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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
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“Negative results such as those of Hanus and Fox (2015), who reported that badges, leaderboard, virtual coins, and pseudonyms incorporated in a communication course can have a detrimental effect on students ' motivation, satisfaction, and empowerment, help understand the limits of gamification.”
From Gamifying education: what is known, what is believed and what remains uncertain: a critical review (2017) · cites this paper as Hanus and Fox (2015)
In the citing paper
“Gamified design elements can be aligned with these psychological needs, as points and levels may enhance perceptions of competence through progress feedback; avatars and collaborative features such as team leaderboards can strengthen relatedness; and opportunities to select tasks or difficulty levels may support autonomy (Hakulinen & Auvinen, 2014;Hanus & Fox, 2015;Jones et al., 2023).”
From Gamification on Mathematics Engagement and Motivation in Secondary School and Higher Education: A Systematic Review and Meta-Analysis (2026) · cites this paper as Hanus & Fox, 2015
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“Numerous studies have examined the effects of gamification in education, but findings remain mixed.While some report improvements in intrinsic motivation and engagement, others suggest that these effects are limited or inconsistent (e.g., Hanus & Fox, 2015).”
From Gamification on Mathematics Engagement and Motivation in Secondary School and Higher Education: A Systematic Review and Meta-Analysis (2026) · cites this paper as Hanus & Fox, 2015
In the citing paper
“While some studies show positive outcomes (e.g., Sailer & Homner, 2020), others report declines in motivation due to competition, poor design, or reduced novelty (e.g., Hanus & Fox, 2015;Santhanam et al., 2016).”
From Gamification on Mathematics Engagement and Motivation in Secondary School and Higher Education: A Systematic Review and Meta-Analysis (2026) · cites this paper as Hanus & Fox, 2015
In the citing paper
“Despite the tendency towards positive results, less motivation, satisfaction and empowerment was observed in students when badges were combined with multiple game elements (e.g.leaderboards and virtual coins) compared with students in the non-gamified environment (Hanus & Fox, 2015).”
From Online learning readiness and attitudes towards gaming in gamified online learning – a mixed methods case study (2018) · cites this paper as Hanus & Fox, 2015
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The Rise of Motivational Information Systems: A Review of Gamification Research
Koivisto, J., & Hamari, J. (2017) · International Journal of Information Management · doi:10.1016/j.ijinfomgt.2018.10.013 · Cited by 2,229
Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016) · Computers in Human Behavior · doi:10.1016/j.chb.2015.07.045 · Cited by 1,713
“…have been investigated both within and outside the domain of education and learning (e.g. Domínguez et al., 2013; Hamari, 2013, 2015; Hamari & Koivisto, 2014; 2015a; 2015b; Hakulinen, Auvinen, & Korhonen, 2015; Hanus & Fox, 2015; Lieberoth, 2015; Sim~oes, Díaz Redondo, & Fern andez Vilas, 2013).”
BackgroundGamifying 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
“(Attali & Arieli-Attali, 2015; Hanus & Fox, 2015; Long & Aleven, 2014) Inconclusive 26 (50”
InfluentialMekler, 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
“Thus, the threat of contextual factors acting as confounding influence (e.g., school being a potentially controlling setting (Hanus & Fox, 2015)) is minimized.”
BackgroundResultInfluentialKrath, J., Schürmann, L., & von Korflesch, H. F. O. (2021) · Computers in Human Behavior · doi:10.1016/j.chb.2021.106963 · Cited by 1,324
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
“…in a non-game environment or context (Attali and Arieli-Attali, 2015; Bruder, 2015; Dale, 2014; Davis, 2014; Deterding, 2012; González et al., 2016; Hanus and Fox, 2015; Issacs, 2015; Kapp, 2012; Powers et al., 2013; Keeler, 2015; Koivisto and Hamari, 2014; Seaborn and Fels, 2015; Sheldon, 2011;…”
BackgroundInfluentialGamification of health professions education: a systematic review
van Gaalen, A. E. J., Brouwer, J., Schönrock-Adema, J., Bouwkamp-Timmer, T., Jaarsma, A. D. C., & Georgiadis, J. R. (2021) · Advances in Health Sciences Education · doi:10.1007/s10459-020-10000-3 · Cited by 625
“This is also called the over-justification effect (Deci et al. 1999, 2001; Hanus and Fox 2015; Landers et al. 2015; Lepper et al. 1973).”
