The DOI matches its Crossref record; 60 of the 63 references it cites were found in a registry or an index; none of the 70 sources its claims cite is checked for support yet.
Towards a motivational design? Connecting gamification user types and online learning activities
Open accessAbstract
Motivation is a crucial factor for students’ learning behavior and plays a key role in the concept of gamification to foster students’ motivation through specific gamification mechanics and elements. User types for gamification and associated gamification mechanics can classify students’ interests and learning preferences and provide explanations for their motivational learning behavior. This study investigated how five gamification user types may relate to six mainly used online learning activities in a distance online bachelor’s and master’s class in educational science through the use of a systematic approach. A total of 86 students participated in the questionnaire in a cross-sectional study. The findings showed average agreement shares for all five gamification user types. The correlations revealed that the six online learning activities were at least significantly connected to one of the five gamification user types, and both person-centered and environment-centered perspectives were displayed. Finally, the results were discussed, and implications were derived for a motivational design.
Overview
AI snapshot
Written from the paper’s full text.
TL;DR
This exploratory cross-sectional study surveyed 86 German online distance learners in educational science to connect five gamification user types and their mechanics with six Moodle learning activities. It found average agreement with all five user types and significant positive correlations between each of the six online learning activities and at least one gamification user type/mechanic.
Key findings
- Average agreement shares for the five gamification user types were Achiever 26%, Philanthropist 23%, Free Spirit 21%, Socializer 16%, and Player 14% (n = 86).
- All six online learning activities were significantly positively correlated with at least one gamification mechanic/user type (p < .05, two-tailed); examples include Social Discovery/Network with Forum (r = .594), Peer Assessment (r = .397), and Wiki (r = .340), and Level/Progression with Tutorial (r = .388) and Wiki (r = .235).
- The results were organized into a person-centered perspective (user types → mechanics → activities) and an environment-centered perspective (activities → mechanics → user types), with implications for motivational design in Moodle.
Methods
- Cross-sectional exploratory design; data collected April–September 2018 via paper-and-pencil and online questionnaire from German online distance learners in bachelor’s and master’s programs in educational science; 86 students participated out of 650 enrolled.
- Questionnaire had 26 items: 20 questions for gamification mechanics associated with five user types (four items each) and six questions for online learning activities (Forum, Peer Assessment, Quiz, Task, Tutorial, Wiki), using a 4-point Likert scale (1 = strongly disagree to 4 = strongly agree).
- Analysis used descriptive statistics and Pearson correlations in SPSS V25; because Cronbach’s alpha was not acceptable, no scales were used and item-level correlations were tested.
Limitations
- The paper states that the limited number of participants means general conclusions can only be made with caution, and that only a limited number of online learning activities were chosen, so other activities may also relate to students’ preferences.
- The paper states that results were not broken down by age, gender, or academic qualification, and that overlaps between gamification user types are likely and should be examined in future research.
- Evident from the text: reliability testing showed Cronbach’s alpha was not acceptable, so the study relied on item-level correlations rather than validated scales; the cross-sectional, self-report design also cannot establish causal direction.
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Claims the paper makes
46 Not checked yet · 32 Own result · 11 Own interpretation · 4 Own method · 4 No basis given
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“(C) The findings also revealed that students would like to spend time trying out things by using the activity Quiz.”
§ Towards a motivational design? Connecting gamification user types and online learning activities > ).
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In addition, these learners declared that they would like to work in teams (So2) as they learn using the activities Peer Assessment and Wiki.”
§ Towards a motivational design? Connecting gamification user types and online learning activities > ).
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“They also would like to share their knowledge with others (Ph2) by using the activities Forum, Peer Assessment and Wiki.”
§ Towards a motivational design? Connecting gamification user types and online learning activities > ).
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The findings showed that most learners identified with one of the four user types that represent intrinsically motivated online learning behavior (Socializer, Free Spirit, Achiever, and Philanthropist; Table 1 and Fig. 2).”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Conclusion
plain- Asserted: passes — The authors put it forward as true.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In the study, this user type had the second highest average agreement for all participants (Fig. 2) and was a relevant group of online learners in the context at hand.”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Discussion
plain- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The gamification user type Socializer revealed connections to five of the six online learning activities.”
§ Towards a motivational design? Connecting gamification user types and online learning activities > ).
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The findings in the present investigation revealed average levels of agreement with all five gamification user types surveyed (Socializer, Free Spirit, Achiever, Philanthropist, and Player) (Fig. 2).”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Discussion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“However, a smaller group identified with Player, suited for extrinsically motivated learning behavior (Table 1 and Fig. 2).”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Conclusion
plaincorrelational- Asserted: passes — The authors put it forward as true.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This motivational learning behavior was revealed to be related to the online learning activity Task.”
§ Towards a motivational design? Connecting gamification user types and online learning activities > ).
plaincorrelationalSingle case- Asserted: passes — The authors put it forward as true.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Then, the gamification user type Philanthropist was associated with the online activities Forum, Peer Assessment, or Tutorial in the study.”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Discussion
plaincorrelational- Asserted: passes — The authors put it forward as true.
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- It may state two separate claims as one. 28
- Probably not a substantial claim. 42
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“They also reported being more motivated when others watch them doing their work (So4).This motivational learning behavior was related to the online learning activity Peer Assessment.”
§ Towards a motivational design? Connecting gamification user types and online learning activities > ).
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The results showed that the gamification user type Free Spirit had the least amount of related online learning activities and displayed a connection only to the activity Quiz.”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Discussion
plaincorrelational- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Learners of this user type also reported that things would be important to them when they had a deeper meaning or a benefit for the common good (Ph3).These learning preferences showed a connection to the online learning activity Tutorial.”
