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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
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
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“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
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Does Gamification Work? -- A Literature Review of Empirical Studies on Gamification
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Items 301–400 of 1,918
Application of escape lab-room to heat transfer evaluation for chemical engineers
de la Flor, D., Calles, J. A., Espada, J. J., & Rodríguez, R. (2020) · Education for Chemical Engineers · doi:10.1016/j.ece.2020.06.002 · Cited by 50
Reyssier, S., Hallifax, S., Serna, A., Marty, J.-C., Simonian, S., & Lavoue, E. (2022) · IEEE Transactions on Learning Technologies · doi:10.1109/tlt.2022.3153239 · Cited by 48
“This corroborates the results presented by Hanus et al. [43], which suggest that Badges and other rewards are considered as controlling rewards, since they encourage action but constrain it to the objectives proposed by Badges.”
Feelings of Being for Mobile User Experience Design
Dirin, A., Nieminen, M., & Laine, T. (2022) · International journal of human computer interactions · doi:10.1080/10447318.2022.2108964 · Cited by 44
“Furthermore, flexibility, freedom, and extended capabilities (Hanus & Fox, 2015) result in an empowerment feeling.”
BackgroundThe role of rewards in motivation—Beyond dichotomies
Bardach, L., & Murayama, K. (2024) · Learning and Instruction · doi:10.1016/j.learninstruc.2024.102056 · Cited by 72
Coelho, F., Rando, B., Aparício, D., Ribeiro, P. C. P. S. V., Gonçalves, D. J. V., & Abreu, A. M. (2025) · Journal of Computers in Education · doi:10.1007/s40692-025-00366-x · Cited by 88
“Initial excitement from game elements can decline over time (Hanus & Fox, 2015).”
Board Game in Physics Classes—a Proposal for a New Method of Student Assessment
Dziob, D. (2018) · Research in Science Education · doi:10.1007/s11165-018-9714-y · Cited by 49
“According to Hanus and Fox (2015) and Jolliffe (2007), the above can stimulate knowledge assimilation.”
BackgroundThe effects of gamification elements in e-learning platforms
Gafni, R., Achituv, D. B., Eidelman, S., & Chatsky, T. (2018) · Online Journal of Applied Knowledge Management · doi:10.36965/ojakm.2018.6(2)37-53 · Cited by 48
Effects of Gamification in BCI Functional Rehabilitation
de Castro-Cros, M., Sebastián-Romagosa, M., Rodríguez-Serrano, J., Opisso, E., Ochoa, M., Ortner, R., Guger, C., & Tost, D. (2020) · Frontiers in Neuroscience · doi:10.3389/fnins.2020.00882 · Cited by 48
“In particular, rewards, badges and leaderboards should be used with precaution as they may backfire (Hanus and Fox, 2015).”
BackgroundStewart, W. H., Baek, Y., Kwid, G., & Taylor, K. (2021) · Journal of Educational Computing Research · doi:10.1177/0735633121992479 · Cited by 58
“The intrinsic motivation scale used in this study was adopted from Hanus and Fox (2015).”
MethodInfluentialInvestigating the effect of using game-based learning on EFL learners' motivation and anxiety
Ahmed, A. A. A., Ampry, E. S., Komariah, A., Hassan, I., Thahir, I., Hussein Ali, M., Fawzi Faisal, A., & Zafarani, P. (2022) · Education Research International · doi:10.1155/2022/6503139 · Cited by 46
“Gamification has a long-term effect on university students’ motivation, according to Hanus and Fox [37].”
BackgroundResultOnline Versus Offline Perspectives on Gamified Learning
MacNamara, D., & Murphy, L. (2017) · TRAP@NCI (National College of Ireland) · Cited by 47
Skalka, J., & Drlík, M. (2018) · Advances in intelligent systems and computing · doi:10.1007/978-3-319-75175-7_22 · Cited by 47
James, T. L., Deane, J. K., & Wallace, L. G. (2019) · Information Systems Journal · doi:10.1111/isj.12233 · Cited by 53
“Furthermore, the addition of gamified elements to a learning environment, in particular badges and leaderboards, has been shown to decrease intrinsic motivation and lead to poorer performance (Hanus & Fox, 2015).”
