent comparing apples with oranges, testing different implementations of design elements with different effect measures.

“Finally, many studies are still to some extent comparing apples with oranges, testing different implementations of design elements with different effect measures.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing). May combine two claims.

While gamification research is maturing, it is most certainly still in the early years of a long life.

“In short, while gamification research is maturing, it is most certainly still in the early years of a long life.”

Probably not a substantial claim: may not pass S4 (based).

There is a dearth of rigorous evaluation studies comparing different proposed methods, principles, tools both in terms of process quality and outcome quality.

“But again, there is a dearth of rigorous evaluation studies comparing different proposed methods, principles, tools both in terms of process quality (such as time efficiency or self-efficacy of designers) and outcome quality (such as quantity and effectiveness of produced designs).”

Probably not a substantial claim: may not pass S3 (load-bearing).

The Barata et al. study ends with a rich array of design lessons.

“The study ends with a rich array of design lessons that we can take as inspirations to our gameful design practices.”

• cites Barata et al. (2016)Not checked yet

  Not checked in the free run.

Probably not a substantial claim: may not pass S4 (based).

Studies with rigorous designs that assess both psychological mediators and behavioural outcomes, long-term and in the wild, are still lacking.

“Yet we are still dearly lacking studies with rigorous designs that assess both psychological mediators and behavioural outcomes - and do so long-term and in the wild, not just short-term and in the lab.”

Probably not a substantial claim: may not pass S2 (checkable).

We are just at the beginning of understanding what gamification design elements and methods best map onto what application domains.

“We are just at the beginning of understanding what gamification design elements and methods best map onto what application domains”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The Barata et al. study goes in depth about student learner types and different personalised ways of engagement.

“The study goes in depth about student learner types and different personalised ways of engagement.”

• cites Barata et al. (2016)Not checked yet

  Not checked in the free run.

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

All of that says nothing yet about the relative impact of person versus situation on the effects of gamification, let alone potential interaction effects of the two.

“And all of that says nothing yet about the relative impact of person versus situation on the effects of gamification, let alone potential interaction effects of the two.”

Classified as probably not a substantial claim. May combine two claims.

The scope of elements being explored is limited (points, badges or levels, leaderboards), as is the canon of theories (SDT and increasingly, goal-setting).

“Still, the scope of elements being explored is limited (points, badges or levels, leaderboards), as is the canon of theories (SDT and increasingly, goal-setting) - fertile unexplored ground for future work.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

At the heart of the gamification design process is the development of gameful systems, which are complex combinations and interactions between elements.

“However, at the heart of the gamification design process is the development of gameful systems, which are complex combinations and interactions between elements.”

Probably not a substantial claim: may not pass S4 (based). May combine two claims.

We know extremely little about the actual effect of 'player types', and the effectiveness of designing with player types in mind, let alone individual differences beyond them.

“We know extremely little about the actual effect of 'player types', and the effectiveness of designing with player types in mind, let alone individual differences beyond them.”

Classified as probably not a substantial claim.

Current gamification research in its almost singular focus on player types seems blissfully unaware of 40 years of person-situation debate in psychology.

“In a sense, current gamification research in its almost singular focus on player types seems blissfully unaware of 40 years of person-situation debate in psychology (Donellan, Lucas, & Fleeson, 2009).”

• cites Donellan, Lucas, & Fleeson, 2009Not checked yet

  Not checked in the free run.

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

The maturity of the papers in this volume is indicative of the field as a whole.

“However, as this volume holds even more papers submitted on an open call following Gamification 2013 , it is also indicative of the field as a whole.”