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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
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Cites
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The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior
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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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Items 801–900 of 1,918
Thamrin, T., Aditia, R., & Hutasuhut, S. (2023) · Cogent Education · doi:10.1080/2331186x.2023.2174726 · Cited by 15
“…potential disruptions, course satisfaction can be in jeopardy (Dong et al., 2020; Watermeyer et al., 2022), while a large body of evidence proves that course satisfaction plays a significant role in academic performance (Abuhassna et al., 2020; Blanz, 2014; Hanus & Fox, 2015; Ko & Chung, 2014).”
BackgroundChapman, J. R., Kohler, T. B., & Gedeborg, S. (2023) · Journal of Educational Computing Research · doi:10.1177/07356331221127635 · Cited by 10
Technological Aspects of the Gamification Model for e-Learning Participant's Engagement
Gudonienė, D., Bartkutė, R., Rutkauskienė, D., & Blažauskas, T. (2016) · Baltic Journal of Modern Computing · doi:10.22364/bjmc.2016.4.4.25 · Cited by 10
“Different gamification models require different technologies to be implemented (Hanus and Fox, 2015).”
BackgroundInfluentialLes effets d’une ludification adaptative sur l’engagement des apprenants
Monterrat, B., Lavoué, É., George, S., & Desmarais, M. C. (2017) · Sciences et Technologies de l Information et de la Communication pour l Éducation et la Formation · doi:10.3406/stice.2017.1725 · Cited by 10
Öğrenci Merkezli Öğrenme Ortamlarında Oyunlaştırmanın Alternatif Değerlendirme Amaçlı Kullanımı
Taşkın, N., & Çakmak, E. K. (2017) · Bartın University Journal of Faculty of Education · doi:10.14686/buefad.333286 · Cited by 11
Understanding how educational gamification impacts users' behavior
Chen, Y. (2018) · International Conference on Information and Education Technology (ICIET) · doi:10.1145/3178158.3178188 · Cited by 10
“In addition, there were empirical studies found that students in the gamified groups showed less motivation, satisfaction, and empowerment over time and lower final grades than those in the non-gamified groups [5].”
BackgroundDetailing Motivation in a Gamification Process
Conejo, G. G., Gasparini, I., & Hounsell, M. D. S. (2019) · IEEE International Conference on Advanced Learning Technologies (ICALT) · doi:10.1109/icalt.2019.00031 · Cited by 10
“And Hanus and Fox [7][11] evaluate specific gamification elements regarding their effects in intrinsic motivation.”
BackgroundHerrewijn, L., Jans, S. D., Hudders, L., & Cauberghe, V. (2021) · Electronic Commerce Research and Applications · doi:10.1016/j.elerap.2021.101036 · Cited by 14
Creative Arabic Learning Based On Quizizz: Model And Impact
A’yuni, Q., Hilmi, D., Benedik, S. L., & Ahmed, B. M. B. (2022) · An-Nabighoh Jurnal Pendidikan dan Pembelajaran Bahasa Arab · doi:10.32332/an-nabighoh.v24i1.4537 · Cited by 8
Iruela, M. G., Hijón‐Neira, R., & Connolly, C. (2022) · Education in the Knowledge Society (EKS) · doi:10.14201/eks.26932 · Cited by 12
“…an important position in education, both within and outside universities, there is still little effective guidance on how to combine different gamification functions to improve learning performance in different educational contexts (Hanus & Fox, 2015; Koivisto & Hamari, 2019; Seaborn & Fels, 2015).”
BackgroundClass Tournament as an Assessment Method in Physics Courses: A Pilot Study
Dziob, D., Kwiatkowski, Ł., & Sokołowska, D. (2018) · Eurasia Journal of Mathematics Science and Technology Education · doi:10.29333/ejmste/81807 · Cited by 10
“The benefits of gamification (or, in more broad terms, game-based learning (e.g. Ifenthaler et al., 2012)) in the educational context are widely described in the literature (Banfield & Wilkerson, 2014; Dicheva et al., 2015; Hanus & Fox, 2015; Seaborn & Fels, 2015; Sung & Hwang, 2013).”
BackgroundChen, X., Li, X., Lee, S. Y. C., & Chu, S. K. W. (2018) · Proceedings of the Association for Information Science and Technology · doi:10.1002/pra2.2018.14505501008 · Cited by 11
“Papers This, in effect, mirrors a growing trend in education practices around the world where elements of gameplay are tactfully merged into curriculum design as to help children master a language in a fun and easy-going fashion (a process known as gamification) (Hanus & Fox, 2015).”