BackgroundGamification in Science Education. A Systematic Review of the Literature
Kalogiannakis, M., Papadakis, S., & Zourmpakis, A.-I. (2021) · Education Sciences · doi:10.3390/educsci11010022 · Cited by 890
“Moreover, poor planning of the gamified environment, like complicating instructions or the ad hoc use of gaming elements and mechanics, such as increased levels of difficulty or over sophisticated graphics, could disorientate students, decrease students’ intrinsic motivation [74], performance [71,75] and lead to devia…”
BackgroundXi, N., & Hamari, J. (2019) · International Journal of Information Management · doi:10.1016/j.ijinfomgt.2018.12.002 · Cited by 712
Smiderle, R., Rigo, S. J., Marques, L. B., Peçanha de Miranda Coelho, J. A., & Jaques, P. A. (2020) · Smart Learning Environments · doi:10.1186/s40561-019-0098-x · Cited by 502
“Hanus and Fox (2015) informed that, in addition to not increase the results, gamification decreases pleasure and motivation.”
BackgroundGamification applications in E-learning: a literature review
Saleem, A. N., Noori, N. M., & Ozdamli, F. (2022) · Technology, Knowledge and Learning · doi:10.1007/s10758-020-09487-x · Cited by 478
Lampropoulos, G., Keramopoulos, E., Diamantaras, K., & Evangelidis, G. (2022) · Applied Sciences · doi:10.3390/app12136809 · Cited by 462
Fryer, L. K., Ainley, M., Thompson, A., Gibson, A., & Sherlock, Z. (2017) · Computers in Human Behavior · doi:10.1016/j.chb.2017.05.045 · Cited by 448
“Two approaches that have received considerable attention are the role of perceived value (e.g., Hulleman, Godes, Hendricks, & Harackiewicz, 2010) and of curriculum tasks (Guberman & Leikin, 2012; Hanus & Fox, 2015).”
BackgroundUsing gamification to support learning English as a second language: a systematic review
Dehghanzadeh, H., Fardanesh, H., Hatami, J., Talaee, E., & Noroozi, O. (2019) · Computer Assisted Language Learning · doi:10.1080/09588221.2019.1648298 · Cited by 360
“Scientific literature suggests that gamified environments for LESL could increase learners ’ motivation (Hanus & Fox, 2015), engagement (Clark et al., 2011), and provide them with freedom to fail without fear during their learning (Lee & Hammer, 2011).”
BackgroundHsu, C., & Chen, M. (2018) · Computers in Human Behavior · doi:10.1016/j.chb.2018.06.037 · Cited by 404
Virtual reality and gamification in education: a systematic review
Λαμπρόπουλος, Γ., & Kinshuk, K. (2024) · Educational Technology Research and Development · doi:10.1007/s11423-024-10351-3 · Cited by 569
Tailored gamification in education: A literature review and future agenda
Oliveira, W., Hamari, J., Shi, L., Toda, A. M., Rodrigues, L., Palomino, P. T., & Isotani, S. (2023) · Education and Information Technologies · doi:10.1007/s10639-022-11122-4 · Cited by 341
“…the learner traits used to personalize gamified educational settings or the impact of gamification personalization on students’ learning experience (e.g., learning outcomes and psychological states) (Orji, 2014; Hanus & Fox, 2015; Hamari et al., 2016; Monterrat et al., 2017; Toda et al., 2017).”
BackgroundThe impact of gamification in educational settings on student learning outcomes: a meta-analysis
Huang, R., Ritzhaupt, A. D., Sommer, M., Zhu, J., Stephen, A., Valle, N., Hampton, J., & Li, J. (2020) · Educational Technology Research and Development · doi:10.1007/s11423-020-09807-z · Cited by 340
Shortt, M., Tilak, S., Kuznetcova, I., Martens, B., & Akinkuolie, B. (2021) · Computer Assisted Language Learning · doi:10.1080/09588221.2021.1933540 · Cited by 554
“Game-like elements present a motivating environment (Hanus & Fox, 2015; Kapp, 2012; Lui, 2014; Munday, 2016) that can increase language accuracy and confidence (Castañeda & Cho, 2016).”
BackgroundYu, Z., Gao, M., & Wang, L. (2020) · Journal of Educational Computing Research · doi:10.1177/0735633120969214 · Cited by 446
“In a gami-fied course, featuring a leaderboard and badges, students showed less satisfaction than those in a non-game context (Hanus & Fox, 2015).”
