The DOI matches its Crossref record; 57 of the 70 references it cites were found in a registry or an index.
Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“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
In the citing paper
“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
Citations
Cites
Ryan, R. M., & Deci, E. L. (2000) · American Psychologist · doi:10.1037//0003-066x.55.1.68 · Cited by 54,599
The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior
Deci, E. L., & Ryan, R. M. (2000) · Psychological Inquiry · doi:10.1207/s15327965pli1104_01 · Cited by 34,210
A theory of social comparison processes
Festinger, L. (1954) · Human Relations · doi:10.1177/001872675400700202 · Cited by 20,926
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
Deci, E. L., Koestner, R., & Ryan, R. M. (1999) · Psychological Bulletin · doi:10.1037/0033-2909.125.6.627 · Cited by 7,176 · cited 1×
“Studies have shown that giving rewards for a task one already finds interesting ends up harmingmotivation to do that task (Deci et al., 1999, 2001; Lepper, Greene,&Nisbett, 1973).”
BackgroundWhat Video Games Have to Teach Us about Learning and Literacy
(2004) · Education + Training · doi:10.1108/et.2004.00446dae.002 · Cited by 6,674
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
Kapp, K. M. (2012) · Cited by 3,753
Reality is Broken Why Games Make Us Better and How They Can Change the World
(2012) · Choice Reviews Online · doi:10.5860/choice.49-6095 · Cited by 2,933
Flagged first, then by citations
13 of the 70 references couldn’t be matched to a known paper.
Cited by
Sorted by citations
Items 1,101–1,200 of 1,918
Effects of Cognitive Load Level on Students’ Attitude towards the Gamified Course
Topu, F. B. (2022) · Journal of Learning and Teaching in Digital Age · doi:10.53850/joltida.1147246 · Cited by 4
“Hanus and Fox (2015) stated that students in gamified group were less satisfied than non-gamified group.”
InfluentialFrom boredom to excitement: unleashing motivation with Kahoot in English language learning
Noori, A., & Azimi, A. (2023) · Erudita Journal of English Language Teaching · doi:10.28918/erudita.v3i2.1141 · Cited by 4
“Researchers such as (Ersoz, 2000; Gee, 2003; Domínguez, et al., 2013; Ebrahimzadeh & Alavi, 2017; An & Cao, 2017; Budiati, 2017; Hanus & Fox, 2015; Tivaraju, Yunus, & Badusah, 2017) have all contributed valuable insights into the positive impact of digital games on learning motivation.”
BackgroundTowards a Serious Game for Amazigh Language Learning
Boulaknadel, S., Tazouti, Y., & Fakhri, Y. (2019) · IEEE/ACS International Conference on Computer Systems and Applications (AICCSA) · doi:10.1109/aiccsa47632.2019.9035311 · Cited by 4
زيد, أ. م. ع. ا. أ. (2019) · المجلة المصرية للتربية العلمية · doi:10.21608/mktm.2019.113847 · Cited by 4
“Just focusing on gamification for a moment, Hanus (2015) found that students who participated in gamified learning, in comparison with those who didn‟t, were more motivated, empowered, and satisfied with their learning, and that is positively affected their final grades.”
