The DOI matches its Crossref record; 69 of the 69 references it cites were found in a registry or an index.
Revealing the theoretical basis of gamification: A systematic review and analysis of theory in research on gamification, serious games and game-based learning
Open accessAbstract
Despite increasing scientific interest in explaining how gamification supports positive affect and motivation, behavior change and learning, there is still a lack of an overview of the current theoretical understanding of the psychological mechanisms of gamification. Previous research has adopted several different angles and remains fragmented. Taking both an observational and explanatory perspective, we examined the theoretical foundations used in research on gamification, serious games and game-based learning through a systematic literature review and then discussed the commonalities of their core assumptions. The overview shows that scientists have used a variety of 118 different theories. Most of them share explicitly formulated or conceptual connections. From their interrelations, we derived basic principles that help explain how gamification works: Gamification can illustrate goals and their relevance, nudge users through guided paths, give users immediate feedback, reinforce good performance and simplify content to manageable tasks. Gamification mechanics can allow users to pursue individual goals and choose between different progress paths, while the system can adapt complexity to the user's abilities. Social gamification elements may enable social comparison and connect users to support each other and work towards a common goal.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
The theory of planned behavior
Ajzen, I. (1991) · Organizational Behavior and Human Decision Processes · doi:10.1016/0749-5978(91)90020-t · Cited by 90,587
Preferred Reporting Items for Systematic Reviews and Meta-Analyses: the PRISMA statement
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & for the PRISMA Group (2009) · BMJ · doi:10.1136/bmj.b2535 · Cited by 83,823
Perceived usefulness, perceived ease of use, and user acceptance of information technology
Davis, F. D. (1989) · MIS Quarterly · doi:10.2307/249008 · Cited by 68,483
Ryan, R. M., & Deci, E. L. (2000) · American Psychologist · doi:10.1037//0003-066x.55.1.68 · Cited by 54,599
Self-efficacy: The exercise of control
Bandura, A., Freeman, W. H., & Lightsey, R. (1999) · Journal of Cognitive Psychotherapy · doi:10.1891/0889-8391.13.2.158 · Cited by 46,835
A theory of social comparison processes
Festinger, L. (1954) · Human Relations · doi:10.1177/001872675400700202 · Cited by 20,926
From Intentions to Actions: A Theory of Planned Behavior
Ajzen, I. (1985) · Action Control · doi:10.1007/978-3-642-69746-3_2 · Cited by 19,057
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
Self-efficacy mechanism in human agency
Bandura, A. (1982) · American Psychologist · doi:10.1037/0003-066x.37.2.122 · Cited by 15,975
Social Cognitive Theory: An Agentic Perspective
Bandura, A. (2001) · Annual Review of Psychology · doi:10.1146/annurev.psych.52.1.1 · Cited by 15,510
Situated Cognition and the Culture of Learning
Brown, J. S., Collins, A., & Duguid, P. (1989) · Educational Researcher · doi:10.3102/0013189x018001032 · Cited by 13,645
Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2010) · International Journal of Surgery · doi:10.1016/j.ijsu.2010.02.007 · Cited by 12,156
Cognitive Load During Problem Solving: Effects on Learning
Sweller, J. (1988) · Cognitive Science · doi:10.1016/0364-0213(88)90023-7 · Cited by 11,048
In search of how people change: Applications to addictive behaviors.
Prochaska, J. O., DiClemente, C. C., & Norcross, J. C. (1992) · American Psychologist · doi:10.1037/0003-066x.47.9.1102 · Cited by 8,596
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
The Transtheoretical Model of Health Behavior Change.
Prochaska, J. O., & Velicer, W. F. (1997) · American Journal of Health Promotion · doi:10.4278/0890-1171-12.1.38 · Cited by 7,782
Building a practically useful theory of goal setting and task motivation: A 35-year odyssey.
