Does Gamification Work? -- A Literature Review of Empirical Studies on Gamification
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This paper reviews peer-reviewed empirical studies on gamification. We create a framework for examining the effects of gamification by drawing from the definitions of gamification and the discussion on motivational affordances. The literature review covers results, independent variables (examined motivational affordances), dependent variables (examined psychological/behavioral outcomes from gamification), the contexts of gamification, and types of studies performed on the gamified systems. The paper examines the state of current research on the topic and points out gaps in existing literature. The review indicates that gamification provides positive effects, however, the effects are greatly dependent on the context in which the gamification is being implemented, as well as on the users using it. The findings of the review provide insight for further studies as well as for the design of gamified systems.
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Conclusive meta-analytic evidence on the effectiveness of gamification in the context of learning and education has yet to be provided.
“Even though considerable research efforts have been made in this field (Hamari et al. 2014;Seaborn and Fels 2015), conclusive meta-analytic evidence on the effectiveness of gamification in the context of learning and education has yet to be provided.”
From The gamification of learning: a meta-analysis (2020) · cites this paper as Hamari et al. 2014
Section 5.3 says the review could not conduct a formal meta-analysis because the studies varied greatly in outcomes and methods. The paper includes education and learning studies, but it does not establish that no conclusive meta-analytic evidence had been provided elsewhere specifically for that context. (LLM, conf=0.82)
Experimental — accuracy not yet measuredThe use of standardized instruments can help to ensure the comparability of study results and the reliable measurement of variables.
“The use of standardized instruments can help to ensure the comparability of study results and further ensure the reliable measurement of variables (see Hamari et al. 2014).”
From The gamification of learning: a meta-analysis (2020) · cites this paper as Hamari et al. 2014
Section 5.3 says future gamification-study results could be made more comparable through proper psychometric measurements, among other methods. Section 5.1 identifies the lack of validated psychometric measurements for experiences and attitudes as a methodological shortcoming. The paper does not specifically say that standardized instruments ensure reliable measurement of variables generally. (LLM, conf=0.82)
Experimental — accuracy not yet measuredAn appropriate design of gamification can meet learners' psychological needs and promote goal-oriented behavior and autonomous learning.
“The research also indicates that an appropriate design of gamification can meet the psychological needs of learners and promote goal-oriented behavior as well as autonomous learning [11].”
From Design and Implementation of Gamified Augmented Reality Learning System to Enhance Biodiversity Education (2026) · cites this paper as [11]
Section 4.2 (page unavailable) says the reviewed studies examined motivation and other psychological outcomes; the study summary in §5.3 (page unavailable) includes achieving learning goals in an online learning environment. The review does not establish that gamification meets learners’ psychological needs or promotes autonomous learning, and listing learning goals as an outcome studied does not show that goal-oriented behavior improved. (LLM, conf=0.83)
Experimental — accuracy not yet measuredDigital platforms' gamification elements, rewards, and personalized recommendations reinforce novelty seeking behaviors by providing immediate feedback and tailored content.
“Many digital platforms also often incorporate gamification elements, rewards, and personalized recommendations and such features act to reinforce novelty seeking behaviors by providing immediate feedback and tailored content based on users' preferences and past engagement (Hamari et al., 2014).”
From The impact of digital technology, social media, and artificial intelligence on cognitive functions: a review (2023) · cites this paper as Hamari et al., 2014
The Introduction describes game-like features as a means of supporting user engagement and positive patterns of service use. The review also discusses rewards and feedback, but it does not establish that gamification or personalized recommendations reinforce novelty-seeking through immediate feedback and content tailored to users’ preferences. Its mention of a possible “novelty effect” in §4.3 is not a finding about novelty-seeking behavior. (LLM, conf=0.87)
Experimental — accuracy not yet measuredGamification has a positive influence on users.
“In their literature review of empirical studies on gamification, Hamari et al. (2014) indicated that gamification has a positive influence on users.”
From Monitoring Systems for Checking Websites on Accessibility (2021) · cites this paper as Hamari et al. (2014)
The strength of gamification's influence depends on the particular application and user.
“But how strong this influence is, depends on the particular application and user.”
From Monitoring Systems for Checking Websites on Accessibility (2021) · cites this paper as Hamari et al. (2014)
The results of this meta-analysis can weaken the fear that effects of gamification might not persist in the long run.
“The results of this meta-analysis can weaken the fear that effects of gamification might not persist in the long run and might thus contradict the interpretations presented in reviews (see Hamari et al. 2014;Seaborn and Fels 2015).”
From The gamification of learning: a meta-analysis (2020) · cites this paper as Hamari et al. 2014
Different gamification elements represent motivational affordances that can influence psychological outcomes.
“Previous research suggests that different gamification elements represent motivational affordances that can influence psychological outcomes [23].”
From Examining the effectiveness of gamification in mental health apps for depression: Systematic review and meta-analysis (2021) · cites this paper as [23]
Gamification has a positive impact on user behaviour.
“aligning with the broader findings of Hamari et al. (2014) and Suh et al. (2015, 2016) regarding gamification's positive impact on user behaviour”
From An Experimental Analysis of Gamification’s Impact on Customer Engagement and Retention in Subscription-Based Business Models (2026) · cites this paper as Hamari et al. (2014)
Gamification has emerged as a promising approach for increasing engagement, motivation, and user participation.
“Gamification - defined as the application of game design elements in non-game contexts - has emerged as a promising approach for increasing engagement, motivation, and user participation (Deterding et al., 2011; Hamari et al., 2014).”
From An Experimental Analysis of Gamification’s Impact on Customer Engagement and Retention in Subscription-Based Business Models (2026) · cites this paper as Hamari et al., 2014
Gamification is an active methodology that can enhance students' motivation and engagement through the use of game elements in non-game-related contexts.
“Gamification constitutes an active methodology that can enhance students' motivation and engagement and involves the use of game elements in non-game-related contexts”
From Integrating Augmented Reality, Gamification, and Serious Games in Computer Science Education (2023) · cites this paper as [22]
Studies exploring gamification show that the use of game design elements (eg, points and scoreboards) can improve motivation.
“This finding is supported by studies exploring gamification of tasks, where the use of game design elements (eg, points and scoreboards) can improve motivation [47,48].”
From Wearable technology for high-frequency cognitive and mood assessment in major depressive disorder: longitudinal observational study (2019) · cites this paper as [48]
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Self-citation
- Authors
- Hamari, J., Koivisto, J., & Sarsa, H.
- Affiliations
- Tampere University (FI)
- Aalto University (FI)
- Venue
- 2014 47th Hawaii International Conference on System Sciences
- Publisher
- IEEE
- Published
- 2014-01
- Pages
- 3025-3034
- ISSN
- 1530-1605 (ISSN-L)
- OpenAlex
- W1998933811
- Cited by
- 5,201
- References
- 43
- Citations by year
- 2026: 519 · 2025: 675 · 2024: 528 · 2023: 499 · 2022: 396 · 2021: 468 · 2020: 434 · 2019: 418 · 2018: 371 · 2017: 303 · 2016: 249 · 2015: 242 · 2014: 91 · 2013: 5
- FWCI
- 631.57
- Type
- conference paper
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Hawaii International Conference on System Sciences (HICSS) (publishedVersion)
- Funders
- Suomen Kulttuurirahasto (40311/12)
- Tekes (40311/12)
- 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 › Human-Computer Interaction › Innovative Human-Technology Interaction
- Keywords
- gamification, motivational affordances, user motivation, psychological outcomes, behavioral effects, context sensitivity, gamification design
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