An empirical study comparing gamification and social networking on e-learning
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Studies by de-Marcos et al. (2014) and Su and Cheng (2014) plus the first of two studies reported by Hew et al. (2016) were excluded because they reported the same experiments as previously published or more extensive studies included in the sample.
“Furthermore, the studies by de-Marcos et al. (2014) and Su and Cheng (2014) plus the first of two studies reported by Hew et al. (2016) were excluded from the analysis because they reported the same experiments as previously published or more extensive studies included in this sample.”
From The gamification of learning: a meta-analysis (2020) · cites this paper as de-Marcos et al. (2014)
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- Authors
- de-Marcos, L., Domínguez, A., Saenz-de-Navarrete, J., & Pagés, C.
- Affiliations
- Universidad de Alcalá (ES)
- Venue
- Computers & Education
- Publisher
- Elsevier BV
- Published
- 2014-06
- Volume
- 75
- Pages
- 82-91
- ISSN
- 0360-1315 (ISSN-L)
- OpenAlex
- W2078997954
- Cited by
- 626
- References
- 30
- Citations by year
- 2026: 18 · 2025: 27 · 2024: 39 · 2023: 57 · 2022: 66 · 2021: 86 · 2020: 56 · 2019: 63 · 2018: 69 · 2017: 66 · 2016: 40 · 2015: 29 · 2014: 10
- FWCI
- 113.41
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Licence
- cc-by-nc-nd
- Locations
- Computers & Education (publishedVersion)
- e_Buah (submittedVersion, cc-by-nc-nd)
- 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 › Education › Online and Blended Learning
- Keywords
- gamification, social networking, online learning, academic performance, student participation, student attitudes, virtual learning environments, undergraduate courses, knowledge assessment
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