BackgroundKyewski, E., & Krämer, N. C. (2017) · Computers & Education · doi:10.1016/j.compedu.2017.11.006 · Cited by 394
“Furthermore, numerous studies (e.g., Filsecker & Hickey, 2014; Hanus & Fox, 2015) describe that adding rewards to tasks which one already finds interesting leads to a decrease of motivation and that rewards may cause a shift from intrinsic to extrinsic motivation, which is in line with cognitive…”
BackgroundMethodInfluentialGamification in the classroom: Examining the impact of gamified quizzes on student learning
Sanchez, D. R., Langer, M., & Kaur, R. (2019) · Computers & Education · doi:10.1016/j.compedu.2019.103666 · Cited by 397
Legaki, N.-Z., Xi, N., Hamari, J., Karpouzis, K. C., & Assimakopoulos, V. (2020) · International Journal of Human-Computer Studies · doi:10.1016/j.ijhcs.2020.102496 · Cited by 437
“Therefore, researchers generally agree on the need for stronger empirical results (Buckley and Doyle, 2017; Hanus and Fox, 2015; Koivisto and Hamari, 2019; Landers et al., 2018; Maican et al., 2016; Morschheuser et al., 2017).”
InfluentialBuckley, P. G., & Doyle, E. (2016) · Computers & Education · doi:10.1016/j.compedu.2016.11.009 · Cited by 341
The Dark Side of Gamification: An Overview of Negative Effects of Gamification in Education
Toda, A. M., Valle, P. H. D., & Isotani, S. (2018) · Communications in computer and information science · doi:10.1007/978-3-319-97934-2_9 · Cited by 437
Engaging Asian students through game mechanics: Findings from two experiment studies
Hew, K. F., Huang, B., Chu, K. W. S., & Chiu, D. K. W. (2016) · Computers & Education · doi:10.1016/j.compedu.2015.10.010 · Cited by 298
“…paper, we reviewed additional empirical studies not covered by Hamari et al. (2014) (i.e., Abramovich, Schunn, & Higashi, 2013; Attali & Arieli-Attali, 2015; Coetzee, Fox, Hearst, & Hartmann, 2014; Davis & Singh, 2015; Hanus & Fox, 2015; Ibanez et al., 2014; Mekler, Brühlmann, Opwis, & Tuch, 2013).”
BackgroundMethodInfluentialCan gamification help to improve education? Findings from a longitudinal study
Putz, L.-M., Hofbauer, F., & Treiblmaier, H. (2020) · Computers in Human Behavior · doi:10.1016/j.chb.2020.106392 · Cited by 375
Gamification and the impact of extrinsic motivation on needs satisfaction: Making work fun?
Mitchell, R., Schuster, L., & Jin, H. S. (2018) · Journal of Business Research · doi:10.1016/j.jbusres.2018.11.022 · Cited by 367
Students' learning performance and perceived motivation in gamified flipped-class instruction
Zainuddin, Z. (2018) · Computers & Education · doi:10.1016/j.compedu.2018.07.003 · Cited by 324
How is the use of technology in education evaluated? A systematic review
Lai, J. W. M., & Bower, M. (2019) · Computers & Education · doi:10.1016/j.compedu.2019.01.010 · Cited by 334
Enhancing student learning experience with technology-mediated gamification: An empirical study
Tsay, C. H., Kofinas, A., & Luo, J. (2018) · Computers & Education · doi:10.1016/j.compedu.2018.01.009 · Cited by 323
“Hanus and Fox (2015) compared a range of learning outcomes between students who participated in a gamified course (featuring a leaderboard and badges) and those who did not and found that students in the gamified course showed less intrinsic motivation, satisfaction, and empowerment over time than…”
BackgroundInfluentialThe use of gamification in education: a bibliometric and text mining analysis
Martí-Parreño, J., Méndez-Ibáñez, E., & Alonso-Arroyo, A. (2016) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12161 · Cited by 247
Need-supporting gamification in education: An assessment of motivational effects over time
van Roy, R., & Zaman, B. (2018) · Computers & Education · doi:10.1016/j.compedu.2018.08.018 · Cited by 319
de‐Marcos, L., García‐López, E., & García‐Cabot, A. (2015) · Computers & Education · doi:10.1016/j.compedu.2015.12.008 · Cited by 281
“Contradicting evidence recently presented (Hanus & Fox, 2015) questions the effectiveness of gamification and raises issues about the superficial learning that shallow gamification approaches may promote.”