BackgroundInfluentialReinheimer, W. S., & Medina, R. D. (2021) · RENOTE · doi:10.22456/1679-1916.110261 · Cited by 4
CodeToProtect©: C++ Programming Language Video Game for Teaching Higher Education Learners
Ariffin, M. M., Aszemi, N. M., & Mazlan, M. S. (2021) · Journal of Physics Conference Series · doi:10.1088/1742-6596/1874/1/012064 · Cited by 4
Toward a Design Theory of User-Centered Score Mechanics for Gamified Competency Development
Böckle, M., Bick, M., & Novak, J. (2021) · Information Systems Management · doi:10.1080/10580530.2021.1975852 · Cited by 5
“…classical application domains such as marketing (Huotari & Hamari, 2012), health (Miloff et al., 2015) and education (Domínguez et al., 2013; Hanus & Fox, 2015) have played a major role, the use of game design elements in non-game contexts (Deterding et al., 2011) in the workplace is also…”
BackgroundGames and Quizzes in Online Journalism
Wojdynski, B. W. (2019) · IGI Global eBooks · doi:10.4018/978-1-5225-8359-2.ch036 · Cited by 4
EXAMINATION OF MARITIME EDUCATION WITHIN FRAME OF GAMIFICATION
Kayışoğlu, G., Bolat, P., Bolat, F., et al. (2022) · Akıllı Ulaşım Sistemleri ve Uygulamaları Dergisi · doi:10.51513/jitsa.1143499 · Cited by 4
Gamification Framework With Reference to Business Perspective
Prasad, K., Mangipudi, M. R., & Vaidya, R. (2022) · International Journal of Professional Business Review · doi:10.26668/businessreview/2022.v7i5.702 · Cited by 6
Schöbel, S., & Söllner, M. (2019) · Kompetenzmanagement in Organisationen · doi:10.1007/978-3-662-59390-5_7 · Cited by 4
Game-Informed Assessment for Playful Learning and Student Experience (Part II)
Pavlou, M. (2020) · The journal of classics teaching · doi:10.1017/s2058631020000409 · Cited by 4
“This problematises the view that external motivation, such as rewards, can only lead to superficial engagement (Deci et al., 2001) and might even be detrimental to intrinsic motivation (Hanus & Fox, 2015).”
BackgroundStudent Intrinsic-Motivational Perceptions on a 3D Immersive Learning Environment
Lin, H., & Pryor, M. (2021) · International Conference on Educational Technology (ICET) · doi:10.1109/icet52293.2021.9563100 · Cited by 4
Mobile Game-Based Learning in STEM Subjects
Eichler, M. L., Perry, G. T., Lucchesi, I. L., & Melendez, T. T. (2018) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-5225-7365-4.ch064 · Cited by 5
Hanus, M. D., & Cruz, C. (2017) · IGI Global eBooks · doi:10.4018/978-1-5225-5198-0.ch030 · Cited by 3
Self-citationASSESSMENT AND MODULATION OF STUDENT BEHAVIOR THROUGH PERSUASIVE DESIGN
Ismail, M. I., Bakar, N. A. A., & Mohamed, M. B. (2019) · Asian Journal of University Education · doi:10.24191/ajue.v15i3.7564 · Cited by 4
“Due to its potential in modulating behavior, it has been suggested to be an effective tool in improving the current education system (Hanus & Fox, 2015).”
MethodMobile Game-Based Learning in STEM Subjects
Eichler, M. L., Perry, G. T., Lucchesi, I. L., & Melendez, T. T. (2017) · IGI Global eBooks · doi:10.4018/978-1-5225-2255-3.ch554 · Cited by 5
It's Not All Fun and Games: Feedback, Task Motivation, and EffortPreprint
Banuri, S., Danková, K., & Keefer, P. E. (2017) · SSRN Electronic Journal · doi:10.2139/ssrn.3075462 · Cited by 4
“the gamification literature (Hanus and Fox, 2015; Domínguez et al., 2013; Fitz-Walter, Tjondronegoro, and Wyeth, 2011; Montola et al., 2009) and finds some evidence here, among unmotivated and competition-averse individuals.”
Fun Shopping: A Randomized Field Experiment on GamificationPreprint
Ho, Y., Liu, S., & Wang, L. (2020) · SSRN Electronic Journal · doi:10.2139/ssrn.3542045 · Cited by 4
More motivated but equally good: no effect of gamification on visual working memory performancePreprint
Mystakidou, M., & van den Berg, R. (2020) · bioRxiv (Cold Spring Harbor Laboratory) · doi:10.1101/2020.01.12.903203 · Cited by 3
“…on effects of “gamification”, i.e., the use of gaming elements in non-gaming contexts such as learning, education, and marketing (e.g., (Deterding, Dixon, Khaled, & Nacke, 2011; Dicheva, Dichev, Agre, & Angelova, 2015; Hamari & Lehdonvirta, 2010; Hanus & Fox, 2015; Subhash & Cudney, 2018)).”