BackgroundOmotosho, A., Tyoden, T., Ayegba, P. O., & Ayoola, J. A. (2019) · International Journal of Interactive Mobile Technologies (iJIM) · doi:10.3991/ijim.v13i05.9404 · Cited by 10
“As described in [5,6,7], the distinctive elements that are key to gamification are:”
BackgroundSchhbel, S., Ernst, S.-J., Söllner, M., & Leimeister, J. M. (2017) · SSRN Electronic Journal · doi:10.2139/ssrn.3042161 · Cited by 10
“The partially high number of mechanics combined is surprising, as some research studies point out that implementing too many mechanics in an LMS can have contrary effects on the motivation to use an LMS (Hanus and Fox 2015).”
InfluentialA Review of the Effectiveness of Gamification in EducationPreprint
Jiang, S. (2016) · SSRN Electronic Journal · doi:10.2139/ssrn.3163896 · Cited by 16
Gyedu, F. O., Partey, P. A., Boafo, F. A., & Agbo, D. D. (2026) · SAGE Open · doi:10.1177/21582440261421375 · Cited by 29
“For instance, Hanus and Fox (2015) observed decreased motivation when competitive elements conflicted with course objectives, implying that poor alignment between game mechanics and pedagogy may suppress positive effects.”
Adi, P. N., Köhler, T., Triyono, M. B., Priyanto, Handayani, S. A., & Maruanaya, R. F. (2026) · Journal of Computers in Education · doi:10.1007/s40692-026-00387-0 · Cited by 17
“7 still reported limited or mixed effects, particularly where gamification elements overshadowed instructional quality (Domínguez et al., 2013; Hanus & Fox, 2015).”
InfluentialMetodologias gamificadas para a educação: uma revisão sistemática
Brito, A., & Madeira, C. A. G. (2017) · Anais do ... Simpósio Brasileiro de Informática na Educação/Anais do Simpósio Brasileiro de Informática na Educação · doi:10.5753/cbie.sbie.2017.133 · Cited by 9
“Os elementos de jogos podem tratar a motivação a partir de dois aspectos distintos: a motivação extrı́nseca e a motivação intrı́nseca [Hanus and Fox 2015].”
BackgroundTowards a Unified Model of Gamification and Motivation
Dykens, I. T., Wetzel, A., Dorton, S. L., & Batchelor, E. (2021) · Lecture Notes in Computer Science · doi:10.1007/978-3-030-77857-6_4 · Cited by 9
Aresi, G., Giampaolo, M., Chiavegatti, B., et al. (2023) · Journal of Prevention · doi:10.1007/s10935-023-00741-3 · Cited by 9
“Similarly, receiving rewards may discourage students and increase extrinsic motivation at the expense of intrinsic motivation (see, for example, Domínguez et al., 2013 ; Hanus and Fox, 2015 ).”
BackgroundEscaping the Environmental Crises: Online Escape Rooms for Evaluating Student Data Analysis Skills
Cash, A. R., Penick, J. R., Todd, C. F., et al. (2023) · Journal of Chemical Education · doi:10.1021/acs.jchemed.3c00339 · Cited by 9
Panattil, S. J., George, A., Sajid, M., & Joy, M. M. (2023) · Journal of Foodservice Business Research · doi:10.1080/15378020.2023.2294415 · Cited by 9
“In gamification, rewards denote the benefits that users receive for completing predetermined tasks (García-Jurado et al., 2021; Hanus & Fox, 2015; Seaborn & Fels, 2015).”
Liao, M., Zhu, K., & Wang, G. (2024) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1288503 · Cited by 17
Wilson, K. N., Ghansah, B., Ananga, P., Oppong, S. O., Essibu, W. K., & Essibu, E. K. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-13005-2 · Cited by 11
“However, outcomes can be inconclusive, as seen in studies by (Hamari et al., 2014; Sailer & Homner, 2020), particularly about the influence of gamification on intrinsic or extrinsic motivation (Hanus & Fox, 2015; Krath et al., 2021; Mekler et al., 2017) and enjoyment (Koivisto & Hamari, 2019).”
