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
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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
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Sorted by citations
The Rise of Motivational Information Systems: A Review of Gamification Research
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“…have been investigated both within and outside the domain of education and learning (e.g. Domínguez et al., 2013; Hamari, 2013, 2015; Hamari & Koivisto, 2014; 2015a; 2015b; Hakulinen, Auvinen, & Korhonen, 2015; Hanus & Fox, 2015; Lieberoth, 2015; Sim~oes, Díaz Redondo, & Fern andez Vilas, 2013).”
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“(Attali & Arieli-Attali, 2015; Hanus & Fox, 2015; Long & Aleven, 2014) Inconclusive 26 (50”
InfluentialMekler, E. D., Brühlmann, F., Tuch, A. N., & Opwis, K. (2017) · Computers in Human Behavior · doi:10.1016/j.chb.2015.08.048 · Cited by 990
“Thus, the threat of contextual factors acting as confounding influence (e.g., school being a potentially controlling setting (Hanus & Fox, 2015)) is minimized.”
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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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