Setambah, M. A. B., Adnan, M., Zaini, S. H., Mujiasih, M., Hidayat, R., Ibrahim, M. A., & Hanazono, H. (2024) · Infinity Journal · doi:10.22460/infinity.v13i1.p175-196 · Cited by 4
Kim, J., Lindqvist, A. K., & Castelli, D. M. (2024) · Journal of American College Health · doi:10.1080/07448481.2024.2325929 · Cited by 5
“43 Specifically, leader-boards can motivate the students because they can visibly compare their actions to those of the other students.”
Leveraging gamification to enhance motivation and engagement among EFL learners
Tsai, Y.-R. (2024) · English Language Teaching Educational Journal · doi:10.12928/eltej.v7i3.12010 · Cited by 27
“Earlier research (Hanus & Fox, 2015; Koivisto & Hamari, 2014) revealed that learners’ curiosity about new technology will eventually weaken.”
Dong, Y., Ma, H., Li, H., Jing, B., & Liu, H. (2025) · Acta Psychologica · doi:10.1016/j.actpsy.2025.104824 · Cited by 10
van Zandvoort, D., Vredenborg, M., & Bentvelzen, M. (2025) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3706598.3713737 · Cited by 4
Zheng, Y., Mo, Y., Chen, S., Huang, P., Chen, X., Liu, L., Zhang, J., Chen, L., Huang, Y., & Huang, J. (2025) · Interactive Learning Environments · doi:10.1080/10494820.2025.2512571 · Cited by 1
“For instance, Hanus and Fox (2015) found that certain gamification mechanisms in classroom settings may negatively impact some educational outcomes.”
Sharma, R., & Sengar, A. (2025) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2025.2524494 · Cited by 6
“…framework is crucial for creating a balanced and engaging gamified experience, as it guides the design process by focusing on the Lack of experts (Hanus & Fox, 2015; Mårell-Olsson, 2019; Saleem et al., 2022) rules (mechanics), the system’s behavior (dynamics), and the emotional response of the…”
Akgül, Ö., & Güler, M. (2025) · The Journal of Educational Research · doi:10.1080/00220671.2025.2548576 · Cited by 6
“Through this approach, students can transform subjects they find tedious into enjoyable learning experiences (Hanus & Fox, 2015).”
Mayrhofer, J., Weinhandl, R., Baldinger, S., Bleckenwegner, V., & Riegler, V. (2025) · International Journal of Mathematical Education in Science and Technology · doi:10.1080/0020739x.2025.2555333 · Cited by 16
“…this importance of gamification design implies that research should focus more on identifying and isolating the effects of individual game elements in order to get a better understanding of the motivational effects of gamification (Hanus & Fox, 2015; Mekler et al., 2017; Rapp et al.,2019).”
Restaurant Startup Training Through Metaverse Simulation: An Experiential Case Study Using Roblox
Jo, M.-N., Lee, J., & Liu, Y. (2025) · International Journal of Tourism Research · doi:10.1002/jtr.70150 · Cited by 4
Yin, Z., Zhao, Y., & Shi, Y. (2025) · SAGE Open · doi:10.1177/21582440251406089 · Cited by 3
“During this process, academic achievement is enhanced, leading to increased academic engagement (Hanus & Fox, 2015), which in turn may strengthen their sense of school belonging (Allen et al., 2022).”
Nguyen‐Viet, B., & Đoàn, N. M. H. (2026) · Asian Education and Development Studies · doi:10.1108/aeds-09-2025-0466 · Cited by 9
Papadakis, S., Karaköse, T., Yirci, R., Tülübaş, T., & Arıcı, İ. D. (2026) · Computers · doi:10.3390/computers15040242 · Cited by 4
The use of educational games within the structure and properties of matter unit in science class
Eltem, Ö., & Berber, A. (2020) · Participatory Educational Research · doi:10.17275/per.21.36.8.2 · Cited by 3
“Hanus and Fox (2015) and Özkan and Samur (2017) have stated that the reward system can create an effect that increases competition and decreases motivation.”