Locke, E. A., & Latham, G. P. (2002) · American Psychologist · doi:10.1037/0003-066x.57.9.705 · Cited by 7,766
Perceived Behavioral Control, Self‐Efficacy, Locus of Control, and the Theory of Planned Behavior 1
Ajzen, I. (2002) · Journal of Applied Social Psychology · doi:10.1111/j.1559-1816.2002.tb00236.x · Cited by 7,629
Ryan, R. M., & Deci, E. L. (2020) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2020.101860 · Cited by 6,037
Expansive Learning at Work: Toward an activity theoretical reconceptualization
Engeström, Y. (2001) · Journal of Education and Work · doi:10.1080/13639080020028747 · Cited by 5,436
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
Learning by Expanding: An Activity-Theoretical Approach to Developmental Research
Engeström, Y. (2014) · Cambridge University Press eBooks · doi:10.1017/cbo9781139814744 · Cited by 4,991
Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance.
Nicholls, J. G. (1984) · Psychological Review · doi:10.1037/0033-295x.91.3.328 · Cited by 4,161
Transtheoretical therapy: Toward a more integrative model of change.
Prochaska, J. O., & DiClemente, C. C. (1982) · Psychotherapy: Theory, Research & Practice · doi:10.1037/h0088437 · Cited by 3,922
Approach and avoidance motivation and achievement goals
Elliot, A. J. (1999) · Educational Psychologist · doi:10.1207/s15326985ep3403_3 · Cited by 3,103
A systematic literature review of empirical evidence on computer games and serious games
Connolly, T. M., Boyle, E. A., MacArthur, E., Hainey, T., & Boyle, J. M. (2012) · Computers & Education · doi:10.1016/j.compedu.2012.03.004 · Cited by 2,890
The gamification of learning: a meta-analysis
Sailer, M., & Homner, L. (2020) · Educational Psychology Review · doi:10.1007/s10648-019-09498-w · Cited by 2,594
Siddaway, A. P., Wood, A. M., & Hedges, L. V. (2019) · Annual Review of Psychology · doi:10.1146/annurev-psych-010418-102803 · Cited by 2,550
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
Toward a theory of task motivation and incentives
Locke, E. A. (1968) · Organizational Behavior and Human Performance · doi:10.1016/0030-5073(68)90004-4 · Cited by 2,409
Development and use of the ARCS model of instructional design
Keller, J. M. (1987) · Journal of Instructional Development · doi:10.1007/bf02905780 · Cited by 2,332
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
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
Trait-names: A psycho-lexical study.
Allport, G. W., & Odbert, H. S. (1936) · Psychological Monographs · doi:10.1037/h0093360 · Cited by 2,018
Synthesizing information systems knowledge: A typology of literature reviews
Paré, G., Trudel, M.-C., Jaana, M., & Kitsiou, S. (2015) · Information & Management · doi:10.1016/j.im.2014.08.008 · Cited by 1,987
Cognitive Theory of Multimedia Learning
Mayer, R. E. (2014) · The Cambridge Handbook of Multimedia Learning · doi:10.1017/cbo9781139547369.005 · Cited by 1,976
Hanus, M. D., & Fox, J. (2015) · Computers & Education · doi:10.1016/j.compedu.2014.08.019 · Cited by 1,918
Cognitive Theory of Multimedia Learning
Mayer, R. E. (2005) · The Cambridge Handbook of Multimedia Learning · doi:10.1017/cbo9780511816819.004 · Cited by 1,602