§ Towards a motivational design? Connecting gamification user types and online learning activities > ).
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Furthermore, students of this user type said that they were motivated to work towards a specific learning objective (A4) and like to see progress in the things they do (A1) as they use the online learning activity Tutorial.”
§ Towards a motivational design? Connecting gamification user types and online learning activities > ).
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“(2) Students who matched the description of Free Spirit identified with the activity Quiz and said that they would like to spend a great deal of time trying out things (FS2).”
§ Towards a motivational design? Connecting gamification user types and online learning activities > ).
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In doing so, learners have the desire to see steady progress in the things they do (A1) and want to continue training to learn new skills (A2).These two learning behaviors revealed a connection with the activity Wiki.”
§ Towards a motivational design? Connecting gamification user types and online learning activities > ).
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“(B) Subsequently, the activity Peer Assessment connects students with different motivational learning behaviors who would like to interact with others, work in teams, and share their knowledge and who are more motivated when others watch them doing their work.”
§ Towards a motivational design? Connecting gamification user types and online learning activities > ).
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“The average agreement with the items for gamification mechanics associated with the five gamification user types (Marczewski 2015) showed that the largest share was for the user type Achiever (26%), followed by Philanthropist (23%) Free Spirit (21%) and Socializer (16%).The smallest share was revealed for Player (14%) (Fig. 2).”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Sharing Knowledge Ph2) I like to share my knowledge with others.
What the sources say
- Not checked yetcites Marczewski 2015
plaincorrelational- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The person-centered perspective revealed that online learners reported a wide range of preferences and interests since all five user types were represented.”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Discussion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“(4) Learners who agreed with Philanthropist declared that they were happy if they can help others (Ph1), such that their motivational learning behavior is related to the activity Tutorial.”
§ Towards a motivational design? Connecting gamification user types and online learning activities > ).
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“Gamification is a new concept and is said to foster students' motivation (e.g.Alsawaier 2018;Dichev & Dicheva 2017;Dreimane 2019;Hakulinen, Auvinen & Korhonen 2015;Hamari 2015;Koivisto & Hamari 2019;Pechenkina, Laurence, Oates, Eldridge & Hunter 2017;Sailer & Homner 2019;Utomo & Santoso 2015).”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Introduction
What the sources say
- Not checked yetcites Alsawaier 2018 source
- Not checked yetcites Dichev & Dicheva 2017
- Not checked yetcites Dreimane 2019
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
None of the sources cited for this claim have been checked yet.
In the paper
“It is especially recognized in online and distance learning (Hartnett, 2016(Hartnett, , 2019;;Kim & Frick 2011)”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Introduction
What the sources say
- Not checked yetcites Hartnett, 2016
- Not checked yetcites Kim & Frick 2011 source
plain- Asserted: passes — The authors put it forward as true.
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- Load-bearing: passes — The paper’s conclusions depend on it.
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Probably not a substantial claim.
In the paper
“Similarly, game mechanics are the backbone of gamification and may help learners to achieve task performance (Scheiner & Witt 2013).”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Game mechanics and user types for gamification
What the sources say
- Not checked yetcites Scheiner & Witt 2013
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“Their satisfaction is necessary for power or effectiveness and provides explanations for motivational behavior (Deci & Ryan 2000;Ryan & Deci 2000b).”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Motivation
What the sources say
- Not checked yetcites Deci & Ryan 2000 source
- Not checked yetcites Ryan & Deci 2000b
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
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Probably not a substantial claim. It may state two separate claims as one.
In the paper
“Six possible online learning activities (A-F), which are frequently used in the Moodle learning environment of the courses of study surveyed (Moodle 2018), will be presented next.”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Game mechanics and user types for gamification
What the sources say
- Not checked yetcites Moodle 2018
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“This classification gives rise to the notion that different people may enjoy different types (Kim 2014;Werbach & Hunter 2012).”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Game mechanics and user types for gamification
What the sources say
- Not checked yetcites Kim 2014
- Not checked yetcites Werbach & Hunter 2012
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
None of the sources cited for this claim have been checked yet.
In the paper
“learning activities are of major relevance for easily engaging students in their learning environment and enhancing motivational learning behavior (Marczewski 2015;Ryan & Deci 2017).”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Introduction
What the sources say
- Not checked yetcites Marczewski 2015
- Not checked yetcites Ryan & Deci 2017
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: unclear — It is unclear whether it could be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: Learning management systems are the main learning platforms in distance education.
None of the sources cited for this claim have been checked yet.
In the paper
“The reviews have also documented the effects on students' learning outcomes and the key role of gamified designs (Alsawaier, 2018;Clark, Tanner-Smith & Killingsworth 2016).”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Game mechanics and user types for gamification
What the sources say
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“Then, Kim (2014) enhanced Bartle's player types and adjusted the styles with social actions (Compete, Express, Collaborate, Explore).”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Game mechanics and user types for gamification
What the sources say
- Not checked yetcites Kim 2014
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
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Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“Zichermann and Cunningham (2011) suggested various types of game mechanics that describe the interests and preferences of people to meet their needs in a game to support or maintain motivation.”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Game mechanics and user types for gamification
What the sources say
- Not checked yetcites Zichermann and Cunningham 2011
plain- Asserted: passes — The authors put it forward as true.
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- Load-bearing: fails — The paper’s conclusions may not depend on it.