BackgroundLise Öğrencilerinin Covid-19 Pandemi Dönemi Akademik Motivasyonsuzluklarının İncelenmesi
Kayır, G., & Uçar, Ş. (2022) · ODÜ Sosyal Bilimler Araştırmaları Dergisi (ODÜSOBİAD) · doi:10.48146/odusobiad.1081139 · Cited by 3
Evolution of Research on Adaptive Gamification: A Bibliometric Study
Vijay, M., & Jayan, J. (2023) · International Conference on Circuit, Power and Computing Technologies · doi:10.1109/iccpct58313.2023.10245165 · Cited by 2
GAMIFICATION AS A MEANS OF IMPROVING THE EFFICIENCY OF THE LEARNING PROCESS IN SECONDARY EDUCATION
Салата, О. О., & Трухан, О. Л. (2023) · Continuing Professional Education Theory and Practice · doi:10.28925/1609-8595.2023.3.5 · Cited by 8
Júnior, C. X. P., Santos, H. F. S., Rodrigues, L., & da Costa, N. T. (2023) · Anais do ... Simpósio Brasileiro de Informática na Educação/Anais do Simpósio Brasileiro de Informática na Educação · doi:10.5753/sbie.2023.234990 · Cited by 3
“These items were selected because they evaluate the individual’s intrinsic motivation, which is strongly related to learning gains [Hanus and Fox 2015, Rodrigues et al. 2021b].”
BackgroundMotivation no Jutsu: Exploring the Power of Badge Aesthetics in Gamified Learning
Rodrigues, L., Toda, A. M., Palomino, P. T., et al. (2023) · doi:10.5753/sbie.2023.234313 · Cited by 3
“Particularly, the findings suggest a positive effect on intrinsic motivation, which has a strong relationship to learning gains [Hanus and Fox 2015, Rodrigues et al. 2021].”
BackgroundThe Effects of Gamification on Students’ Flow Experience: A Controlled Experimental Study
Brambilla, A., Oliveira, W., Scaico, P. D., Hamari, J., Li, Z., Shi, L., & Dindar, M. (2024) · IEEE International Conference on Advanced Learning Technologies (ICALT) · doi:10.1109/icalt61570.2024.00078 · Cited by 3
Oyunların Büyüsü Eğitimle Buluşuyor: Eğitim Programlarını Oyunlaştırma ile Zenginleştirmek
Şen, E., & Şahin, H. (2024) · Tıp Eğitimi Dünyası · doi:10.25282/ted.1591224 · Cited by 3
Bamigbola, A. A., & Udomah, U. F. (2025) · Digital Library Perspectives · doi:10.1108/dlp-08-2024-0125 · Cited by 3
Jabbari, N., Zarrinabadi, N., & Amini, F. (2025) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2025.2513983 · Cited by 4
“…gamification designs such as Duolingo may lead to anxiety or frustration in learners who struggle with competitive features like leaderboards (Hanus and Fox 2015), as well as in those who experience limited task variation and few authentic interactions in language learning apps (Loewen et…”
Gamification in primary education
Lorenzo, M. D. C. R., Sánchez-Martı́nez, C., López, J. M. S., & García, M. D. P. Q. (2025) · Technology Pedagogy and Education · doi:10.1080/1475939x.2025.2562354 · Cited by 6
“Gamification is a consolidated field that has generated a new trend in the application of gaming elements to previously unrelated contexts, such as education, health and social areas, and marketing; this term is increasingly used (Hanus & Fox, 2015; Yamani, 2021).”