BackgroundUse of gamification in English learning in Higher Education: A systematic review
Cruz, K. M. L.-D. L., Noa, S., Turpo-Gebera, O., Montesinos-Valencia, C. C., Velásquez, S. M. B., & Postigo, G. S. P. (2023) · Journal of Technology and Science Education · doi:10.3926/jotse.1740 · Cited by 45
“…as motivating, enjoyable, cooperative, competitive, participatory, engaging, exciting, and interesting (Bustillo et al., 2017; Girardelli, 2017; Hasegawa et al., 2015; Hung, 2017; Mchucha et al., 2017; Klubal et al., 2018; Sanchez et al., 2020) because it allows them to actively engage in…”
BackgroundGamification in Science Education: Gamifying Learning of Microscopic Processes in the Laboratory
Fleischmann, K., & Ariel, E. (2016) · Contemporary Educational Technology · doi:10.30935/cedtech/6168 · Cited by 46
RETRACTED: The Role of Gamification in Enhancing Intrinsic Motivation to Use a Loyalty Program
Kim, K., & Ahn, S. J. (2017) · Journal of Interactive Marketing · doi:10.1016/j.intmar.2017.07.001 · Cited by 56
RetractedThe impact of a forfeit-or-prize gamified teaching on e-learners’ learning performance
Ge, Z.-G. (2018) · Computers & Education · doi:10.1016/j.compedu.2018.07.009 · Cited by 46
Comparison of a Gamified and Non-Gamified Virtual Reality Training Assembly Task
Palmas, F., Labode, D., Plecher, D. A., & Klinker, G. (2019) · International Conference on Virtual Worlds and Games for Serious Applications (VS-Games) · doi:10.1109/vs-games.2019.8864583 · Cited by 50
Gamification to avoid cognitive biases: An experiment of gamifying a forecasting course
Legaki, N.-Z., Karpouzis, K. C., Assimakopoulos, V., & Hamari, J. (2021) · Technological Forecasting and Social Change · doi:10.1016/j.techfore.2021.120725 · Cited by 60
Martín, P., Gil‐Lacruz, M., Gil‐Lacruz, A. I., Azkue-Beteta, J. L., Rodríguez, E. M. L., & Cantarero, L. (2021) · Sustainability · doi:10.3390/su132413573 · Cited by 69
“Students intrinsically motivated through the use of games for learning chose more difficult assignments and produced higher-quality artifacts [45], retained information better, were generally happier and more engaged [46].”
BackgroundPerformance Over Enjoyment? Effect of Game-Based Learning on Learning Outcome and Flow Experience
Chan, K., Wan, K., & King, V. (2021) · Frontiers in Education · doi:10.3389/feduc.2021.660376 · Cited by 46
“With focus on flow of game-based learning and subsequent changes on learning performance, the current study did not address the role of other integral psychological mechanisms, such as intrinsic motivation (Hanus and Fox, 2015; Sailer et al., 2017; Chapman and Rich, 2018) and cognitive load (Chang et al.”
BackgroundLavoué, É., Ju, Q., Hallifax, S., & Serna, A. (2021) · International Journal of Human-Computer Studies · doi:10.1016/j.ijhcs.2021.102670 · Cited by 47
“For example, Hanus and Fox [15] studied the impact of a 16-week gamified course on learners’ intrinsic motivation, compared to a non-gamified course.”
InfluentialBoosting Student’s Motivation through Gamification in Physical Education
Sotos-Martínez, V. J., Tortosa‐Martínez, J., Baena‐Morales, S., & Férriz-Valero, A. (2023) · Behavioral Sciences · doi:10.3390/bs13020165 · Cited by 45
“This discrepancy in the results may be due to the nature of the rewards given in gamification as it appears that if the reward is intrinsic to the game it has a greater impact on intrinsic motivation, while regardless of whether it is more tangible or external, it affects extrinsic motivation [3,29].”