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Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“However, the existing findings are still mixed and tend to be dependent on the context, population, or design (Dichev & Dicheva 2017).”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Gamification
What the sources say
- Not checked yetcites Dichev & Dicheva 2017
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“they combined students' learning preferences with motivational aspects, as the concept of gamification provides a framework for motivation (Sailer, Hense, Mayr & Mandl 2017).”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Introduction
What the sources say
- Not checked yetcites Sailer, Hense, Mayr & Mandl 2017
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“Game mechanics are important for the procedures and rules in a game and describe the particular components to achieve a goal in a game (Salen & Zimmermann 2004;Schell 2015).”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Game mechanics and user types for gamification
What the sources say
- Not checked yetcites Salen & Zimmermann 2004
- Not checked yetcites Schell 2015
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“This change was necessary for content-related reasons.”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Game mechanics and user types for gamification
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“The theory considers three essential psychological needs of human motivation: (1) autonomy, which refers to the need for freedom and having meaningful choices; (2) competence, which considers the desire to gain mastery and achievements; and (3) relatedness, which is the need to interact and to be connected to others.”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Motivation
What the sources say
- Not checked yetcites Deci & Ryan 1985
- Not checked yetcites Ryan & Deci 2017
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
None of the sources cited for this claim have been checked yet.
In the paper
“Intrinsic autonomous motivation is considered to be the most beneficial type of motivation, with a high level of fulfillment of the three psychological needs (Deci & Ryan 2000) and high-quality learning (Deci & Ryan 1985, 1993;Ryan & Deci 2017).”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Motivation
What the sources say
- Not checked yetcites Deci & Ryan 2000 source
- Not checked yetcites Deci & Ryan 1985
- Not checked yetcites Ryan & Deci 2017
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Gamification mechanics and associated user types were used because (1) they provided a suitable classification of the aspects investigated in this study”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Introduction
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“These definitions with different concepts of game design or game design techniques illustrate that successful gamification is not simply applying game elements or game mechanics (Werbach & Hunter 2012) but is rather a more holistic approach to game thinking (Kim 2018;Salen & Zimmermann 2004;Werbach & Hunter 2012).”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Gamification
What the sources say
- Not checked yetcites Werbach & Hunter 2012
- Not checked yetcites Kim 2018
- Not checked yetcites Salen & Zimmermann 2004
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“Current literature reviews have highlighted that game mechanics have a positive impact on students' motivation in online learning (Sailer et al. 2017;Saputro et al. 2017).”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Game mechanics and user types for gamification
What the sources say
- Not checked yetcites Sailer et al. 2017
- Not checked yetcites Saputro et al. 2017
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“He referred to Zichermann and Cunningham (2011) for the suggested game mechanics and associated user types that he adopted for online learning.”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Game mechanics and user types for gamification
What the sources say
- Not checked yetcites Zichermann and Cunningham 2011
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Game elements such as points, badges, and leaderboards (PBL; Werbach & Hunter 2012) are used to reinforce particular learning behavior through their game mechanics (Werbach & Hunter, 2012).”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Game mechanics and user types for gamification
What the sources say
- Not checked yetcites Werbach & Hunter 2012
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The kind of online learning activity that is useful for the learning process of students depends on the learning goal and desired instruction.”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Game mechanics and user types for gamification
plainconditional- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“Finally, studies have reported a positive effect of game mechanics on the motivation of students to become engaged in their tasks (Hew, Huang, Chu & Chiu 2016;Huang et al. 2018).”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Game mechanics and user types for gamification
What the sources say
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“which can explain students' motivational behavior.”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Motivation
What the sources say
- Not checked yetcites Marczewski 2015
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“They afford players the ability to engage in various desired behaviors and generally support the overall dynamics of a game (Hunicke, Leblanc & Zubek 2004;Salen & Zimmermann 2004).”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Game mechanics and user types for gamification
What the sources say
- Not checked yetcites Hunicke, Leblanc & Zubek 2004
- Not checked yetcites Salen & Zimmermann 2004
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“Additionally, Kapp (2014) emphasized the importance of game mechanics in online learning to consider an appropriate set of activities and patterns of actions that can lead to learning.”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Game mechanics and user types for gamification
What the sources say
- Not checked yetcites Kapp 2014
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Bartle (1996) developed a classification of player types for video games (Achievers, Explorers, Socializers, and Killers) that is based on a character theory of player styles.”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Game mechanics and user types for gamification
What the sources say
- Not checked yetcites Bartle 1996
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Similar to Bartle's and Kim's player types, Marczewski (2015) identified specific user types for gamification that are related to game mechanics on the basis of the psychological needs for intrinsic motivation.”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Game mechanics and user types for gamification
What the sources say
- Not checked yetcites Marczewski 2015
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The study's findings can provide a foundation for making decisions about instructional problems and provide valuable guidance towards a motivational design.”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Conclusion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“In contrast to the other four gamification user types (Socializer, Free Spirit, Achiever, and Philanthropist), which are associated with intrinsic motivation (Table 1), the students who agreed with Player are extrinsically motivated and solve online problems not because they are interested in them but because they seek to receive acknowledgment or rewards for their actions.”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Discussion
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This gives further evidence that online distance learners represent a heterogeneous group and that instructional design must aim to meet their needs and learning motivation.”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Conclusion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“However, according to SDT (Deci & Ryan 1985, 1993), extrinsic motivation can become internalized.”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Discussion
What the sources say
- Not checked yetcites Deci & Ryan 1985, 1993
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Their altruistic attitude, as determined in this study, could be of great advantage for online courses since learning strategies in web-based platforms such as Moodle become increasingly group-oriented (Hanna 2013).”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Discussion
What the sources say
- Not checked yetcites Hanna 2013
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.