Linked Data-enabled Gamification in EPUB 3 for Educational Digital Textbooks
Heyvaert, P., Verborgh, R., Mannens, E., et al. (2015) · Lecture notes in computer science · doi:10.1007/978-3-319-24258-3_65 · Cited by 3
The influence of scaffolded computerised science problem solving on motivational aspects
Fund, Z., & Madjar, N. (2018) · International Journal of Science Education · doi:10.1080/09500693.2018.1528644 · Cited by 4
“For example, recent fi ndings have indicated that gami fi cation may induce students ’ engagement, but this e ff ect vanishes within 8 weeks (Ronimus, Kujala, Tolvanen, & Lyytinen, 2014), and the initial period of engagement may have a negative impact on students ’ performance (Hanus & Fox, 2015).”
BackgroundPiloting Experiential Learning through 360° Video and 3d Printing to Improve System Modelling
Muñoz-Carpio, J. C., Cowling, M., & Birt, J. (2019) · doi:10.1145/3348400.3348411 · Cited by 3
“The role of gamification is to evoke psychological experiences that match a game environment by applying the mechanics of gamification in educational settings [12, 14].”
BackgroundThe practices of performance management and low performers in the US Federal Government
Lee, H.-W., & Rhee, D.-Y. (2019) · International Journal of Manpower · doi:10.1108/ijm-12-2018-0404 · Cited by 3
Motivational Affordances to Gamification in Workplace: A Literature Review and Proposed Framework
Riatmaja, D. S., Suyanto, M., Muafi, M., & Prajogo, W. (2020) · TEST Engineering & Management · Cited by 3
Vanzuíta, A., & Nascimento, M. S. C. N. (2020) · Research Society and Development · doi:10.33448/rsd-v9i10.8268 · Cited by 3
Gamificação aplicada ao ensino e aprendizagem de Engenharia de Software: Um mapeamento sistemático
Altomar, M., Furtado, F., de Oliveira, A. M., et al. (2020) · Anais do ... Simpósio Brasileiro de Informática na Educação/Anais do Simpósio Brasileiro de Informática na Educação · doi:10.5753/cbie.sbie.2020.352 · Cited by 3
Cheema, S. E., & Velez, J. A. (2020) · Journal of Media Psychology Theories Methods and Applications · doi:10.1027/1864-1105/a000285 · Cited by 3
Social Factors Influence on Accounting Students Attitude to Use Games Based Learning
Silva, R., Rodrigues, R. G., & Leal, C. T. P. (2021) · IntechOpen eBooks · doi:10.5772/intechopen.95430 · Cited by 4
YENİ NESİL VE OYUNLAŞTIRMA: ÖĞRETMEN ADAYLARININ OYUNLAŞTIRMA UYGULAMASINA İLİŞKİN GÖRÜŞLERİ
Sani-Bozkurt, S. (2021) · Milli Eğitim Dergisi · doi:10.37669/milliegitim.693820 · Cited by 4
Osuna-Acedo, S. (2021) · Springer eBooks · doi:10.1007/978-3-030-67314-7_6 · Cited by 5
Giordano, C. V., & de Souza, L. T. D. (2021) · REVISTA ENIAC PESQUISA · doi:10.22567/rep.v10i1.767 · Cited by 3
“Um dos principais objetivos da gamificação, independente do formato, é motivar os alunos a se interessarem pelo conteúdo ou possibilitar com que se divirtam com tarefas que seriam repetitivas e cansativas (Hanus & Fox, 2015).”
BackgroundLim, E. J. A. (2021) · Indian Journal of Science and Technology · doi:10.17485/ijst/v14i23.902 · Cited by 8
“(2) According to the Utendorf August 13, 2013 article on IntrepidLearning.”
BackgroundMonteiro, M., Ricard, R. J., & Ratanavivan, W. (2021) · Journal of Research in Childhood Education · doi:10.1080/02568543.2021.1991058 · Cited by 3
“…into young adulthood (Carroll, 2019; Darling-Hammond et al., 2020; Esplin et al., 2020; Geronimi et al., 2020; Zelazo et al., 2018) and are associated with more successful performance in education and social functioning (Esplin et al., 2020; Hanus & Fox, 2015; Panoutsopoulos & Sampson, 2012).”