A Review on Personalization of Gamified Learning Environments*
Ertan, K., & Kocadere, S. A. (2024) · Kuramsal Eğitimbilim · doi:10.30831/akukeg.1478810 · Cited by 15
“Elements that yield positive effects in certain cases may exhibit no effect or even result in negative outcomes in others (Hanus & Fox, 2015; Kwon & Özpolat, 2021; Kyewski & Krämer, 2018).”
Gu, P., Cheng, Z., Cheng, M., Poggio, J. P., & Dong, Y. (2025) · Journal of Computer Assisted Learning · doi:10.1111/jcal.70011 · Cited by 17
Sun, K., Qiu, L., & Zuo, M. (2017) · Lecture notes in computer science · doi:10.1007/978-3-319-58530-7_35 · Cited by 10
SINIF ÖĞRETMENLERİNİN OYUN TEMELLİ MATEMATİK ETKİNLİKLERİNE YÖNELİK GÖRÜŞLERİNİN İNCELENMESİ
Çil, O., & Sefer, F. (2021) · Trakya Eğitim Dergisi · doi:10.24315/tred.814024 · Cited by 7
Uanhoro, J., & Young, S. S. (2022) · Education Sciences · doi:10.3390/educsci12030217 · Cited by 11
Ede, S. (2022) · Issues and Trends in Learning Technologies · doi:10.2458/itlt.4872 · Cited by 9
Achievement unlocked: a case study on gamifying DevOps practices in industry
Ayoup, P., Costa, D. E., & Shihab, E. (2022) · ACM Joint European Software Engineering Conference and Symposium on the Foundations of Software Engineering (ESEC/FSE) · doi:10.1145/3540250.3558948 · Cited by 13
“While gamification has shown to be effective in many contexts [19, 20, 29], we have yet to see its effectiveness on large software development companies.”
BackgroundHa, Q.-A., Le, N. Q. T., Nguyen, T. T. T., Pham, T. T. T., Pham, B. A., & Le, N. Q. L. (2023) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2023.2188538 · Cited by 10
“It has been mainly studied to explain key areas of organizational support (Vardaman et al., 2016), gaming (Esteves et al., 2021), personal motivation (Hanus & Fox, 2015), occupational burnout (Buunk & Schaufeli, 2018), body image ’ s concern and mood (Fardouly et al., 2015).”
BackgroundWang, T., Manta, O. P., & Zhang, Y. (2023) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v18i23.43977 · Cited by 9
Gulyamov, S. S., Хажибаевич, Э. Э., & Naeem, A. (2024) · International Conference on Technology Enhanced Learning in Higher Education (TELE) · doi:10.1109/tele62556.2024.10605684 · Cited by 17
Development of Farm simulation application, an example for gamification in higher education
Szilagyi, R., Kovács, T., Nagy, K., & Varallyai, L. (2017) · Journal of Agricultural Informatics · doi:10.17700/jai.2017.8.2.373 · Cited by 9
“Therefore, applying the idea of game to the education may increase students’ motivation to learn (Hanus & Fox, 2015).”
BackgroundEffects of Leaderboards in Games on Consumer Engagement
Amo, L., Liao, R., Rao, H. R., et al. (2018) · ACM SIGMIS Conference on Computers and People Research · doi:10.1145/3209626.3209708 · Cited by 9
Fawcett, P. (2018) · Australian Journal of Political Science · doi:10.1080/10361146.2018.1517862 · Cited by 9
“So, gamification is not about using a game in a classroom, but, rather, about making the class itself a game (Hanus and Fox 2015).”
BackgroundAnalyzing the Impact of Leaderboards in Introductory Programming Courses’ Short-Length Activities
de Pontes, R. G., Medeiros, K. H. M., Guerrero, D., et al. (2018) · 2022 IEEE Frontiers in Education Conference (FIE) · doi:10.1109/fie.2018.8658937 · Cited by 9
“Some of the aforementioned studies and others concluded that the effects of gamification may not be long-term [17] [18] [19] [20] [12].”
BackgroundResultInfluentialCreating gameful experience in the object-oriented programming classroom: A case study
Thongmak, M. (2018) · Online Journal of Applied Knowledge Management · doi:10.36965/ojakm.2018.6(1)30-53 · Cited by 9
“Comparisons with peers such as leaderboards could affect students’ performance (Hanus & Fox, 2015).”