In the paper
“Koper (2015) also presented evidence of such learning behavior with active distance online learners who preferred to interact and collaborate online with their fellow students.”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Discussion
What the sources say
- Not checked yetcites Koper (2015)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This result revealed that these students want to invest only limited effort in online tasks and instead focus on their own benefits.”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Discussion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“This result is in line with Salikina, Bin-Tahirb, and Emelia (2017), who found evidence of high-achieving students using specific learning strategies to accomplish their learning objectives that affect their learning motivation.”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Discussion
What the sources say
- Not checked yetcites Salikina, Bin-Tahirb, and Emelia (2017)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“This questionnaire was constructed on the basis of Marczewski's gamification user types and associated gamification mechanics (Diamond et al. 2015;Marczewski 2015; Table 2) in German.”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Methodology
What the sources say
- Not checked yetcites Diamond et al. 2015
- Not checked yetcites Marczewski 2015
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
None of the sources cited for this claim have been checked yet.
In the paper
“Integrating students' preferred motivational learning method and strategy in the design of online learning environments is consistent with the previous results of Jones and Blankenship (2017) or Zapalska and Brozik (2006).”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Discussion
What the sources say
- Not checked yetcites Jones and Blankenship (2017)
- Not checked yetcites Zapalska and Brozik (2006) source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Learners who matched this user type would like to use various kinds of online learning activities and benefit from the different possibilities implemented in online learning platforms.”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Discussion
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Earlier findings of Bovermann et al. (2018) indicated that incentives and rewards with game element badges can be important factors to engage and intrinsically motivate students in online learning, especially when these rewards are perceived as acknowledgement from the students' facilitators.”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Discussion
What the sources say
- Not checked yetcites Bovermann et al. (2018) source
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“However, it is of interest for instructors to consider students' learning preferences and motivation to support involvement in online proposals (Werbach & Hunter 2012), such as the presented activities (A-F).”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Game mechanics and user types for gamification
What the sources say
- Not checked yetcites Werbach & Hunter 2012
plainconditional- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.
In the paper
“This outcome of the study is important because it underlines the heterogeneity of online learners, who differ in age, experiences, interests, and learning preferences that are characteristic of distance education (Allen & Seaman 2017).”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Discussion
What the sources say
- Not checked yetcites Allen & Seaman 2017
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“A Philanthropist can function as a moderator or tutor to support weaker students and help facilitate students' integration into group-oriented online learning (Marczewski 2015).”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Discussion
What the sources say
- Not checked yetcites Marczewski 2015
plainconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The results provide insights that can have benefits to support a wider range of students in their online learning experiences and motivation.”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Conclusion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
None of the sources cited for this claim have been checked yet.
In the paper
“They concluded that students' online learning improved when the instructions provided are suitable for their learning preferences.”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Discussion
What the sources say
- Not checked yetcites Jones and Blankenship (2017)
- Not checked yetcites Zapalska and Brozik (2006) source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“The review of Lameras et al. (2017) also highlighted the potential for classifying connections between learning attributes and gamification mechanics to enable students' motivation in online learning.”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Conclusion
What the sources say
- Not checked yetcites Lameras et al. (2017)
plainconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Given the limited number of participants, general conclusions can only be made with caution.”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Limitations
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“A limited number of online learning activities were chosen in the survey.”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Limitations
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“However, the findings do suggest a valuable foundation for designing motivational learning environments in online distance learning settings.”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Limitations
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
The paper relies on this without support.
No research has been performed to systematically combine gamification user types and relevant gamification mechanics with typical online learning activities that can be provided in learning management systems such as Moodle.
“Until now, no research has been performed to systematically combine gamification user types and relevant gamification mechanics with typical online learning activities that can be provided in learning management systems such as Moodle (2018).”
The authors state this as an assumption.
To support students' motivation in an online distance learning course, it is useful to have more information about their learning preferences and interests.
“(1) First, to support students' motivation in an online distance learning course, it is useful to have more information about their learning preferences and interests.”
The authors state this as an assumption.
User types for gamification and associated gamification mechanics capture this crucial issue to learn more about students' attitudes, personal drive, and motivation to make steps towards a personalized online learning experience.
“(2) User types for gamification and associated gamification mechanics capture this crucial issue to learn more about students' attitudes, personal drive, and motivation to make steps towards a personalized online learning experience.”
The authors state this as an assumption.
Insights into gamification user types can help to foster students' engagement in their online learning process.
“(3) Then, these insights can help to foster students' engagement in their online learning process.”
The paper relies on this without support.
Learning management systems are the main learning platforms in distance education.
“Since learning management systems are the main learning platforms in distance education”
The paper relies on this without support.
Many learning activities have an interactional quality.
“This result is not surprising since this type is motivated by relatedness and the desire to interact with others and many learning activities have an interactional quality.”
The paper relies on this without support.
The activity Quiz contains particular rules and guided instructions that students need to follow in order to answer the questions correctly.
“In contrast to this learning preference, the activity Quiz contains particular rules and guided instructions that students need to follow in order to answer the questions correctly.”
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“The growing need for test items requires new advancements in item construction and generation in addition to the traditional method [1].”
From AI in medical education: uses of AI in construction type A MCQs (2024) · cites this paper as [1]
In the citing paper
“Items generated through AIGAQG have psychometric properties similar to traditionally constructed [1, 61].”
From AI in medical education: uses of AI in construction type A MCQs (2024) · cites this paper as [1]
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Towards a motivational design? Connecting gamification user types and online learning activities > Future research
“| | Gifting/Sharing (Ph4) | |”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Sharing Knowledge Ph2) I like to share my knowledge with others.
“Collect and Trade (Ph4) .177-.014 -.013 .081.125 .136”
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Towards a motivational design? Connecting gamification user types and online learning activities > Future research
“| (A) Forum | Social Discovery/Network (So1) | Socializer | | | Sharing Knowledge (Ph2) | Philanthropist | | | Gifting/Sharing (Ph4) | |”
§ Towards a motivational design? Connecting gamification user types and online learning activities > Sharing Knowledge Ph2) I like to share my knowledge with others.