BackgroundInfluentialExploring Augmented Reality Games in Accessible Learning: A Systematic Review
Cai, M., Akçayır, G., & Epp, C. D. (2021) · arXiv (Cornell University) · doi:10.48550/arxiv.2111.08214 · Cited by 3
“These studies also showed improved learning when a series of goals, rules, and rewards that are lacking in standard learning approaches were provided through the technology [6].”
BackgroundGamificação no ensino de enfermagem: avaliação do impacto na aprendizagem
Farias, Q. S. D. S., da Silva, R. S., Araújo, J. M. D. S., et al. (2021) · Research Society and Development · doi:10.33448/rsd-v10i16.23884 · Cited by 3
Learning Theories Within Gamification
(2020) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-7998-2079-6.ch001 · Cited by 3
Using Gamification Strategies to Cultivate and Measure Professional Educator Dispositions
Alexander, C. (2021) · IGI Global eBooks · doi:10.4018/978-1-6684-3710-0.ch084 · Cited by 3
A GAMIFICATION TECHNIQUE TO INCREASE ENGAGEMENT IN ASYNCHRONOUS ONLINE DISCUSSIONS
(2020) · Issues in Information Systems · doi:10.48009/3_iis_2020_20-30 · Cited by 3
Kahoot! in Music and Physical Education Disciplines in Higher Education
Gil, D. G., Bonastre, C., Villarroel, C. A., & Otero, I. R. (2022) · Aloma: revista de psicologia, ciències de l'educació i de l'esport Blanquerna · doi:10.51698/aloma.2022.40.1.45-54 · Cited by 3
Sosyal Bilgiler Derslerinde Oyunlaştırma
Ak, M. M., & Oruç, Ş. (2022) · Uluslararası Ders Kitapları ve Eğitim Materyalleri Dergisi · doi:10.53046/ijotem.1112220 · Cited by 3
Gamified Learning in Online Teaching Through Platforms: The Use of Quizizz
García, J. I. R., & Díaz, M. M. (2022) · Communications in computer and information science · doi:10.1007/978-3-031-08890-2_1 · Cited by 7
Simão, C. H., & Jardim, M. I. D. A. (2023) · EccoS – Revista Científica · doi:10.5585/eccos.n65.23660 · Cited by 3
Férriz-Valero, A., Agulló-Pomares, G., & Tortosa‐Martínez, J. (2023) · Apunts Educación Física y Deportes · doi:10.5672/apunts.2014-0983.es.(2023/3).153.04 · Cited by 4
Fallatah, A. I. (2023) · Journal of Arts, Literature, Humanities and Social Sciences · doi:10.33193/jalhss.93.2023.864 · Cited by 5
A Qualitative Study on Malaysian Academics' Perceptions and Suggestions on Gamified Learning
Eltahir, M. E., Annamalai, N., Uthayakumaran, A., Zyoud, S. H., Zakarneh, B. M., & Alsalhi, N. R. (2023) · The Qualitative Report · doi:10.46743/2160-3715/2023.6102 · Cited by 3
Student Perception of Social Comparison in Technology Enhanced Learning
Joshi, A., Molenkamp, B., & Александрович, С. С. (2023) · Lecture notes in computer science · doi:10.1007/978-3-031-42682-7_9 · Cited by 3
Use of Open Badges for Student Instructor Training: An Evaluation Case Study
Zhang, J., & West, R. E. (2023) · Journal of Formative Design in Learning · doi:10.1007/s41686-023-00078-4 · Cited by 3
“However, studies have shown that in-class gamified rewarding systems have only a minor impact on adult learners’ learning outcomes (Attali & Arieli-Attali, 2015) and that the impact on motivation and engagement only lasts temporarily (Hanus & Fox, 2015).”