Yang, K.-H. (2017) · Interactive Learning Environments · doi:10.1080/10494820.2017.1286099 · Cited by 45
“According to the aforementioned studies, feedback (or responses) is an indispensable element of educational games which can promote positive learning outcomes (Hanus & Fox, 2015; Papastergiou, 2009).”
BackgroundLuo, Z., Brown, C., & O’Steen, B. (2021) · Education and Information Technologies · doi:10.1007/s10639-021-10622-z · Cited by 44
Wei, Z., & Yuan, M. (2023) · Sustainability · doi:10.3390/su15097531 · Cited by 44
Pineda-Martínez, M., Llanos-Ruiz, D., Puente-Torre, P., & García-Delgado, M. Á. (2023) · Sustainability · doi:10.3390/su151713032 · Cited by 45
“In contrast to other studies, this review highlights the benefits of using these methodological approaches for sustainable education in higher education [4,12].”
Modelo Teórico Integrado de Gamificación en Ambientes E-Learning (E-MIGA)
Torres-Toukoumidis, Á., Romero-Rodríguez, L. M., Rodríguez, M. A. P., & Björk, S. L. (2017) · Revista Complutense de Educación · doi:10.5209/rced.52117 · Cited by 46
Exploring the relationships between gamification and motivational needs in technology design
Tang, J., & Zhang, P. (2018) · International Journal of Crowd Science · doi:10.1108/ijcs-09-2018-0025 · Cited by 44
“, 2017), marketing (Huotari and Hamari, 2017), education (Hanus and Fox, 2015) and health care (Hamari and Koivisto, 2015b).”
BackgroundA Guide for Game-Design-Based Gamification
Gallego-Durán, F. J., Arnedo, C.-J. V., Cuerda, R. S., Compañ, P., Molina-Carmona, R., & Largo, F. L. (2019) · Informatics · doi:10.3390/informatics6040049 · Cited by 56
“[41] and to a linear-equations solving exercise and a gamified version of the linear-equations solving exercise proposed by Llorens et al.”
BackgroundPenQuest: a gamified attacker/defender meta model for cyber security assessment and education
Luh, R., Temper, M., Tjoa, S., Schrittwieser, S., & Janicke, H. (2019) · Journal of Computer Virology and Hacking Techniques · doi:10.1007/s11416-019-00342-x · Cited by 44
Effective Usage of Gamification Techniques to Boost Student Engagement
Raju, R., Bhat, S., Bhat, S., D’Souza, R. G. L., & Singh, A. B. (2021) · Journal of Engineering Education/Journal of engineering education transformations/Journal of engineering education transformation · doi:10.16920/jeet/2021/v34i0/157171 · Cited by 66
Groening, C., & Binnewies, C. (2021) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2020.1870828 · Cited by 54
“Motivational benefits have been addressed by many authors of both empirical studies and theoretical papers as one essential outcome of gamification (e.g., Bittner & Schipper, 2014; Hanus & Fox, 2015; Hense et al., 2014; Lopez & Tucker, 2019; Su & Cheng, 2015).”
BackgroundZhou, F., Lin, Y., Mou, J., Cohen, J. F., & Chen, S. (2022) · Technological Forecasting and Social Change · doi:10.1016/j.techfore.2022.122150 · Cited by 47
Lee, K. C. (2023) · Heliyon · doi:10.1016/j.heliyon.2023.e20420 · Cited by 74
“Hanus and Fox [102] found that gamification harms students ’ final exam scores and motivation.”
BackgroundRapp, A. (2018) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2018.1461760 · Cited by 45
“However, research stressed that this way of comparing users sometimes may enhance motivation to outperform others, while other times it may have negative effects (Hanus & Fox, 2015; Lin, Mamykina, Lindtner, Delajoux, & Strub, 2006).”
BackgroundOneUp: Supporting Practical and Experimental Gamification of Learning
Dicheva, D., Irwin, K., & Dichev, C. (2018) · International Journal of Serious Games · doi:10.17083/ijsg.v5i3.236 · Cited by 43
“The majority of current gamification literature (with a few notable exceptions [6, 17, 25, 26]) focuses on studying the effectiveness of game design elements in promoting certain behavioral outcomes, ignoring the underlying psychological mechanisms that may actually account for these effects.”