“Collect and Trade (Ph4) .177-.014 -.013 .081.125 .136”
Citations
Cites
Ryan, R. M., & Deci, E. L. (2000) · American Psychologist · doi:10.1037//0003-066x.55.1.68 · Cited by 54,599 · cited 3×
“In SDT, motivation means that people feel energized, activated, or inclined to engage (Ryan & Deci 2000a).”
BackgroundThe "what" and "why" of goal pursuits: Human needs and the self-determination of behavior
Deci, E. L., & Ryan, R. M. (2000) · Psychological Inquiry · doi:10.1207/s15327965pli1104_01 · Cited by 34,210 · cited 3×
“Intrinsic autonomous motivation is considered to be the most beneficial type of motivation, with a high level of fulfillment of the three psychological needs (Deci & Ryan 2000) and high-quality learning (Deci & Ryan 1985, 1993; Ryan & Deci 2017).”
BackgroundIntrinsic Motivation and Self-Determination in Human Behavior
Deci, E. L., & Ryan, R. M. (1985) · doi:10.1007/978-1-4899-2271-7 · Cited by 26,772 · cited 13×
“He identified (1) autonomy, the desire to be self-directed; (2) mastery, which is similar to competence in SDT, with the need to keep improving at something; and (3) purpose, the need to produce something meaningful that serves something beyond ourselves.”
BackgroundInfluentialIntrinsic and Extrinsic Motivations: Classic Definitions and New Directions
Ryan, R. M., & Deci, E. L. (2000) · Contemporary Educational Psychology · doi:10.1006/ceps.1999.1020 · Cited by 18,666 · cited 3×
“In SDT, motivation means that people feel energized, activated, or inclined to engage (Ryan & Deci 2000a).”
BackgroundIntrinsic Motivation and Self-Determination in Human Behavior
Miller, K. A. J., Deci, E. L., & Ryan, R. M. (1988) · Contemporary Sociology A Journal of Reviews · doi:10.2307/2070638 · Cited by 15,406
Rules of Play: Game Design Fundamentals
Salen, K., & Zimmerman, E. (2003) · Medical Entomology and Zoology · Cited by 5,438
The gamification of learning: a meta-analysis
Sailer, M., & Homner, L. (2020) · Educational Psychology Review · doi:10.1007/s10648-019-09498-w · Cited by 2,594 · cited 1×
“…is a new concept and is said to foster students ’ motivation (e.g. Alsawaier 2018; Dichev & Dicheva 2017; Dreimane 2019; Hakulinen, Auvinen & Korhonen 2015; Hamari 2015; Koivisto & Hamari 2019; Pechenkina, Laurence, Oates, Eldridge & Hunter 2017; Sailer & Homner 2019; Utomo & Santoso 2015).”
BackgroundGamification by Design: Implementing Game Mechanics in Web and Mobile Apps
Zichermann, G., & Cunningham, C. J. L. (2011) · Cited by 2,378
(2012) · Swinburne figshare (Swinburne University of Technology) · Cited by 2,354
Research works printed but not linked: 4
- Deterding, S., Dixon, D., Khaled, R., & Nacke, L. E. (2011). Gamification: Toward a definition. In Paper presented to CHI 2011, May 7–12, 2011 (pp. 1–4). ACM.
- Döring, N., & Bortz, J. (2016). Forschungsmethoden und Evaluation in den Sozial- und Humanwissenschaften (5th ed.). Springer.
- Qayyumn, A., & Zawacki-Richter, O. (2019). The state of open and distance education. In O. Zawacki-Richter & A. Qayyum (Eds.), Open and distance education in Asia, Africa, and the Middle East: National perspectives in digital age (pp. 125 – 140). SpringerBriefs in Education.
- Saputro, R. E., Salam, S. B., & Zakaria, M. H. (2017). A review of intrinsic motivation elements in gamified online learning. Journal of Theoretical and Applied Information Technology, 95(19), 4934–4948.
Cited by
Sorted by citations
Emergency remote learning during COVID-19 crisis: Students’ engagement
Khlaif, Z. N., Salha, S. H., & Kouraïchi, B. (2021) · Education and Information Technologies · doi:10.1007/s10639-021-10566-4 · Cited by 291
“Bovermann and Bastiaens (2020) presented gamification and games as efficient tools and activities to engage students during online learning.”
BackgroundE-proctored exams during the COVID-19 pandemic: A close understanding
Kharbat, F. F., & Daabes, A. A. (2021) · Education and Information Technologies · doi:10.1007/s10639-021-10458-7 · Cited by 147
The effects of personalized gamification on students’ flow experience, motivation, and enjoyment
Oliveira, W., Hamari, J., Joaquim, S., Toda, A. M., Palomino, P. T., Vassileva, J., & Isotani, S. (2022) · Smart Learning Environments · doi:10.1186/s40561-022-00194-x · Cited by 213
“Thus, according to recent studies (e.g., Baldeón al., 2016; Rodrigues et al., 2019; Bovermann & Bastiaens, 2020), the association between the type of activity provided and the elements can alter the users’ perception of the system experience, drawing attention to a new type of gamification…”
ResultPersonalized gamification: A literature review of outcomes, experiments, and approaches
Rodrigues, L., Toda, A. M., Palomino, P. T., Oliveira, W., & Isotani, S. (2020) · Ninth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM'21) · doi:10.1145/3434780.3436665 · Cited by 73
Measurement of student engagement in health professions education: a review of literature
Kassab, S. E., Al-Eraky, M. M., El‐Sayed, W., Hamdy, H., & Schmidt, H. G. (2023) · BMC Medical Education · doi:10.1186/s12909-023-04344-8 · Cited by 66
Personalization Improves Gamification
Rodrigues, L., Palomino, P. T., Toda, A. M., Klock, A. C. T., Oliveira, W., Avila-Santos, A. P., Gasparini, I., & Isotani, S. (2021) · Proceedings of the ACM on Human-Computer Interaction · doi:10.1145/3474714 · Cited by 65
“Bovermann and Bastiens suggest the most suitable game elements considering users’ HEXAD user type and the learning activity [7].”