Juli, M. C. D., Oliveira, W., do Nascimento, I. M., & Isotani, S. (2023) · Revista Brasileira de Informática na Educação · doi:10.5753/rbie.2023.3118 · Cited by 3
ENHANCING STUDENTS’ ORAL ARTICULATION IN ENGLISH BY USING GAMIFICATION: STUDENTS’ PERCEPTION
Ridhon, M., & Daulay, S. H. (2023) · Ethical Lingua Journal of Language Teaching and Literature · doi:10.30605/25409190.556 · Cited by 3
The Impact of Gamified Learning on Student Engagement and Academic Achievement in Secondary Schools
Zhaopeng, W. (2023) · Frontiers in Educational Research · doi:10.25236/fer.2023.062525 · Cited by 3
Prosecuting Atrocity Crimes with Open Source Evidence
Freeman, L. (2019) · Oxford University Press eBooks · doi:10.1093/law/9780198836063.003.0004 · Cited by 3
Soni, V., & Banwet, D. K. (2025) · The International Journal of Management Education · doi:10.1016/j.ijme.2025.101163 · Cited by 5
le Maire, N., Dalcq, A., Colaux‐Castillo, C., Fauconnier, M., & Verpoorten, D. (2017) · Revue internationale des technologies en pédagogie universitaire · doi:10.18162/ritpu-2017-v14n1-05 · Cited by 3
F-LauReLxp: A gameful learning experience in forecasting.
Legaki, N.-Z., & Assimakopoulos, V. (2018) · Cited by 3
LOOKING FOR STUDENTS' ENTHUSIASM: FLIPPED CLASSROOM
Soler-Porta, M., Bentabol, M., Lopes, A. P., Palma, R. C., Bentabol, A., Muñoz, M. M., Esteban, A., Luna, M. J., & Cortés, L. (2018) · ICERI proceedings · doi:10.21125/iceri.2018.1209 · Cited by 3
“The gamification of education is interesting because it significantly increases students’ motivation to learn [7], partly because it draws on students’ familiarity with and enjoyment of digital entertainment technology [8].”
BackgroundMcKain, D. (2019) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-5225-7473-6.ch006 · Cited by 3
Gamification: motivating users’ energy conservation behaviour
Wee, S. C., & Choong, W. W. (2017) · Cited by 3
Penggunaan Aplikasi Permainan Mudah Alih Global Zakat Game (GZG) Dalam Pengajaran dan Pembelajaran
Rahman, A. A., Ghani, N. A. A., Zakaria, M. A., et al. (2019) · Journal of Fatwa Management and Research · doi:10.33102/jfatwa.vol0no0.269 · Cited by 3
Ferreira, H., & Roseira, C. (2020) · Lecture notes in computer science · doi:10.1007/978-3-030-63464-3_18 · Cited by 3
Fraga, A. L., Gramajo, M. G., Trejo, F., et al. (2018) · Lecture notes in networks and systems · doi:10.1007/978-3-319-95678-7_69 · Cited by 3
“Implementing such techniques facilitates changes in the classic classroom activities, providing incentives for students through reward and scoring systems [2].”
BackgroundFuture Opportunities for Using Gamification in Management Education
Kuofie, M., & Suman, S. (2021) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-7998-8327-2.ch010 · Cited by 3
Implementing Gamified Teaching
Szendrői, L., Dhir, K. S., & Czakó, K. F. (2021) · International Journal of Game-Based Learning · doi:10.4018/ijgbl.294014 · Cited by 4
Current Challenges in Gamification Identified in Empirical Studies
Cermak-Sassenrath, D. (2019) · European Conference on e-Learning · doi:10.34190/eel.19.065 · Cited by 4
Ahmed, S. A. M. (2021) · Maǧallaẗ Kulliyyaẗ Al-Tarbiyyaẗ Bil-Manṣūraẗ · doi:10.21608/maed.2021.235831 · Cited by 3
“Motivating students and avoiding boredom inside classrooms is necessary (Hanus & Fox, 2015).”
