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Does Gamification Work? -- A Literature Review of Empirical Studies on Gamification
Open accessAbstract
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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“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
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“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
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“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]
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“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
Experimental — accuracy not yet measuredThe cited source says what the claim attributes to it.
In the citing paper
“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)
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“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)
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In the citing paper
“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
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“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]
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“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)
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“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
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“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]
In the citing paper
“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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Metadata
- 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
- 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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