InfluentialThe effect of gamification on young mathematics learners’ achievements and attitudes
KARAMERT, Ö., & Vardar, A. K. (2021) · Journal of Educational Technology and Online Learning · doi:10.31681/jetol.904704 · Cited by 43
“…Cozar-Gutierrez & Saez-Lopez (2016), Sağlık (2017), Kingsley & Grabner-Hagen (2015), Gonzalez et al. (2016), Polat (2014), Hamzah et al. (2015), Hanus & Fox (2015), De-Marcos et al. (2014), Abramovich et al. (2013), Yıldırım (2016), Brewer et al. (2013), and Li et al. (2013)’s studies in…”
BackgroundHwang, G., & Chen, P. (2021) · Entertainment Computing · doi:10.1016/j.entcom.2021.100459 · Cited by 44
The Rise of Motivational Information Systems: A Review of Gamification ResearchPreprint
Koivisto, J., & Hamari, J. (2017) · SSRN Electronic Journal · doi:10.2139/ssrn.3226221 · Cited by 43
Schöbel, S., Janson, A., & Leimeister, J. M. (2022) · Organizational Behavior Teaching Review · doi:10.1177/10525629221123287 · Cited by 43
“Gamification can be used to support the learning of problem-solving skills by signaling continuous achievements and progress and activating self-regulation (Hanus & Fox, 2015; Jang, 2008; Newmann, 1992).”
BackgroundExplaining the Outcomes of Social Gamification: A Longitudinal Field Experiment
Zhang, J., Jiang, Q., Zhang, W., Kang, L., Lowry, P. B., & Zhang, X. (2023) · Journal of Management Information Systems · doi:10.1080/07421222.2023.2196776 · Cited by 42
“Hanus and Fox [34] also found that user satisfaction and learning performance diminished with the use of an individual leader-board in an e-learning program.”
BackgroundExploring the role of gamification in motivating students to learn
Baah, C., Govender, I., & Subramaniam, P. R. (2023) · Cogent Education · doi:10.1080/2331186x.2023.2210045 · Cited by 90
“According to Hanus and Fox (2015), gamification has been successfully implemented in a wide range of sectors and its benefits are receiving much attention.”
BackgroundTen Years of Gamification-Based Learning: A Bibliometric Analysis and Systematic Review
Al-Hafdi, F. S., & Alhalafawy, W. S. (2024) · International Journal of Interactive Mobile Technologies (iJIM) · doi:10.3991/ijim.v18i07.45335 · Cited by 69
Motivation mechanism of gamification in crowdsourcing projects
Zeng, Z., Tang, J., & Wang, T. (2017) · International Journal of Crowd Science · doi:10.1108/ijcs-12-2016-0001 · Cited by 42
“Hanus and Fox (2015) applied badge and leaderboard to the context of education and discovered that these two kinds of game element may decrease the motives and final scores of students.”
BackgroundGamification for software process improvement: a practical approach
Herranz, E., Guzmán, J. G., Seco, A. D. A., & Larrucea, X. (2018) · IET Software · doi:10.1049/iet-sen.2018.5120 · Cited by 42
“Regarding the motivation results, it is likely that the introduction of competitive game mechanics introduced tension among the participants and this fact may decrease the motivation and fun, as indicated by previous studies, although this is mitigated by the use of collaborative mechanics [42].”
ResultGamifying a Simulation: Do a Game Goal, Choice, Points, and Praise Enhance Learning?
Brom, C., Stárková, T., Bromová, E., & Děchtěrenko, F. (2018) · Journal of Educational Computing Research · doi:10.1177/0735633118797330 · Cited by 42
Participatory Design of Technologies to Support Recovery from Substance Use Disorders
Schmitt, Z., & Yarosh, S. (2018) · Proceedings of the ACM on Human-Computer Interaction · doi:10.1145/3274425 · Cited by 41
“Furthermore, prior research indicates that extrinsic motivation has the potential to actively reduce an individual’s existing intrinsic motivation [23,40] – a potentially disastrous outcome concerning individuals in recovery.”