BackgroundInfluentialThe Effects of Self-Esteem and Influence of Friends via Social Media on Body Image Amongst Children
Ahmad, A. H., Idris, I., & Jing, R. M. L. (2019) · International Journal of Financial Research · doi:10.5430/ijfr.v10n5p40 · Cited by 13
“On the contrary, downward comparisons more commonly brings rise to feelings of superiority and positive self-evaluation (Vogel et al., 2014, Hanus and Fox, 2015).”
BackgroundKrajcsák, Z. (2019) · Journal of Advances in Management Research · doi:10.1108/jamr-02-2019-0030 · Cited by 14
Gamification concept for encouraging lecture attendance
Kasinathan, V., Mustapha, A., Fu, C. K., et al. (2019) · Indonesian Journal of Electrical Engineering and Computer Science · doi:10.11591/ijeecs.v16.i1.pp482-490 · Cited by 9
“According to [1], gamification is a technology that apply game elements into non-game settings, which is a popular trend that turns non-game system into an entertaining gamified system.”
BackgroundFlack, N., Lin, A., Peterson, G. L., & Reith, M. G. (2020) · International Journal of Serious Games · doi:10.17083/ijsg.v7i2.349 · Cited by 9
“Current literature surveys [10][11][12] provide a review of empirical evidence for the effects of serious games, which are largely positive.”
BackgroundLegg, P., Higgs, T., Spruhan, P., et al. (2021) · International Conference on Cyber Situational Awareness, Data Analytics and Assessment (CyberSA) · doi:10.1109/cybersa52016.2021.9478251 · Cited by 9
“De-Marcos et al. demonstrated increased learning, whilst Hanus & Fox showed positive student attitudes towards new tools, but a decrease in knowledge acquisition when measured using traditional exams.”
MethodFrom Gaming to Learning: Assessing the Gamification of Discord in the Realm of Education
Arifianto, M. L., & Izzudin, I. F. (2021) · doi:10.1109/icet53279.2021.9575079 · Cited by 9
A game to teach and apply design thinking for innovation
Kloeckner, A. P., Scherer, J. O., & Ribeiro, J. L. D. (2021) · International Journal of Innovation · doi:10.5585/iji.v9i3.20286 · Cited by 9
“The evaluation of the games developed is one of the limitations found in the literature of game development (Dichev & Dicheva 2017; Faiella & Ricciardi 2015; Hanus & Fox 2015; Hernández, Baroni, Bieger, Chmait, Dowe, Hofmann & Thórisson 2017; Petri & Wangenheim 2017).”
Zhang, K., & Yu, Z. (2022) · International Journal of Online Pedagogy and Course Design · doi:10.4018/ijopcd.306684 · Cited by 11
Creating Integration Situations of Students’ Computer Lesson and Learning with Gamification
Uaidullakyzy, E., Rizakhojayeva, G., Sartayeva, K., Zeinep, B., Turmanov, R. A., & Rysbayeva, G. (2022) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v17i19.32177 · Cited by 9
Rolling dice and learning: Using role-playing games as pedagogy tools
Ruiz‐Ezquerro, A. (2021) · doi:10.52499/2021022 · Cited by 9
A model to assess students’ social responsibility behavior within a classroom experiment
Rodrigo-González, A., & Caballer‐Tarazona, M. (2015) · International Review of Economics Education · doi:10.1016/j.iree.2015.01.002 · Cited by 9
Effects of Self-Explanation and Game-Reward on Sixth Graders' Algebra Variable Learning.
Sun‐Lin, H., & Chiou, G. (2017) · Educational Technology & Society · Cited by 9
DataRPG: Improving student motivation in data science through gaming elements
Abdool, A., Ringis, D. J., Maharajh, A., et al. (2017) · 2022 IEEE Frontiers in Education Conference (FIE) · doi:10.1109/fie.2017.8190442 · Cited by 9
“In some cases, as in [7], participant motivation and engagement can actually decrease over time, where gamification mechanics are supposedly improperly applied.”
BackgroundAnalysis of elementary school students’ mastery in math instruction based on arithmetic gamification
Widodo, S., & Rahayu, P. (2019) · Journal of Physics Conference Series · doi:10.1088/1742-6596/1157/4/042112 · Cited by 10
Files, B. T., Pollard, K. A., Oiknine, A. H., Khooshabeh, P., & Passaro, A. D. (2021) · Psychophysiology · doi:10.1111/psyp.13856 · Cited by 9
“One possible explanation for the inconsistent success of gamification is that it takes a one- size- fits- all approach (Files, Pollard, et al., 2019; Hanus & Fox, 2015), but different people respond differently to the addition of different game elements.”