BackgroundAdaptive gamification in e-learning based on students’ learning styles
Awais, M., Habiba, U., Majeed, F., & Shoaib, M. (2019) · Interactive Learning Environments · doi:10.1080/10494820.2019.1588745 · Cited by 264
“However, the existing gami fi ed versions of E-learning platforms (Caro-Alvaro et al., 2017; Dichev et al., 2014; Fadhil & Villa fi orita, 2017; Hanus & Fox, 2015; J. T. Kim & Lee, 2015; Kuo & Chuang, 2016; O ’ Donovan, 2012; Paiva et al., 2016; Panagiotis, Theodoros, Leinfellner, & Yasmine, 2016;…”
BackgroundInfluentialWhy so serious? Gamification impact in the acceptance of mobile banking services
Baptista, G., & Oliveira, T. (2017) · Internet Research · doi:10.1108/intr-10-2015-0295 · Cited by 291
“Nevertheless, almost all scholars agree that gamification techniques may produce a variety of benefits (Hanus & Fox, 2015) with positive effects, but that these greatly depend on the context in which it is being implemented, as well as on the individuals using it (Hamari et al., 2014).”
Laine, T. H., & Lindberg, R. S. N. (2020) · IEEE Transactions on Learning Technologies · doi:10.1109/tlt.2020.3018503 · Cited by 282
“Moreover, gamification of education automatically guarantees neither motivation nor positive learning outcomes [19].”
BackgroundExploring the impact of gamification on student engagement and involvement with e-learning systems
Bouchrika, I., Harrati, N., Wanick, V., & Wills, G. B. (2019) · Interactive Learning Environments · doi:10.1080/10494820.2019.1623267 · Cited by 300
“Previous studies have reported that the novelty of new technology would wither throughout time (Hanus & Fox, 2015; Koivisto & Hamari, 2014).”
BackgroundGroening, C., & Binnewies, C. (2019) · Computers in Human Behavior · doi:10.1016/j.chb.2019.02.026 · Cited by 249
Analysing gamification elements in educational environments using an existing Gamification taxonomy
Toda, A. M., Klock, A. C. T., Oliveira, W., Palomino, P. T., Rodrigues, L., Shi, L., Bittencourt, I., Gasparini, I., Isotani, S., & Cristea, A. I. (2019) · Smart Learning Environments · doi:10.1186/s40561-019-0106-1 · Cited by 320
Gamification: A cognitive-emotional view
Mullins, J. K., & Sabherwal, R. (2018) · Journal of Business Research · doi:10.1016/j.jbusres.2018.09.023 · Cited by 273
“Gamification generally leads to positive outcomes (Hamari et al., 2014), but some findings are mixed (e.g., de-Marcos et al., 2014) or show a negative influence of gamification (e.g., Hanus & Fox, 2015).”
ResultAdaptive Gamification for Learning Environments
Lavoué, É., Monterrat, B., Desmarais, M. C., & George, S. (2018) · IEEE Transactions on Learning Technologies · doi:10.1109/tlt.2018.2823710 · Cited by 236
Özhan, Ş. Ç., & Kocadere, S. A. (2020) · Journal of Educational Computing Research · doi:10.1177/0735633118823159 · Cited by 235
“Different gamification components were integrated into the gamified setting in addition to the utilization of leaderboard and badges (Hanus & Fox, 2015; Kapp, 2012).”
BackgroundMethodInfluentialExamining competitive, collaborative and adaptive gamification in young learners' math learning
Jagušt, T., Botički, I., & So, H. (2018) · Computers & Education · doi:10.1016/j.compedu.2018.06.022 · Cited by 248
“Some researchers argue that gamification alone is not sufficient to bring about the desired learning outcomes and that the efficacy of various game elements and their implementation need further exploration and empirical evidence (Hanus & Fox, 2015; Sailer, Hense, Mayr, & Mandl, 2017).”