BackgroundChen, P.-Z., Chang, T.-C., & Wu, C. (2020) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2020.100664 · Cited by 48
Dustman, W. A., King‐Keller, S., & Marquez, R. (2021) · Journal of Microbiology and Biology Education · doi:10.1128/jmbe.v22i1.2439 · Cited by 51
“Gamification of learning offers new tools to boost knowledge acquisition (27–29), enhance students’ understanding of the material (30, 31), improve the development of critical reasoning skill (32, 33), increase motivation (34, 35), raise engagement with the subject material (36–39), provide a real world application (4…”
BackgroundGames in the classroom? Analysis of their effects on financial accounting marks in higher education
Martínez, E. O., Jaén, J. M. S., & Mercedes, P.-M. (2021) · The International Journal of Management Education · doi:10.1016/j.ijme.2021.100584 · Cited by 48
Guo, W., Chen, T., & Luo, Q. (2022) · Government Information Quarterly · doi:10.1016/j.giq.2022.101676 · Cited by 46
Adams, S. P., & Preez, R. D. (2021) · Technology Knowledge and Learning · doi:10.1007/s10758-021-09500-x · Cited by 53
Zhao, J., Panjaburee, P., Hwang, G., & Wongkia, W. (2023) · Interactive Learning Environments · doi:10.1080/10494820.2023.2219702 · Cited by 52
“With the game features, gami fi cation can signi fi cantly facilitate student engagement and foster motivation (Ge, 2018; Groening & Binnewies, 2019; Hanus & Fox, 2015), especially when implementing game functions in traditional learning environments is sorely lacking.”
Gamiware: A Gamification Platform for Software Process Improvement
Herranz, E., Colomo‐Palacios, R., & Seco, A. D. A. (2015) · Communications in computer and information science · doi:10.1007/978-3-319-24647-5_11 · Cited by 40
Challenge-based gamification and its impact in teaching mathematical modeling
Rincón-Flores, E. G., Soledad, M., & Mena, J. (2016) · Ninth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM'21) · doi:10.1145/3012430.3012605 · Cited by 40
Herramientas de gamificación para el aprendizaje de ciencias de la tierra
García, I. S. D. S. (2018) · Edutec Revista Electrónica de Tecnología Educativa · doi:10.21556/edutec.2018.65.1143 · Cited by 40
How Personalization Affects Motivation in Gamified Review Assessments
Rodrigues, L., Palomino, P. T., Toda, A. M., Klock, A. C. T., Pessoa, M., Pereira, F. D., Oliveira, E., Oliveira, D. F., Cristea, A. I., Gasparini, I., et al. (2023) · International Journal of Artificial Intelligence in Education · doi:10.1007/s40593-022-00326-x · Cited by 44
“…with multidimensional personalization to improve autonomous motivation, which is known to mediate improvements in learning outcomes according to empirical evidence (Hanus & Fox, 2015; Rodrigues et al., 2021; Sanchez et al., 2020) and the Gamification Science framework (Landers et al., 2018).”
Influential(2015) · Cited by 41
Use of gamification to enhance e-learning experience
Kashive, N., & Mohite, S. (2022) · Interactive Technology and Smart Education · doi:10.1108/itse-05-2022-0058 · Cited by 55
Use of In-Game Rewards to Motivate Daily Self-Report Compliance: Randomized Controlled Trial
Taylor, S., Ferguson, C., Peng, F., Schoeneich, M., & Picard, R. W. (2018) · Journal of Medical Internet Research · doi:10.2196/11683 · Cited by 40
Traducción y validación de la escala de evaluación de experiencias gamificadas (GAMEX)
González, M. E. P., & Robles, A. S. (2019) · Bordón. Revista de pedagogía · doi:10.13042/bordon.2019.70783 · Cited by 69
Leveraging learning with gamification: An experimental case study with bank managers
Cechella, F. S., Abbad, G. D. S., & Wagner, R. (2021) · Computers in Human Behavior Reports · doi:10.1016/j.chbr.2020.100044 · Cited by 47
“This choice was risky because it is known that competitive gami fi cation can hinder learning (Hanus & Fox, 2015).”