BackgroundMadariaga, L., Allendes, C., Nussbaum, M., Barrios, G., & Acevedo, N. (2022) · Computers & Education · doi:10.1016/j.compedu.2022.104664 · Cited by 65
Razali, N., Nasir, N. A., Ismail, M. E., Sari, N., & Salleh, K. M. (2020) · IOP Conference Series Materials Science and Engineering · doi:10.1088/1757-899x/917/1/012024 · Cited by 55
“Imperatively, gamification in education is an approach of online learning among students that has continuously increased these days [4].”
BackgroundInfluentialXiao, Y., & Hew, K. F. (2024) · Learning and Individual Differences · doi:10.1016/j.lindif.2024.102470 · Cited by 82
Effects of teaching presence on learning engagement in online courses
Wang, Y. (2022) · Distance Education · doi:10.1080/01587919.2022.2029350 · Cited by 47
“However, a big challenge of online education is designing teaching support to improve students ’ learning engagement (Bovermann & Bastiaens, 2020; Montgomery et al., 2015).”
BackgroundExploring the role of gamification in motivating students to learn
Baah, C., Govender, I., & Subramaniam, P. R. (2023) · Cogent Education · doi:10.1080/2331186x.2023.2210045 · Cited by 90
“For instance, Hamzah et al. (2015) and Bovermann and Bastiaens (2020) believe that there is a strong correlation between human psychology and gamification and that calls for having or acquiring skills that can effectively utilise gamification to motivate students to learn.”
BackgroundAntecedents of sustainable e-waste disposal behavior: the moderating role of gender
Fan, M., Khalique, A., Qalati, S. A., Gilal, F. G., & Gilal, R. G. (2021) · Environmental Science and Pollution Research · doi:10.1007/s11356-021-17275-y · Cited by 45
Berestova, A., Burdina, G., Lobuteva, L., & Lobuteva, A. V. (2022) · The Electronic Journal of e-Learning · doi:10.34190/ejel.20.2.2272 · Cited by 50
“As a consequence, many students find it difficult today to grasp these changes (Bovermann and Bastiaens, 2020).”
BackgroundHow Personalization Affects Motivation in Gamified Review Assessments
Rodrigues, L., Palomino, P. T., Toda, A. M., Klock, A. C. T., Pessoa, M., Pereira, F. D., Oliveira, E., Oliveira, D. F., Cristea, A. I., Gasparini, I., et al. (2023) · International Journal of Artificial Intelligence in Education · doi:10.1007/s40593-022-00326-x · Cited by 44
“Prior research demonstrating different people are motivated by different game elements (e.g., Bovermann & Bastiaens, 2020; Tondello et al., 2017) corroborate those results.”
Costa, P., & Rodrigues, H. (2023) · Review of Managerial Science · doi:10.1007/s11846-023-00681-6 · Cited by 50
“…section was for Game design EC and had 12 dimensions (Thorne et al. 2009); the fifth section included the Game mechanics EC and had 5 dimensions (Bovermann and Bastiaens 2020), the sixth section comprised User Satisfaction and had 5 dimensions (Kuo et al. 2009), the seventh section contained…”
Formation of Computational Thinking Skills Using Computer Games in Teaching Mathematics
Soboleva, E. V., Sabirova, E. G., Babieva, N. S., Sergeeva, M. G., & Torkunova, J. V. (2021) · Eurasia Journal of Mathematics Science and Technology Education · doi:10.29333/ejmste/11177 · Cited by 54
“Bovermann and Bastiaens (2020) describe game mechanics, design features of game educational spaces: plot component; requirements for choosing the content of the world; the specifics of the task system; the need to train qualified game teachers; emotional design, supported by the rules for scoring…”
BackgroundMethodInfluentialAdeshola, I., & Agoyi, M. (2022) · Interactive Learning Environments · doi:10.1080/10494820.2022.2029493 · Cited by 42
Gamification in preschool science education
Xezonaki, A. (2022) · Advances in Mobile Learning Educational Research · doi:10.25082/amler.2022.02.001 · Cited by 39
“These can be achieved through interactive tools, such as Microsoft Office embedded tools, which do not require programming skills (Bovermann & Bastiaens, 2020).”
BackgroundMethodSoboleva, E. V., Кодиралиевич, Ж. Х., Umurkulov, K. P., Ибрагимов, Г. И., Kochneva, L. V., & Timofeeva, M. O. (2022) · Eurasia Journal of Mathematics Science and Technology Education · doi:10.29333/ejmste/11590 · Cited by 37
“To create such applications tools that are part of the integrated Microsoft Office suite and other applications that do not require programming skills are used (Bovermann & Bastiaens, 2020).”
BackgroundMethodAI in medical education: uses of AI in construction type A MCQs
Rezigalla, A. A. (2024) · BMC Medical Education · doi:10.1186/s12909-024-05250-3 · Cited by 36
Systematic Review of Augmented Reality Training Systems
Butaslac, I., Fujimoto, Y., Sawabe, T., Kanbara, M., & Kato, H. (2022) · IEEE Transactions on Visualization and Computer Graphics · doi:10.1109/tvcg.2022.3201120 · Cited by 35
“It is no surprise that the use of game-like mechanics and gamification techniques can motivate users to engage in activities that might otherwise be less interesting [109], [110], [111].”