BackgroundInfluentialA qualitative investigation of student perceptions of game elements in a gamified course
Aldemir, T., Çelik, B., & Akilli, G. K. (2017) · Computers in Human Behavior · doi:10.1016/j.chb.2017.10.001 · Cited by 278
Enhancing achievement and interest in mathematics learning through Math-Island
Yeh, C. Y. C., Cheng, H. N. H., Chen, Z. H., Liao, C. C. Y., & Chan, T.-W. (2019) · Research and Practice in Technology Enhanced Learning · doi:10.1186/s41039-019-0100-9 · Cited by 227
“Although some of the studies were conducted for as many as 4 months (e.g., Hanus and Fox 2015), one may still criticize them for the possibility that the students’ interest could be a novelty effect—meaning their interest will decrease as the feeling of novelty diminishes over time (Koivisto and…”
Gamification in software engineering education: A systematic mapping
Alhammad, M. M., & Moreno, A. M. (2018) · Journal of Systems and Software · doi:10.1016/j.jss.2018.03.065 · Cited by 225
“This lack of consistency has led to the failure of several gamification experiments in education, provoking undesired and unexpected effects on the learning process and learning outcomes ( Domínguez et al., 2013; Li Et Al., 2013; Hakulinen and Auvinen, 2014; Hanus and Fox, 2015 ).”
Research Note—Gamification of Technology-Mediated Training: Not All Competitions Are the Same
Santhanam, R., Liu, D., & Shen, W.-C. M. (2016) · Information Systems Research · doi:10.1287/isre.2016.0630 · Cited by 213
Ratinho, E., & Martins, C. (2023) · Heliyon · doi:10.1016/j.heliyon.2023.e19033 · Cited by 221
Incentive design and gamification for knowledge management
Friedrich, J., Becker, M., Kramer, F., Wirth, M., & Schneider, M. (2019) · Journal of Business Research · doi:10.1016/j.jbusres.2019.02.009 · Cited by 242
Khan, A. N., Ahmad, F. H., & Malik, M. M. (2017) · Education and Information Technologies · doi:10.1007/s10639-017-9622-1 · Cited by 280
“According to Hanus and Fox (2015), there is a limited empirical research on the effectiveness of gamification.”
BackgroundInfluentialGamification and learning: a review of issues and research
Faiella, F., & Ricciardi, M. (2015) · DOAJ (DOAJ: Directory of Open Access Journals) · doi:10.20368/1971-8829/1072 · Cited by 225
“, and the engagement fades away at incredible pace if all the learning contexts were gamified (Hanus & Fox, 2015).”
BackgroundInfluentialAbdelrahman, R. M. (2020) · Heliyon · doi:10.1016/j.heliyon.2020.e04192 · Cited by 213
“Similarly, the practices of the institutes and perception of the class mates are likewise important (Hanus and Fox, 2015).”
BackgroundHaruna, H., Hu, X., Chu, S. K. W., Mellecker, R. R., Gabriel, G., & Ndekao, P. S. (2018) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph15092027 · Cited by 208
“This award system was constructed to create competition and a desire to continue to learn more content [41,42].”
BackgroundMethodAn exploratory study of student engagement in gamified online discussions
Ding, L., Er, E., & Orey, M. A. (2018) · Computers & Education · doi:10.1016/j.compedu.2018.02.007 · Cited by 244
Gamifying an ICT course: Influences on engagement and academic performance
Çakıroğlu, Ü., Başıbüyük, B., Güler, M., Atabay, M., & Memiş, B. Y. (2016) · Computers in Human Behavior · doi:10.1016/j.chb.2016.12.018 · Cited by 204
Christopoulos, A., & Mystakidis, S. (2023) · Encyclopedia · doi:10.3390/encyclopedia3040089 · Cited by 297
Li, L., Hew, K. F., & Du, J. (2024) · Educational Technology Research and Development · doi:10.1007/s11423-023-10337-7 · Cited by 475
“%) were conducted in America (e.g., Challco et al., 2019; Hanus & Fox, 2015; Hazan et al., 2018).”
InfluentialEffects of Gamification on Behavioral Change in Education: A Meta-Analysis
Kim, J.-H., & Castelli, D. M. (2021) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph18073550 · Cited by 203
“Hanus & Fox (2015) [34] 71 71 CS Weeks PL Badges, leaderboard Communication”
BackgroundGamification: The effect on student motivation and performance at the post-secondary level
Lister, M. (2015) · Issues and Trends in Educational Technology · doi:10.2458/azu_itet_v3i2_lister · Cited by 202
“…reported in 11 of 19 studies that are listed in Table 2 (Abramovich et al., 2013; Barata et al., 2013; Charles et al., 2011; de-Marcos et al., 2014; Dominguez et al., 2013; Goehle, 2013; Hanus & Fox, 2015; Haaranen et al., 2014; McDaniel et al., 2012; O’Donovan et al., 2013; Turner et al., 2013).”