BackgroundQiao, M. S., Yeung, S. S., Shen, X., & Chu, S. K. W. (2022) · British Journal of Educational Technology · doi:10.1111/bjet.13178 · Cited by 57
Models of Instructional Design in Gamification: A Systematic Review of the Literature
González-Fernández, A., Revuelta-Domínguez, F.-I., & Fernández-Sánchez, M. R. (2022) · Education Sciences · doi:10.3390/educsci12010044 · Cited by 37
Gamification Design to Increase Motivation in Online Learning Environments: A Systematic Review
Ertan, K., & Kocadere, S. A. (2022) · Journal of Learning and Teaching in Digital Age · doi:10.53850/joltida.1020044 · Cited by 48
“Despite few of them (Hanus & Fox, 2015; Kyewski & Krämer, 2018) having contradictory results, many studies put forward significant positive effects of gamification and game elements (Ding et al., 2017; Hakulinen et al., 2013; Sitra et al., 2017) on learners’ motivation.”
ResultHow do students perceive educators' digital competence in higher education?
de Obesso, M. D. L. M., Canal, M. N., & Rivero, C. A. P. (2023) · Technological Forecasting and Social Change · doi:10.1016/j.techfore.2022.122284 · Cited by 60
Longitudinal Effects in the Effectiveness of Educational Virtual Field Trips
Zhao, J., Wallgrün, J. O., Sajjadi, P., Femina, P. C. L., Lim, K. Y. T., Springer, J. P., & Klippel, A. (2021) · Journal of Educational Computing Research · doi:10.1177/07356331211062925 · Cited by 37
“While there has been little research on the novelty effect of VR in the field of education, such influences are likely given the evidence from longitudinal studies that focus on training and learning via serious games (Boot et al., 2008; Hanus & Fox, 2015; Luse et al., 2013; Tsay et al., 2018).”
BackgroundGamification in education: A methodology to identify student's profile
Freitas, S. A. A. D., de Lacerda, A. R. T., Calado, P. M. R. O., Lima, T. S., & Canedo, E. D. (2017) · IEEE Frontiers in Education Conference (FIE) · doi:10.1109/fie.2017.8190499 · Cited by 38
Improving Phishing Reporting Using Security Gamification
Jensen, M. L., Wright, R. T., Durcikova, A., & Karumbaiah, S. (2022) · Journal of Management Information Systems · doi:10.1080/07421222.2022.2096551 · Cited by 36
“Research has also suggested that motivation and performance gains resulting from gamified systems may be more nuanced than previously thought [7, 37].”
BackgroundVidak, A., Šapić, I. M., Mešić, V., & Gomzi, V. (2023) · European Journal of Physics · doi:10.1088/1361-6404/ad0e84 · Cited by 38
Çiğdem, H., Öztürk, M., Karabacak, Y., ATİK, N., Gürkan, S., & Aldemir, M. H. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-12845-2 · Cited by 90
“Furthermore, the use of extrinsic rewards such as leader - boards may lead to short-term performance gains but can ultimately diminish learn - ers’ intrinsic motivation over time (Hanus & Fox, 2015; Philpott & Son, 2022b).”
InfluentialStraßmann, C., & Krämer, N. (2017) · International Conference on Intelligent Virtual Agents · doi:10.1007/978-3-319-67401-8_51 · Cited by 31
An Assessment of Game Elements in Language-Learning Platform Duolingo
Huynh, P. D., Zuo, L., & Iida, H. (2018) · doi:10.1109/iccoins.2018.8510568 · Cited by 37
“However, most gamification products are assessed via a survey or usability test [4] [5].”