BackgroundRahim, A. S. A., Ziden, A. B. A., & Yap, B. K. (2020) · Malaysian Journal of Pharmacy · doi:10.52494/qawj8258 · Cited by 9
“scoreboards, rewards and rankings encourage engagement in learners and provide social comparisons, thus may influence students’ motivation and performance (30).”
BackgroundAnalysis of Three Methodological Approaches in the Use of Gamification in Vocational Training
Iruela, M. G., Hijón‐Neira, R., & Connolly, C. (2021) · Information · doi:10.3390/info12080300 · Cited by 15
“The effects of gamification are linked to the target audience and context [11,15,20,38,55] and gamification results vary according to the topic and the field of application [38,41].”
BackgroundInfluentialGamification in Mobile Language Learning: Improving User Satisfaction for Norwegian Immigrants
Myhre, M. G. (2015) · BIBSYS Brage (BIBSYS (Norway)) · Cited by 9
Tsvetkova, M., Müller, S., Vuculescu, O., Ham, H., & Sergeev, R. A. (2022) · Proceedings of the ACM on Human-Computer Interaction · doi:10.1145/3555649 · Cited by 7
“For example, there is a trend to use leaderboards and badges to gamify learning experiences but, complementing other empirical research [34, 43], our findings suggest that this innovation may not be equally beneficial for students of all ability levels if the emphasis is on individual competition.”
Application of Gamification in Modern Education
Ahmad, A., Zeshan, F., Hamid, M., Marriam, R., & Samreen, A. (2022) · Advances in human and social aspects of technology book series · doi:10.4018/978-1-7998-9732-3.ch004 · Cited by 9
Understanding gamification experiences with the benefits dependency network lens
McHenry, W. K., & Makarius, E. E. (2023) · Computers and Education Open · doi:10.1016/j.caeo.2023.100123 · Cited by 8
Lin, Y., Wang, W., Kuo, C.-C., & Chen, P.-H. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-12974-8 · Cited by 11
“Several scholars have demonstrated that rewards do not improve learning performance (Deci et al., 2001; Hanus & Fox, 2015).”
Papadopoulos, P. M., Steinrücke, J., & de Jong, T. (2024) · Learning and Individual Differences · doi:10.1016/j.lindif.2024.102565 · Cited by 12
“Finally, leaderboards are highly popular game elements used in a range of learning settings (e.g., Bai et al., 2021; Hanus & Fox, 2015; Philpott & Son, 2022).”
BackgroundInfluentialDigital Badges: A Pilot Study of Employer Perceptions
Kahle-Piasecki, L., Bereza, M., & Cumberland, D. M. (2024) · Small Business Institute Journal · doi:10.53703/001c.125642 · Cited by 10
Anderle, F., Cattoni, A., Venuti, P., & Pasqualotto, A. (2025) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2025.104967 · Cited by 13
Playful Study Design: A Novel Approach to Enhancing Student Well-Being and Academic Performance
Costantini, A., Bakker, A. B., & Scharp, Y. S. (2025) · Educational Psychology Review · doi:10.1007/s10648-025-10022-6 · Cited by 10
“For instance, in a longitudinal study among college students, Hanus and Fox (2015) found that students in a gamified (vs. non-gamified) course felt less motivated, empowered, and satisfied over time, scoring a lower final grade as well.”
