The DOI matches its Crossref record; 11 of the 11 references it cites were found in a registry or an index.
Gamification in assessment: Do points affect test performance?
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Hattie, J., & Timperley, H. (2007) · Review of Educational Research · doi:10.3102/003465430298487 · Cited by 12,905
The role of deliberate practice in the acquisition of expert performance
Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993) · Psychological Review · doi:10.1037/0033-295x.100.3.363 · Cited by 9,564 · cited 1×
“Unfortunately, the control group was not assigned to perform the same educational activities in a nongame environment, making it difficult to disentangle the gaming effect from the practice effect (Ericsson, Krampe, & Tesch-R€ omer, 1993). In contrast, Papastergiou's (2009) control (nongame-like) group of high school…”
BackgroundDeci, E. L., Koestner, R., & Ryan, R. M. (1999) · Psychological Bulletin · doi:10.1037/0033-2909.125.6.627 · Cited by 7,176
What Video Games Have to Teach Us about Learning and Literacy
(2004) · Education + Training · doi:10.1108/et.2004.00446dae.002 · Cited by 6,674
Kluger, A. N., & DeNisi, A. (1996) · Psychological Bulletin · doi:10.1037/0033-2909.119.2.254 · Cited by 5,882
Formative assessment and the design of instructional systems
Sadler, D. R. (1989) · Instructional Science · doi:10.1007/bf00117714 · Cited by 4,285
Papastergiou, M. (2009) · Computers & Education · doi:10.1016/j.compedu.2008.06.004 · Cited by 1,689
A Meta-Analysis of the Effects of Feedback in Computer-Based Instruction
Azevedo, R., & Bernard, R. M. (1995) · Journal of Educational Computing Research · doi:10.2190/9lmd-3u28-3a0g-ftqt · Cited by 308
Measuring Learning Outcomes in Higher Education: Motivation Matters
Liu, O. L., Bridgeman, B., & Adler, R. M. (2012) · Educational Researcher · doi:10.3102/0013189x12459679 · Cited by 285
Digital Games in Language Learning and Teaching
(2012) · doi:10.1057/9781137005267 · Cited by 248
Cited by
The rise of motivational information systems: A review of gamification research
Koivisto, J., & Hamari, J. (2019) · International Journal of Information Management · doi:10.1016/j.ijinfomgt.2018.10.013 · Cited by 1,750
Gamifying education: what is known, what is believed and what remains uncertain: a critical review
Dichev, C., & Dicheva, D. (2017) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-017-0042-5 · Cited by 2,112
“(Attali & Arieli-Attali, 2015; Hanus & Fox, 2015; Long & Aleven, 2014) Inconclusive 26 (50”
InfluentialThe effect of gamification on motivation and engagement
Alsawaier, R. S. (2018) · The International Journal of Information and Learning Technology · doi:10.1108/ijilt-02-2017-0009 · Cited by 887
Comparing success and engagement in gamified learning experiences via Kahoot and Quizizz
Orhan Göksün, D., & Gürsoy, G. (2019) · Computers & Education · doi:10.1016/j.compedu.2019.02.015 · Cited by 418
Legaki, N.-Z., Xi, N., Hamari, J., Karpouzis, K., & Assimakopoulos, V. (2020) · International Journal of Human-Computer Studies · doi:10.1016/j.ijhcs.2020.102496 · Cited by 328
Metadata
- Authors
- Attali, Y., & Arieli-Attali, M.
- Venue
- Computers & Education
- Publisher
- Elsevier BV
- Published
- 2015-04
- Volume
- 83
- Pages
- 57-63
- ISSN
- 0360-1315 (ISSN-L)
- OpenAlex
- W2025147319
- Cited by
- 392
- References
- 11
- FWCI
- 45.96
- Type
- journal article
- Language
- en
- Open access
- closed
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
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Gamification in assessment: Do points affect test performance? https://app.cochat.ai/papers/10.1016/j.compedu.2014.12.012
- The paper
- Attali, Y., & Arieli-Attali, M. (2015). Gamification in assessment: Do points affect test performance? Computers & Education. https://doi.org/10.1016/j.compedu.2014.12.012
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