BackgroundHe, J. (2020) · Education and Information Technologies · doi:10.1007/s10639-020-10200-9 · Cited by 29
“…have been criticized and questioned by people, such as a high registration, high abandonment and low completion, uneven knowledge level of learners (Bovermann and Bastiaens 2020), unsustainable learning, rigid instructional method, single instructional mode, lack of face-to-face communication…”
BackgroundYan, H., Zhang, H., Su, S., Lam, J. F. I., & Wei, X. (2022) · Applied Sciences · doi:10.3390/app122412966 · Cited by 41
RODRIGUES, I. M. F. M., Lopes, J. M., Borges, A. P., Oliveira, J., & Oliveira, M. (2021) · Administrative Sciences · doi:10.3390/admsci11030092 · Cited by 34
“…user, the organization which created the gamified tool employs several strategies and elements such as the “PBL Triade” (points; badges and leaderboards) (Werbach and Hunter 2015); “Intrinsic Motivation and Flow” (Rheinberg and Engeser 2018); and Player segmentation (Bovermann and Bastiaens 2020).”
MethodZakaria, N. S., Saripan, M. I., Subarimaniam, N., & Ismail, A. (2020) · JMIR Serious Games · doi:10.2196/18247 · Cited by 33
“Game elements effectively engage students, and the primary role of educators to engage students in learning is becoming a priority [1-3].”
BackgroundAndrade, P., Law, E. L., Farah, J. C., & Gillet, D. (2020) · Australian Conference on Human-Computer Interaction (OzCHI) · doi:10.1145/3441000.3441073 · Cited by 25
Pessoa, M., Lima, M. H. T. D. F., Pires, F., Haydar, G., Melo, R., Rodrigues, L., de Oliveira, D. B. F., Oliveira, E., de Carvalho, L. S. G., Gadelha, B., et al. (2023) · IEEE Transactions on Learning Technologies · doi:10.1109/tlt.2023.3317396 · Cited by 23
“Gamification emerged as an attempt to reproduce the engagement and motivation that games create in their users in nongaming contexts, such as education [16], [17], [18], [19].”
BackgroundInfluentialTemel, T., & Cesur, K. (2024) · SAGE Open · doi:10.1177/21582440241247928 · Cited by 47
“This study focuses on Motivation Theory, which assumes that motivation is one of the most important factors that can influence the success of gamification along with gamifi-cation mechanics and elements (Bovermann & Bastiaens, 2020).”
Fuchs, K. (2022) · International Journal of Information and Education Technology · doi:10.18178/ijiet.2022.12.7.1662 · Cited by 24
An ontology for modelling user’ profiles and activities in gamified education
Palomino, P. T., Toda, A. M., Rodrigues, L., Oliveira, W., Nacke, L. E., & Isotani, S. (2022) · Research and Practice in Technology Enhanced Learning · doi:10.58459/rptel.2023.18018 · Cited by 23
“…learning objectives, instructional design and how gamification can be inserted in this context to enhance the user experience and, consequently, address the issue of personal differences and equity (Bovermann & Bastiaens, 2020; Klock et al., 2020; Rodrigues, Toda, Palomino, et al., 2020).”
BackgroundReyes, W. (2021) · Alteridad · doi:10.17163/alt.v17n1.2022.02 · Cited by 16
Intention to Transfer and Transfer Following eLearning in Spain
Quesada‐Pallarès, C., de Zárate, A. G. O., Herrero, P. P. I., & Cascallar, E. C. (2022) · Vocations and Learning · doi:10.1007/s12186-022-09292-w · Cited by 15
Lin, Y.-H., Lin, H.-C. K., Wang, T.-H., & Wu, C.-H. (2023) · Sustainability · doi:10.3390/su15076269 · Cited by 15
Moffitt, P., & Bligh, B. (2021) · Journal of Vocational Education and Training · doi:10.1080/13636820.2021.1998792 · Cited by 15
Teachers’ motivating styles and students’ agentic engagement in online learning
Gu, J., Zhan, Y., Zhao, L., & He, W. (2024) · Distance Education · doi:10.1080/01587919.2024.2338707 · Cited by 12
“One obstacle in the realm of online education is developing instructional assistance to enhance students’ level of engagement in the learning process (Bovermann & Bastiaens, 2020; Wang, 2022). students are more inclined to engage actively in relevant activities when their psychological needs are…”
Gamifying online learning: An evaluation of Kahoot’s effectiveness in promoting student engagement
Tandiono, R. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-12800-1 · Cited by 26
“Conversely, reward sys - tems, badges, and points positively impact attitudes toward learning (Bovermann & Bastiaens, 2020 ; Rincon-Flores & Santos-Guevara, 2021 ).”
Gutiérrez-Aguilar, O., & Aguilar, G. (2020) · International Conference on Inclusive Technologies and Education (CONTIE) · doi:10.1109/contie51334.2020.00044 · Cited by 11
“For the development of the educational work, the teacher starts from a planning process in which a sequence of theoretical and practical activities is evident, moreover, according to recent studies conducted on a large scale have shown that the transmission of information, is still the main mode of instruction in the…”
BackgroundEngaging future engineers: the case study of a serious game implementation
Rodríguez, L. R. (2022) · Education and Information Technologies · doi:10.1007/s10639-022-11279-y · Cited by 10
“Motivation is a crucial factor for the learning behaviour of the students, and plays a key role in the concept of gamification to foster engagement through certain mechanics and elements (Bovermann & Bastiaens, 2020).”
BackgroundChapman, J. R., Kohler, T. B., & Gedeborg, S. (2023) · Journal of Educational Computing Research · doi:10.1177/07356331221127635 · Cited by 10
“In addition, Bovermann and Bastiaens (2020) investigated the relationships between speci fi c game elements and the Hexad player-type preferences in an educational context.”