Gamification for health and wellbeing: A systematic review of the literature
Johnson, D., Deterding, S., Kuhn, K.-A., Staneva, A., Stoyanov, S., & Hides, L. (2016) · Internet Interventions · doi:10.1016/j.invent.2016.10.002 · Cited by 1,237
Boyle, E. A., Hainey, T., Connolly, T. M., Gray, G., Earp, J., Ott, M., Lim, T., Ninaus, M., Ribeiro, C., & Pereira, J. (2016) · Computers & Education · doi:10.1016/j.compedu.2015.11.003 · Cited by 1,133
Gamified learning in higher education: A systematic review of the literature
Subhash, S., & Cudney, E. A. (2018) · Computers in Human Behavior · doi:10.1016/j.chb.2018.05.028 · Cited by 1,043
Bai, S., Hew, K. F., & Huang, B. (2020) · Educational Research Review · doi:10.1016/j.edurev.2020.100322 · Cited by 994
Mekler, E. D., Brühlmann, F., Tuch, A. N., & Opwis, K. (2017) · Computers in Human Behavior · doi:10.1016/j.chb.2015.08.048 · Cited by 990
Haddaway, N. R., Macura, B., Whaley, P., & Pullin, A. S. (2018) · Environmental Evidence · doi:10.1186/s13750-018-0121-7 · Cited by 946
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
The effect of games and simulations on higher education: a systematic literature review
Vlachopoulos, D., & Makri, A. (2017) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-017-0062-1 · Cited by 776
Qualitative Metasynthesis: Reflections on Methodological Orientation and Ideological Agenda
Thorne, S., Jensen, L., Kearney, M. H., Noblit, G., & Sandelowski, M. (2004) · Qualitative Health Research · doi:10.1177/1049732304269888 · Cited by 749
Serious gaming and gamification education in health professions: systematic review
Gentry, S. V., Gauthier, A., L’Estrade Ehrstrom, B., Wortley, D., Lilienthal, A., Tudor Car, L., Dauwels-Okutsu, S., Nikolaou, C. K., Zary, N., Campbell, J., et al. (2019) · Journal of Medical Internet Research · doi:10.2196/12994 · Cited by 648
Management Information Systems: Appreciation and Involvement
Swanson, E. B. (1974) · Management Science · doi:10.1287/mnsc.21.2.178 · Cited by 529
The maturing of gamification research
Nacke, L. E., & Deterding, S. (2017) · Computers in Human Behavior · doi:10.1016/j.chb.2016.11.062 · Cited by 493
Gamification of task performance with leaderboards: A goal setting experiment
Landers, R. N., Bauer, K. N., & Callan, R. C. (2017) · Computers in Human Behavior · doi:10.1016/j.chb.2015.08.008 · Cited by 474
Persuasive technology for health and wellness: State-of-the-art and emerging trends
Orji, R., & Moffatt, K. (2018) · Health Informatics Journal · doi:10.1177/1460458216650979 · Cited by 444
Peng, W., Lin, J.-H., Pfeiffer, K. A., & Winn, B. (2012) · Media Psychology · doi:10.1080/15213269.2012.673850 · Cited by 426
A meta-analysis of serious digital games for healthy lifestyle promotion
DeSmet, A., Van Ryckeghem, D., Compernolle, S., Baranowski, T., Thompson, D., Crombez, G., Poels, K., Van Lippevelde, W., Bastiaensens, S., Van Cleemput, K., et al. (2014) · Preventive Medicine · doi:10.1016/j.ypmed.2014.08.026 · Cited by 414
Huang, B., Hew, K. F., & Lo, C. K. (2019) · Interactive Learning Environments · doi:10.1080/10494820.2018.1495653 · Cited by 406
Digital game-based vocabulary learning: where are we and where are we going?