BackgroundMODEL DAN PRAKTIK: ASESMEN FORMATIF NON PAPER-BASED DALAM PEMBELAJARAN BAHASA ARAB
Wanti, A. I., A’yuni, Q., & Chamidah, D. (2022) · Arabi Journal of Arabic Studies · doi:10.24865/ajas.v7i1.419 · Cited by 8
“Pembelajaran yang diiringi asesmen kreatif dibutuhkan untuk menjaga motivasi belajar siswa, keterlibatan, dan konsentrasi dari waktu ke waktu (Hanus & Fox, 2015; Kuo & Chuang, 2016; Wang & Tahir, 2020).”
BackgroundPTD: Player Type Design to Foster Engaging and Playful Learning Experiences
Pirker, J., Gütl, C., & Löffler, J. (2017) · Advances in intelligent systems and computing · doi:10.1007/978-3-319-73210-7_58 · Cited by 3
Impact of Gamification on Trace Link Vetting: A Controlled Experiment
Maro, S., Sundklev, E., Persson, C.-O., et al. (2019) · Lecture notes in computer science · doi:10.1007/978-3-030-15538-4_6 · Cited by 3
LA IMPORTANCIA DE INVESTIGAR SOBRE EDUCACION SUPERIOR EN GESTION EMPRESARIAL
de Castro, G. A. (2018) · Journal of Management and Business Education · doi:10.35564/jmbe.2018.0007 · Cited by 3
Mosley, C., Mosley, J. R., Bell, C. E., Aitchison, K., Rhind, S. M., & MacKay, J. R. D. (2019) · Veterinary Record · doi:10.1136/vr.105338 · Cited by 4
Detalhando a Motivação em um Processo de Gamificação
Conejo, G. G., Gasparini, I., & Hounsell, M. D. S. (2019) · Anais ... Workshops do Congresso Brasileiro de Informática na Educação · doi:10.5753/cbie.wcbie.2019.1114 · Cited by 3
“Os outros três trabalhos utilizaram a escala IMI para medir a motivação de usuários de sistemas computacionais [Hanus and Fox 2015, Mekler et al. 2017, Fırat et al. 2018].”
BackgroundDefinition of a framework for organisational management
Silva, A. M. M. D., & de Pinho, A. F. (2020) · Knowledge Management Research & Practice · doi:10.1080/14778238.2019.1708826 · Cited by 3
“Taking into account that the e ff ects of competition may depend on constructive or destructive competition (Hanus & Fox, 2015), the main means to meet the vulnerability of a gami fi ed intervention in an organisational environment is the pre-de fi ned event systemati-sation together with the…”
BackgroundLeveling Up for the Teacher-Practitioner
McFarland, J. (2020) · Schools · doi:10.1086/708359 · Cited by 4
GAME-BASED LEARNING SYSTEM: AN EXCEPTIONAL LEARNERS MOTIVATION FOR BETTER PERFORMANCE
Cruz, C. S. D., Arenas, M. R., Palaoag, T. D., et al. (2021) · International Journal of Organizational Business Excellence · doi:10.21512/ijobex.v1i1.7157 · Cited by 3
Reyssier, S., & Simonian, S. (2021) · Canadian Journal of Education / Revue canadienne de l éducation · doi:10.53967/cje-rce.v44i1.4431 · Cited by 3
“À la suite de cette première expérimentation, les résultats obtenus, et contrastés, s’expliquent par le fait que tous les enseignants et les élèves ne réagissent pas de la même façon face à l’EIAH (Barata et al., 2017 ; Hanus et Fox, 2015 ; Landers et al., 2017).”
Virtual Reality for enhanced learning in artistic disciplines of degree of video games
Peig, T. V., Navarro, I., Riera, A. S., et al. (2021) · Iberian Conference on Information Systems and Technologies (CISTI) · doi:10.23919/cisti52073.2021.9476656 · Cited by 3
“[13], [14], [15] and [16]”
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
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