BackgroundMethodResultInfluentialGamification and Education: Achievements, Cognitive Loads, and Views of Students
Turan, Z., Avinc, Z., Kara, K., & Göktaş, Y. (2016) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v11i07.5455 · Cited by 226
“Gamification is a new trend where game elements are used in unlikely contexts, such as education, health or social areas, and marketing (Hakulinen, Auvinen & Korhonen, 2015; Hanus & Fox, 2015; Koivisto & Hamari, 2014).”
BackgroundInfluentialThe Effects of Gamification in Online Learning Environments: A Systematic Literature Review
Antonaci, A., Klemke, R., & Specht, M. M. (2019) · Informatics · doi:10.3390/informatics6030032 · Cited by 237
Usage of a mobile social learning platform with virtual badges in a primary school
Botički, I., Baksa, J., SEOW, P. S. K., et al. (2015) · Computers & Education · doi:10.1016/j.compedu.2015.02.015 · Cited by 189
“Following this line of thought, another study of gamification (Hanus & Fox, 2014) with badges in a university setting reports on the use of combination of leaderboards, badges, and competition mechanics which did not do not improve educational outcomes and that could also harm motivation,…”
BackgroundAn Introduction to Gamification: Adding Game Elements for Engagement
Brigham, T. (2015) · Medical Reference Services Quarterly · doi:10.1080/02763869.2015.1082385 · Cited by 186
Tsay, C. H., Kofinas, A., Trivedi, S., & Yang, Y. (2019) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12385 · Cited by 206
Embodied science and mixed reality: How gesture and motion capture affect physics education
Johnson-Glenberg, M. C., & Megowan-Romanowicz, C. (2017) · Cognitive Research: Principles and Implications · doi:10.1186/s41235-017-0060-9 · Cited by 191
“Recent research shows that adding leaderboards and badges to a semesterlong course actually had negative effects on motivation, satisfaction, and empowerment over time (Hanus & Fox, 2015).”
BackgroundStudies of student engagement in gamified online discussions
Ding, L., Kim, C., & Orey, M. A. (2017) · Computers & Education · doi:10.1016/j.compedu.2017.06.016 · Cited by 208
State of Research on Gamification in Education: A Bibliometric Survey
Swacha, J. (2021) · Education Sciences · doi:10.3390/educsci11020069 · Cited by 230
“Both success stories [3] and failures [16] were reported.”
BackgroundGamification and physical education. Viability and preliminary views from students and teachers
Fernández-Río, J., Heras, E. P. D. L., González, T., Trillo, V., & Palomares, J. (2020) · Physical Education and Sport Pedagogy · doi:10.1080/17408989.2020.1743253 · Cited by 160
The effects of player type on performance: A gamification case study
Lopez, C. E., & Tucker, C. S. (2018) · Computers in Human Behavior · doi:10.1016/j.chb.2018.10.005 · Cited by 213
“For example, the results of Hanus and Fox (2015) indicate that students who interacted with a gamified course had less satisfaction, motivation, and empowerment over time, compared to those in the non-gamified course.”
ResultFérriz-Valero, A., Østerlie, O., Martínez, S. G., & García-Jaén, M. (2020) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph17124465 · Cited by 245
Uncovering the dark side of gamification at work: Impacts on engagement and well-being
Hammedi, W., Leclercq, T., Poncin, I., & Alkire, L. (2020) · Journal of Business Research · doi:10.1016/j.jbusres.2020.08.032 · Cited by 213
“…has been generally described as a promising practice, leading to positive outcomes (e.g., Hamari, Koivisto, & Sarsa, 2014; Johnson et al., 2016; Lucassen & Jansen, 2014), some studies reveal neutral or even harmful effects in several contexts (e.g., Hanus & Fox, 2015; Leclercq et al., 2018).”
BackgroundRodrigues, L., Pereira, F. D., Toda, A. M., Palomino, P. T., Pessoa, M., de Carvalho, L. S. G., Fernandes, D., Oliveira, E., Cristea, A. I., & Isotani, S. (2022) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-021-00314-6 · Cited by 258
“Compared to Hanus and Fox Hanus and Fox (2015), Grangeia et al. Grangeia et al. (2019), Sanchez et al. Sanchez et al. (2020), and Tsay et al. Tsay et al. (2020), contexts differ because neither of them involved CS1.”