BackgroundGamification in management education - A literature mapping
Silva, R., Rodrigues, R. G., & Leal, C. T. P. (2019) · Education and Information Technologies · doi:10.1007/s10639-019-10055-9 · Cited by 37
Martínez-Hita, M., Carrasco, C. J. G., & Martínez, P. M. (2021) · Humanities and Social Sciences Communications · doi:10.1057/s41599-021-00796-9 · Cited by 62
Bañuls, M. R., Trigueros, I. M. G., Rovira-Collado, J., & Gómez, M. L. R. (2021) · Heliyon · doi:10.1016/j.heliyon.2021.e07374 · Cited by 45
“According to extensive research, gamification tends to generate a high level of students’ commitment and involvement in subjects (Contreras-Espinosa, 2016; Hanus and Fox, 2015), as it facilitates intrinsic and extrinsic motivation (Buckley and Doyle, 2016; Conway, 2014; Hassan et al.”
BackgroundAssessing the Effects of Gamification on Enhancing Information Security Awareness Knowledge
Wu, T., Tien, K.-Y., Hsu, W.-C., & Wen, F.-H. (2021) · Applied Sciences · doi:10.3390/app11199266 · Cited by 42
“Consequently, despite that game mechanics may promote users’ positive outcomes, considerations such as participants’ commitment and characteristics [32,35], educational setting aspects such as curricula, activities, and instructors [35], or time duration of game usage [34] are emphasized for effective gamified educati…”
BackgroundMethodLearning analytics and open, flexible, and distance learning
Siemens, G. (2019) · Distance Education · doi:10.1080/01587919.2019.1656153 · Cited by 36
“Huang et al. assess how gami fi cation, de fi ned as “ use of gaming elements in non-game educational settings to improve students ’ learning engagement ” (Hanus & Fox, 2015), can contribute to learning performance.”
BackgroundGamified probes for cooperative learning: a case study
Gennari, R., Melonio, A., & Torello, S. (2016) · Multimedia Tools and Applications · doi:10.1007/s11042-016-3543-7 · Cited by 44
“Therefore the progression map and rewards should avoid stressing comparisons or competition elements, e.g., a reward for the fastest group in concluding a task to be displayed on the progression map as in the study reported by Hanus and Fox [25].”
Ludificación y sus posibilidades en el entorno de blended learning: revisión documental
Torres-Toukoumidis, Á., Romero-Rodríguez, L. M., & Rodríguez, M. A. P. (2017) · RIED Revista Iberoamericana de Educación a Distancia · doi:10.5944/ried.21.1.18792 · Cited by 36
Landers, R. N., Collmus, A. B., & Williams, H. (2018) · International Journal of Human-Computer Studies · doi:10.1016/j.ijhcs.2018.09.011 · Cited by 46
Evaluating the use of gamification in mathematics learning in primary school children
Cunha, G. C. A., Barraqui, L. P., & Freitas, S. A. A. D. (2018) · IEEE Frontiers in Education Conference (FIE) · doi:10.1109/fie.2018.8658950 · Cited by 37
“They link Octalysis’ Core Drives and implicit / explicit motivations [8, 9] accordantly:”
BackgroundRachmatullah, A., Reichsman, F., Lord, T., Dorsey, C., Mott, B., Lester, J. C., & Wiebe, E. (2021) · Journal of Science Education and Technology · doi:10.1007/s10956-020-09896-8 · Cited by 40
Gamification Works, but How and to Whom?
Rodrigues, L., Toda, A. M., Oliveira, W., Palomino, P. T., Avila-Santos, A. P., & Isotani, S. (2021) · ACM Technical Symposium on Computer Science Education (SIGCSE) · doi:10.1145/3408877.3432419 · Cited by 41
“We approached this need grounding the gamification design on SDT, one of the most used in gamification studies and considered relevant to learning [11, 42, 43], as well as evaluated cognitive, behavioral and motivational learning outcomes.”