Zou, D., Huang, Y., & Xie, H. (2021) · Computer Assisted Language Learning · doi:10.1080/09588221.2019.1640745 · Cited by 329
Lau, H. M., Smit, J. H., Fleming, T. M., & Riper, H. (2017) · Frontiers in Psychiatry · doi:10.3389/fpsyt.2016.00209 · Cited by 328
A scoping review of research on digital game-based language learning
Hung, H.-T., Yang, J. C., Hwang, G.-J., Chu, H.-C., & Wang, C.-C. (2018) · Computers & Education · doi:10.1016/j.compedu.2018.07.001 · Cited by 319
Christy, K. R., & Fox, J. (2014) · Computers & Education · doi:10.1016/j.compedu.2014.05.005 · Cited by 276
Harmon-Jones, E., Gable, P. A., & Price, T. F. (2013) · Current Directions in Psychological Science · doi:10.1177/0963721413481353 · Cited by 274
Kim, K., Schmierbach, M. G., Bellur, S. (., Chung, M.-Y., Fraustino, J. D., Dardis, F., & Ahern, L. (2015) · Computers in Human Behavior · doi:10.1016/j.chb.2015.02.011 · Cited by 185
Riopel, M., Nenciovici, L., Potvin, P., Chastenay, P., Charland, P., Sarrasin, J. B., & Masson, S. (2019) · Studies in Science Education · doi:10.1080/03057267.2019.1722420 · Cited by 127
The Effect of Gamification on Students with Different Achievement Goal Orientations
Hakulinen, L., & Auvinen, T. (2014) · 2014 International Conference on Teaching and Learning in Computing and Engineering · doi:10.1109/latice.2014.10 · Cited by 121
Juegos serios para el tratamiento o la prevención de la depresión: una revisión sistemática
Fleming, T. M., Cheek, C., Merry, S. N., Thabrew, H., Bridgman, H., Stasiak, K., Shepherd, M., Perry, Y., & Hetrick, S. (2015) · Revista de Psicopatología y Psicología Clínica · doi:10.5944/rppc.vol.19.num.3.2014.13904 · Cited by 120
Gamification and serious games in depression care: A systematic mapping study
Dias, L. P. S., Barbosa, J. L. V., & Vianna, H. D. (2018) · Telematics and Informatics · doi:10.1016/j.tele.2017.11.002 · Cited by 112
Designing interactive systems through a game lens: An ethnographic approach
Rapp, A. (2017) · Computers in Human Behavior · doi:10.1016/j.chb.2015.02.048 · Cited by 94
Systematic literature review about gamification in MOOCs
Jarnac de Freitas, M., & Mira da Silva, M. (2023) · Open Learning The Journal of Open Distance and e-Learning · doi:10.1080/02680513.2020.1798221 · Cited by 63
Koh, C. (2022) · International Journal of Disability, Development and Education · doi:10.1080/1034912x.2020.1746245 · Cited by 29
Exploring Digital Nativeness as a Predictor of Digital Game-Based L2 Vocabulary Acquisition
Calvo-Ferrer, J. R. (2020) · Interactive Learning Environments · doi:10.1080/10494820.2018.1548489 · Cited by 15
Cited by
Pinski, M., & Benlian, A. (2024) · Computers in Human Behavior: Artificial Humans · doi:10.1016/j.chbah.2024.100062 · Cited by 243
Digital game-based language learning for vocabulary development
Chowdhury, M., Dixon, L., Kuo, L.-J., Donaldson, J. P., Eslami, Z., Viruru, R., & Luo, W. (2024) · Computers and Education Open · doi:10.1016/j.caeo.2024.100160 · Cited by 64
Exploring the potential of digital game-based vocabulary learning: a systematic review
Vnucko, G., & Klimova, B. (2023) · Systems · doi:10.3390/systems11020057 · Cited by 59
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
Technostress among teachers: A systematic literature review and future research agenda
Yang, D., Liu, J., Wang, H., Chen, P., Wang, C., & Metwally, A. H. S. (2025) · Computers in Human Behavior · doi:10.1016/j.chb.2025.108619 · Cited by 60
Metadata
- Authors
- Krath, J., Schürmann, L., & von Korflesch, H. F. O.
- Venue
- Computers in Human Behavior
- Publisher
- Elsevier BV
- Published
- 2021-12
- Volume
- 125
- Pages
- 106963
- ISSN
- 0747-5632 (ISSN-L)
- OpenAlex
- W3191036075
- Cited by
- 943
- References
- 69
- FWCI
- 28.88
- Type
- journal article
- Language
- en
- Open access
- hybrid
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.