Developing a Theory of Gamified Learning: Linking Serious Games and Gamification of Learning
Abstract
Background and Aim: Gamification has been defined as the use of characteristics commonly associated with video games in non-game contexts. In this article, I reframe this definition in terms of the game attribute taxonomy presented by Bedwell and colleagues. This linking is done with the goal of aligning the research literatures of serious games and gamification. A psychological theory of gamified learning is developed and explored. Conclusion: In the theory of gamified learning, gamification is defined as the use of game attributes, as defined by the Bedwell taxonomy, outside the context of a game with the purpose of affecting learning-related behaviors or attitudes. These behaviors/attitudes, in turn, influence learning by one or two processes: by strengthening the relationship between instructional design quality and outcomes (a moderating process) and/or by influencing learning directly (a mediating process). This is contrasted with a serious games approach in which manipulation of game attributes is typically intended to affect learning without this type of behavioral mediator/moderator. Examples of each game attribute category as it might be applied in gamification are provided, along with specific recommendations for the rigorous, scientific study of gamification.
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The theory of gamified learning proposes a positive, indirect effect of gamification on learning outcomes.
“The theory of gamified learning proposes a positive, indirect effect of gamification on learning outcomes.”
From The gamification of learning: a meta-analysis (2020) · cites this paper as Landers 2014
The behavior or attitude that is targeted by gamification must itself influence learning.
“A prerequisite is that the behavior or attitude that is targeted by gamification must itself influence learning (Landers 2014) and thus create instructional affordances for learners to actively engage in cognitive processes with the learning material.”
From The gamification of learning: a meta-analysis (2020) · cites this paper as Landers 2014
The findings provide evidence that gamification benefits learning.
“These findings provide evidence that gamification benefits learning, and they are in line with the theory of gamified learning (Landers 2014) and self-determination theory (Ryan and Deci 2002).”
From The gamification of learning: a meta-analysis (2020) · cites this paper as Landers 2014
The theory of gamified learning offers a suitable framework for constructing a comprehensive framework for gamification research.
“The theory of gamified learning offers a suitable framework for doing so (see Landers 2014;Landers et al. 2018).”
From The gamification of learning: a meta-analysis (2020) · cites this paper as Landers 2014
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Self-citation
- Authors
- Landers, R. N.
- Affiliations
- Old Dominion University (US)
- Corresponding author
- Landers, Richard N.
- ORCID
- Landers, Richard N.
- Venue
- Simulation & Gaming
- Publisher
- SAGE Publications
- Published
- 2014-12
- Volume
- 45
- Issue
- 6
- Pages
- 752-768
- ISSN
- 1046-8781 (ISSN-L)
- 1552-826X
- OpenAlex
- W2111040543
- Semantic Scholar
- 66ef0d1adcf62cba0d984a5b85c851e625ac53b5
- Cited by
- 918
- References
- 42
- Citations by year
- 2026: 113 · 2025: 142 · 2024: 109 · 2023: 128 · 2022: 122 · 2021: 95 · 2020: 60 · 2019: 60 · 2018: 45 · 2017: 21 · 2016: 12 · 2015: 8 · 2014: 2
- FWCI
- 33.35
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Simulation & Gaming (publishedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- Funders
- Old Dominion University
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Social Sciences › Sociology and Political Science › Digital Games and Media
- Social Sciences › Education › Innovative Teaching Methodologies in Social Sciences
- Keywords
- gamification, gamified learning, serious games, psychological theory, learning behavior, learning attitude, instructional design quality
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