BackgroundMethodInfluentialMortensen, C. J., & Nicholson, A. M. (2015) · Journal of Animal Science · doi:10.2527/jas.2015-9087 · Cited by 166
Leclercq, T., Hammedi, W., & Poncin, I. (2018) · Journal of Interactive Marketing · doi:10.1016/j.intmar.2018.04.004 · Cited by 175
“By taking up challenges, participants learn progressively how to master tasks and overcome obstacles (Hanus and Fox 2015; Landers 2014).”
BackgroundBrom, C., Stárková, T., & D'Mello, S. K. (2018) · Educational Research Review · doi:10.1016/j.edurev.2018.09.004 · Cited by 163
van Roy, R., & Zaman, B. (2017) · Springer eBooks · doi:10.1007/978-3-319-51645-5_22 · Cited by 184
van Roy, R., & Zaman, B. (2018) · International Journal of Human-Computer Studies · doi:10.1016/j.ijhcs.2018.04.009 · Cited by 203
(2018) · Teaching English With Technology · Cited by 160
Gameful civic engagement: A review of the literature on gamification of e-participation
Hassan, L., & Hamari, J. (2020) · Government Information Quarterly · doi:10.1016/j.giq.2020.101461 · Cited by 159
“Hanus & Fox, 2015; Toda et al., 2017 L. Hassan and J. Hamari Government Information Quarterly 37 (2020) 101461 The keyword gamif* includes all forms of the word gamification.”
BackgroundGonzález, M. E. P., López-Belmonte, J., Robles, A. S., & Cabrera, A. F. (2020) · Sustainability · doi:10.3390/su12020602 · Cited by 196
Rahman, R. A., Ahmad, S., & Hashim, U. R. (2018) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-018-0123-0 · Cited by 206
“Several studies referred to gamification as a technique to increase the students’ engagement (Hanus and Fox 2015; Kuo and Chuang 2016; Sanmugam et al. 2016).”
BackgroundMethodInfluentialApplication of the Educational Game to Enhance Student Learning
Cheung, S. Y., & Ng, K. Y. (2021) · Frontiers in Education · doi:10.3389/feduc.2021.623793 · Cited by 154
Importance of Gamification in Increasing Learning
Brull, S., & Finlayson, S. (2016) · The Journal of Continuing Education in Nursing · doi:10.3928/00220124-20160715-09 · Cited by 154
Schöbel, S., Janson, A., & Söllner, M. (2020) · European Journal of Information Systems · doi:10.1080/0960085x.2020.1796531 · Cited by 153
“Changing the behaviour of users by using construction elements can refer to different things, such as increasing a user’s usage behaviour or satisfaction, or merely influencing their motivation when completing an action (Davis & Singh, 2015; Denny, 2013; Hanus & Fox, 2015).”
BackgroundImpact of Gamification on Motivation and Academic Performance: A Systematic Review
Jaramillo-Mediavilla, L., Basantes-Andrade, A., Cabezas-González, M., & Casillas-Martín, S. (2024) · Education Sciences · doi:10.3390/educsci14060639 · Cited by 160
“Hanus and Fox [39] highlighted that gamification could have negative effects on intrinsic motivation and academic performance if it focuses too much on competition and external rewards.”
BackgroundIslam, T., Sheikh, Z., Hameed, Z., Khan, I. U., & Azam, R. I. (2018) · Young Consumers Insight and Ideas for Responsible Marketers · doi:10.1108/yc-07-2017-00713 · Cited by 156
Gamification for educational purposes: What are the factors contributing to varied effectiveness?
Luo, Z. (2021) · Education and Information Technologies · doi:10.1007/s10639-021-10642-9 · Cited by 186
A systematic review of the use of gamification in flipped learning
Ekici, M. (2021) · Education and Information Technologies · doi:10.1007/s10639-020-10394-y · Cited by 187
Student Facing Dashboards: One Size Fits All?
Teasley, S. D. (2017) · Technology Knowledge and Learning · doi:10.1007/s10758-017-9314-3 · Cited by 143
“Research conducted by Fox (Christy and Fox 2014; Hanus and Fox 2015) has shown that the use of leaderboards can have unanticipated consequences on motivation that negatively influences academic”
BackgroundGamification through leaderboards: An empirical study in engineering education
Ortíz-Rojas, M., Chiluiza, K., & Valcke, M. (2019) · Computer Applications in Engineering Education · doi:10.1002/cae.12116 · Cited by 175
“A similar result was found in Hanus and Fox [61] reporting no direct effect of condition on the final examination score as mediated by IM.”