The Effects of Gamification on Students' Flow Experience
dos Santos, W. O., Scaico, P. D., Hamari, J., Li, Z., & Shi, L. (2025) · Journal of Computer Assisted Learning · doi:10.1111/jcal.70120 · Cited by 15
A Study on the Effect of Joyful Learning Application upon Undergraduate English Vocabulary Learning
He, J., Lee, Y., Young, B., et al. (2017) · International Conference of Educational Innovation through Technology (EITT) · doi:10.1109/eitt.2017.76 · Cited by 8
The Design and Application of Game Rewards in Youth Addiction Care
van Dooren, M. M. M., Visch, V., & Spijkerman, R. (2019) · Information · doi:10.3390/info10040126 · Cited by 9
Pitt, C. R., Bell, A. P., Onofre, E., & Davis, K. S. (2019) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3290605.3300920 · Cited by 10
SOCMS : Smart online class monitoring system
Sharma, M. (2020) · Journal of Statistics and Management Systems · doi:10.1080/09720510.2020.1833466 · Cited by 8
Richmond, J. R., Edmonds, K. A., Rose, J. P., & Gratz, K. L. (2021) · Personality and Individual Differences · doi:10.1016/j.paid.2020.110532 · Cited by 11
Gamification in a Learning Resource for the Study of Human Computer Interaction
Carmichael, D., MacEachen, C., & Archibald, J. (2021) · Lecture notes in networks and systems · doi:10.1007/978-3-030-80119-9_45 · Cited by 8
Futami, K., Terada, T., & Tsukamoto, M. (2021) · Sensors · doi:10.3390/s21238016 · Cited by 9
Zhou, Y., Lu, C., & Yu, Y. (2023) · Asia Pacific Journal of Marketing and Logistics · doi:10.1108/apjml-03-2022-0231 · Cited by 8
Falcón, B. R. D. A., del Olmo‐Muñoz, J., Gutiérrez, R. C., & González‐Calero, J. A. (2023) · Asia Pacific Education Review · doi:10.1007/s12564-023-09905-6 · Cited by 9
“For example, Rapp et al. (2019) stated that gamification itself could produce undesirable effects, while Hanus and Fox (2015) concluded that some common mechanics used in gamification may harm educational outcomes.”
InfluentialInformational vs. Controlling Gamification
Forde, S. F., Mekler, E. D., & Opwis, K. (2015) · Annual Symposium on Computer-Human Interaction in Play · doi:10.1145/2793107.2810297 · Cited by 8
“In contrast, Hanus and Fox [7] found that badges decrease intrinsic motivation in a classroom setting, when they were mandatory for receiving course credit (i.”
Irby, D. R. (2017) · IRL - University of Missouri, St. Louis (University of Missouri–St. Louis) · Cited by 8
Gamification for Teaching Java
Çubukçu, Ç., Wang, B., Goodman, L., et al. (2017) · doi:10.1145/3173519.3173538 · Cited by 8
“One of the papers that were shaped by the work of Hamari et al. [6] is a paper by Hanus and Fox [9], which focuses on the competitive elements of gamification.”
BackgroundInfluentialSantos-Guevara, B. N., & López, A. A. (2020) · International Journal of Engineering Pedagogy (iJEP) · doi:10.3991/ijep.v10i2.11632 · Cited by 8
Escape Room “Coronavirus COVID-19” en escolares de Educación Primaria
López, P. J. C., Cantó, E. G., & Guillamón, A. R. (2021) · Sportis Scientific Journal of School Sport Physical Education and Psychomotricity · doi:10.17979/sportis.2021.7.1.6911 · Cited by 8
Jabali, M., & Walker, C. M. (2021) · International Journal of Technology in Education · doi:10.46328/ijte.149 · Cited by 8
“According to many studies, gamification in learning environments has a positive impact in terms of student motivation, interest, and active participation (Hanus & Fox, 2015; Heaslip, Donovan, & Cullen, 2014; Medina & Hurtade, 2017; Solmaz & Çetin, 2017; Wichadee & Pattanapichet, 2018).”
BackgroundResultInfluentialGamification in Education Context: The Intention, The Design and The Result
Dinata, H. (2021) · Inform Jurnal Ilmiah Bidang Teknologi Informasi dan Komunikasi · doi:10.25139/inform.v6i2.4035 · Cited by 8
“On the other hand, the adoption of gamification in higher education is reported to be unsuccessful in improving learning outcomes marked by the achievement of lower scores than the group of students who used conventional learning methods [40, 41].”
BackgroundAldahash, T., & Alenezi, A. R. (2021) · International Journal of Information and Education Technology · doi:10.18178/ijiet.2021.11.12.1571 · Cited by 8
Jaftha, N., Micallef, M. Z., & Chircop, T. (2021) · International Journal of Education · doi:10.5296/ije.v13i4.19193 · Cited by 11
“Instead, some negative effects on participants’ engagement relative to the control condition were identified, such as a decrease in motivation, satisfaction and empowerment over time (Hanus & Fox, 2015).”