BackgroundMethodResultRodríguez, V. H. P., & Hervás-Gómez, C. (2019) · Revista Electrónica de Investigación Educativa · doi:10.24320/redie.2019.21.e05.1850 · Cited by 38
Funa, A. A., Gabay, R. A. E., & Ricafort, J. D. (2021) · Jurnal Pendidikan IPA Indonesia · doi:10.15294/jpii.v10i4.32143 · Cited by 35
“Some studies reported declining outcomes when they used gamification as a pedagogy over time, linking it with novelty expiry and decreased excitement (Hanus & Fox, 2015; Mekler et al., 2017).”
BackgroundResultInfluentialA Dark Side of Telework: A Social Comparison-Based Study from the Perspective of Office Workers
Maier, C., Laumer, S., & Weitzel, T. (2022) · Business & Information Systems Engineering · doi:10.1007/s12599-022-00758-8 · Cited by 44
“Regarding behavioral reactions, research in the strand of social comparison finds that perceived disparity can affect performance and turnover intention (Hanus and Fox 2015).”
BackgroundAlam, M. I., Malone, L., Nadolny, L., Brown, M., & Cervato, C. (2023) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12853 · Cited by 35
“Rewards must be tightly connected to meaningful course activities, or they can have a negative effect on academic performance (Hanus & Fox, 2015).”
BackgroundBalakrishna, C. (2023) · Education Sciences · doi:10.3390/educsci13040328 · Cited by 48
“Hanus and Fox [59] found that students in a gamified course showed less motivation, satisfaction, and engagement over time when compared with those who received traditional teaching techniques.”
ResultThe Impact of Gamification on Student Motivation and Engagement: An Empirical Study
Alsadoon, H. (2023) · Dirasat: Educational Sciences · doi:10.35516/edu.v50i2.255 · Cited by 51
Enhancing EFL/ESL instruction through gamification: a comprehensive review of empirical evidence
Chan, S., & Lo, N. (2024) · Frontiers in Education · doi:10.3389/feduc.2024.1395155 · Cited by 123
Gamification – A Novel Phenomenon or a New Wrapping for Existing Concepts?
Bui, A., Veit, D. J., & Webster, J. (2015) · OPUS (Augsburg University) · Cited by 35
Do Both Intrinsic and Identified Motivations Have Long-Term Effects?
Liu, Y., Hau, K., & Zheng, X. (2019) · The Journal of Psychology · doi:10.1080/00223980.2018.1516611 · Cited by 33
“Greater intrinsic and autonomous motivation may also lead to improved class effort, higher quality of learning, and more adaptive behavior (Hanus & Fox, 2015; Lancellotti & Thomas, 2009).”
BackgroundLeveraging the community of inquiry framework to support web-based simulations in disaster studies
Cooper, V., Forino, G., Kanjanabootra, S., & von Meding, J. K. (2020) · The Internet and Higher Education · doi:10.1016/j.iheduc.2020.100757 · Cited by 37
Students’ Expectations and Students’ Satisfaction: The Mediating Role of Excellent Teacher Behaviors
Geier, M. T. (2020) · Teaching of Psychology · doi:10.1177/0098628320959923 · Cited by 34
“Further, previous publications mention an association of expected or actual course grades and student satisfaction (Hanus & Fox, 2015; Howard & Maxwell, 1980; Zabaleta, 2007).”
BackgroundLi, C.-T., Hou, H., Li, M.-C., & Kuo, C.-C. (2021) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-021-00573-x · Cited by 38
Affective states in digital game-based learning: Thematic evolution and social network analysis
Chen, X., Zou, D., Kohnke, L., Xie, H., & Cheng, G. (2021) · PLoS ONE · doi:10.1371/journal.pone.0255184 · Cited by 38
“For example, in a longitudinal study [25], learners involving in DGBL show less intrinsic motivation and satisfaction over time as compared to those in traditional classrooms.”
BackgroundInfluentialA systematic literature review of web-based student response systems: Advantages and challenges
Koçak, Ö. (2021) · Education and Information Technologies · doi:10.1007/s10639-021-10732-8 · Cited by 46
Online Communication and Body Language
Paradisi, P., Raglianti, M., & Sebastiani, L. (2021) · Frontiers in Behavioral Neuroscience · doi:10.3389/fnbeh.2021.709365 · Cited by 35
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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