BackgroundResultThe Shift to Gamification in Education: A Review on Dominant Issues
Ofosu‐Ampong, K. (2020) · Journal of Educational Technology Systems · doi:10.1177/0047239520917629 · Cited by 187
“Also, specific game elements need to be investigated for use rather than assume an underlying concept (Hanus & Fox, 2015).”
BackgroundFactors to Consider for Tailored Gamification
Hallifax, S., Serna, A., Marty, J.-C., Lavoué, G., & Lavoué, É. (2019) · Annual Symposium on Computer-Human Interaction in Play · doi:10.1145/3311350.3347167 · Cited by 159
“Another study showed that the integration of a leaderboard and badges induced a lower level of motivation and lower final exam scores [34].”
BackgroundTeachers’ attitude towards and actual use of gamification
Martí-Parreño, J., Seguí-Mas, D., & Seguí-Mas, E. (2016) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2016.07.104 · Cited by 126
“Therefore applying game mechanics to the classroom may increase students’ intrinsic motivation to learn (Hanus & Fox, 2015).”
BackgroundInfluentialGamification in engineering education and professional training
Markopoulos, A. P., Fragkou, A., Kasidiaris, P. D., & Davim, J. P. (2015) · International Journal of Mechanical Engineering Education · doi:10.1177/0306419015591324 · Cited by 138
“It is documented that best practices in gamification in education are context sensitive(17) and may also present negative results in some cases.(18) Similar Markopoulos et al.”
BackgroundBovermann, K., Weidlich, J., & Bastiaens, T. (2018) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-018-0107-0 · Cited by 139
Main gamification concepts: A systematic mapping study
Rodrigues, L. F., Oliveira, A., & Rodrigues, H. (2019) · Heliyon · doi:10.1016/j.heliyon.2019.e01993 · Cited by 183
“Gamification has an impact on users' behavior in multiple contexts (Hanus and Fox, 2015).”
BackgroundThe effects of a gamified human resource management system on job satisfaction and engagement
Silić, M., Marzi, G., Caputo, A., & Bal, P. M. (2020) · Human Resource Management Journal · doi:10.1111/1748-8583.12272 · Cited by 172
“Accordingly, we assert that when employees are highly motivated to use the gamified HRM system, it contributes to higher levels of job engagement due to the positive effects of the motivational factors that improved the employee's psychological state (Hanus & Fox, 2015).”
BackgroundLi, X., & Chu, S. K. W. (2020) · British Journal of Educational Technology · doi:10.1111/bjet.13057 · Cited by 161
Hamari, J., Hassan, L., & Dias, A. (2018) · User Modeling and User-Adapted Interaction · doi:10.1007/s11257-018-9200-2 · Cited by 143
“…has been employed to enhance motivation and engagement in various contexts that include; education (Christy and Fox 2014; Hamari et al. 2016; Hanus and Fox 2015; Landers 2014; Lieberoth 2015); government services (Bista et al. 2014; Hassan & Nader 2016), exercise and health (Hamari and…”
Background
Metadata
- Authors
- Hanus, M. D., & Fox, J.
- Affiliations
- The Ohio State University (US)
- Corresponding author
- Hanus, Michael D.
- ORCID
- Fox, Jesse
- Venue
- Computers & Education
- Publisher
- Elsevier BV
- Published
- 2015-01
- Volume
- 80
- Pages
- 152-161
- ISSN
- 0360-1315 (ISSN-L)
- OpenAlex
- W2037621702
- Semantic Scholar
- dff76a9862467d426113ec530f83942016ae3a97
- Cited by
- 1,918
- References
- 70
- Citations by year
- 2026: 151 · 2025: 167 · 2024: 185 · 2023: 220 · 2022: 214 · 2021: 255 · 2020: 168 · 2019: 208 · 2018: 159 · 2017: 101 · 2016: 49 · 2015: 38
- FWCI
- 146.53
- Type
- journal article
- Language
- en
- Update notices
- erratum (2018-12-01)
- Open access
- closed
- Locations
- Computers & Education (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Social Sciences › Sociology and Political Science › Digital Games and Media
- Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
- Keywords
- gamification, intrinsic motivation, social comparison, student satisfaction, student effort, student empowerment, academic performance, badges, leaderboards, student engagement, longitudinal effects
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