BackgroundThe impact of virtual learning on Multimedia University student performance: a cross-sectional study
Tai, H. T., Liyen, L., & Ping, L. Y. (2021) · F1000Research · doi:10.12688/f1000research.72881.1 · Cited by 8
“According to previous studies, education environment with gamification resulted in poorer academic performance of university students.(43,44) The results of this study also indicated that environment distraction is negatively associated with the impact towards students’ performance in the virtual classroom.”
ResultA Qualitative Investigation of Team-Based Gamified Learning in an Online Environment
An, Y. (2021) · Educational Process International Journal · doi:10.22521/edupij.2021.104.5 · Cited by 8
“For example, Hanus and Fox (2015) found that students in a gamified course exhibited less motivation, satisfaction, and empowerment over time than those in the non-gamified version of the same course.”
Zahedi, L., Ross, M. S., & Batten, J. (2020) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--32946 · Cited by 8
Jones, B. J., & Sturrock, K. R. (2022) · Science & Justice · doi:10.1016/j.scijus.2022.05.005 · Cited by 10
ZORQ: A Gamification Framework for Computer Science Education
Hastings, J. D., Weitl-Harms, S., Spanier, A., Rokusek, M., & Henszey, R. (2022) · IEEE Frontiers in Education Conference (FIE) · doi:10.1109/fie56618.2022.9962487 · Cited by 8
“In the gamified environment, mistakes generate “opportunities to learn and correct” [25].”
BackgroundEffects of Gamification on Active and Reflective Learners' Engagement and Cognitive Load
Topu, F. B. (2023) · Kuramsal Eğitimbilim · doi:10.30831/akukeg.1130771 · Cited by 11
“Moreover, it negatively affects the learning outcome by causing some students at the bottom of the leaderboard to break away from the learning environment (Hanus & Fox, 2015; Tarhan & Öztürk, 2022).”
BackgroundThe Effects of Activities Enriched with Game Elements in Mathematics Lessons
Galiç, S., & Yıldız, B. (2023) · Innoeduca International Journal of Technology and Educational Innovation · doi:10.24310/innoeduca.2023.v9i1.15396 · Cited by 8
Valor pedagógico del repositorio común de conocimientos para cursos de dirección de empresas
Mesa, A. I. F., Peñuela, J. O., & Alegre, J. (2016) · tic revista d innovació educativa · Cited by 8
Coin Counter: Gamification for Classroom Management.
Carlson, J. A., Harris, R. B., & Harris, K. (2017) · Information Systems Education Journal · Cited by 8
de Souza, G. N., de Deus, D. F. L., Tadaiesky, V., et al. (2018) · Soft Computing · doi:10.1007/s00500-018-3409-1 · Cited by 9
“…teaching tasks for individualized learning, the preparation of the set of tasks often requires a good deal of time and effort for an educational specialist who has to prepare tasks for different students (Jegatha Deborah et al. 2012; McMartin-Miller 2014; Hanus and Fox 2014; Hwang and Wang 2016).”
BackgroundCan WordBricks Make Learning Irish More Engaging for Students?
Ward, M., Mozgovoy, M., & Purgina, M. V. (2019) · International Journal of Game-Based Learning · doi:10.4018/ijgbl.2019040102 · Cited by 8
“Hanus and Fox (2015) report some interesting results including the fact that gamified students were less motivated, empowered and satisfied over time.”
BackgroundTejado, I., González, I., Pérez, E., et al. (2019) · International Journal of Electrical Engineering Education · doi:10.1177/0020720919876815 · Cited by 8
Tajik, A. (2025) · Research Square · doi:10.21203/rs.3.rs-6032009/v1 · Cited by 12
Ñacato, M. F. T., Vaca, D. F. N., Muñoz, W. F. M., & Tenesaca, J. R. B. (2024) · Episteme/UNIANDES Episteme · doi:10.61154/rue.v11i2.3489 · Cited by 20
Connecting students’ descriptions of classroom assessment in higher education with wellness
Daniels, L. M., & Wells, K. (2025) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2024.2402956 · Cited by 7
“…through earning badges increased engineering undergraduate students’ motivation, engagement with content, and final performance. in contrast, Hanus and Fox (2015) compared a gamified section of a communications course with a non-gamified section at four-points across the semester and found…”
Montero-Benavides, P., Albort-Morant, G., & Moreno, I. C. M. (2025) · The International Journal of Management Education · doi:10.1016/j.ijme.2025.101266 · Cited by 9
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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