BackgroundAutomating Gamification Personalization to the User and Beyond
Rodrigues, L., Toda, A. M., Oliveira, W., Palomino, P. T., Vassileva, J., & Isotani, S. (2022) · IEEE Transactions on Learning Technologies · doi:10.1109/tlt.2022.3162409 · Cited by 23
“Hence, while recommendations from [17] can be extended to any learning activity (linked to their objective), those from [25] are limited to a specific set of Moodle activities.”
InfluentialUtilizing an SDL Approach in Designing a Gamification-Based MOOC to Enhance Autonomous Learning
Slamet, J., Basthomi, Y., Ivone, F. M., & Eliyanah, E. (2024) · Journal of Information Technology Education Research · doi:10.28945/5278 · Cited by 22
“While studies hint at motivation and engagement benefits (Bovermann & Bastiaens, 2020; Fiş Erümit & Karakuş Yılmaz, 2022; van Roy & Zaman, 2018), deeper investigation is needed to optimize gamification’s support for SDL in MOOCs.”
BackgroundThe Relationship Between Gamification User Types, Demographic Factors, and Gaming Habits
Santos, A. C. G., dos Santos, W. O., Vassileva, J., Hamari, J., & Isotani, S. (2025) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2024.2446498 · Cited by 9
“…(Marc-zewski, 2017) and our results, the indications here considered the study of Hallifax et al. (2020) to propose game elements for people in high school, and the studies of Ton-dello et al. (2016) and Bovermann and Bastiaens (2020) to create suggestions for people in post-secondary education.”
Enhancing Students’ Learning Experience Through Gamification: Perspectives and Challenges
Palomino, P. T., Rodrigues, L., Toda, A. M., & Isotani, S. (2023) · Communications in computer and information science · doi:10.1007/978-3-031-27639-2_6 · Cited by 9
Bulkani, B., Setiawan, M. A., & Wahidah, W. (2022) · The Education and science journal · doi:10.17853/1994-5639-2022-2-116-137 · Cited by 9
(2022) · European Journal of Contemporary Education · doi:10.13187/ejced.2022.1.241 · Cited by 9
Understanding gamification experiences with the benefits dependency network lens
McHenry, W. K., & Makarius, E. E. (2023) · Computers and Education Open · doi:10.1016/j.caeo.2023.100123 · Cited by 8
A Systematic Literature Review on Personalized Adaptive Gamification
Rinjeni, T. P., Rakhmawati, N. A., & Nadlifatin, R. (2022) · International Conference on Computer Engineering, Network, and Intelligent Multimedia (CENIM) · doi:10.1109/cenim56801.2022.10037386 · Cited by 8
“Other method include Academic Motivation Scale (AMS) [20], ANCOVA [29], ANOVA [18], Carmer's V [27], CN2 rule induction algorithm [17], Exploratory Factor Analysis (EFA) [26], F-test [29], Generalized Linear Model (GLM) [25], Principal Component Analysis (PCA) [8], Kendall rank correlation…”
BackgroundMethodZhang, H., Li, F., & Yan, H. (2024) · Interactive Learning Environments · doi:10.1080/10494820.2024.2412088 · Cited by 10
“Gamification plays a role in education that promotes motivation, but whether BPN indirectly influences motivation and what role BPN plays should be further explored (Bovermann & Bastiaens, 2020).”
Eleven Game Elements for Female Nonadaptive Gamification Courses
Alsofyani, M. M. (2022) · Heliyon · doi:10.1016/j.heliyon.2022.e12699 · Cited by 8
“Our result that most female university students are philanthropists and disruptors follows the findings in the literature [12,33].”
BackgroundHybrid Learning (HL) in Higher Education: The Design and Challenges
Universitas Islam Negeri Mataram, I., & Nuruddin, N. (2023) · International Journal of Instruction · doi:10.29333/iji.2024.1716a · Cited by 8
“These two e-learning modes are prevalent in distance learning and affect various aspects, including motivation and learning achievement (Bailey et al., 2021; Bovermann & Bastiaens, 2020).”
BackgroundGamification in e-learning: A Systematic Review of Benefits, Challenges, and Future Possibilities
Gejandran, P., & Abdullah, N. (2024) · Journal of Logistics Informatics and Service Science · doi:10.33168/jliss.2024.0206 · Cited by 12
“These systems include different features such as progress bars, reports, and charts that motivate the students to enhance their performance (Bovermann & Bastiaens, 2020).”
BackgroundFatima, S., Augusto, J. C., Moseley, R., Urbonas, P., Elliott, A., & Payne, N. (2023) · Entertainment Computing · doi:10.1016/j.entcom.2023.100571 · Cited by 10
Feng, Z., Lau, N. M. L., Zhu, M., Liu, M., Refati, R., Huang, X. X., & Lee, K.-P. (2023) · Smart Learning Environments · doi:10.1186/s40561-023-00278-2 · Cited by 7
“In 2020 (Bovermann & Bastiaens, 2020), researchers investigated how five gamified user types related to distance online learning activities in educational sciences.”
BackgroundLopes, J. V., & Casais, B. (2024) · Journal of Research in Interactive Marketing · doi:10.1108/jrim-10-2023-0383 · Cited by 10
Sharifzadeh, N., Tabesh, H., Kharrazi, H. H. K., Tara, F., Kiani, F., Kasrineh, M. R., Mirteimouri, M., & Tara, M. (2021) · Games for Health Journal · doi:10.1089/g4h.2020.0220 · Cited by 8
“43,54,55 For example, we embedded multiple intrinsic factors (e.g., personal achievements, changing conditions, and enjoyable features) to keep the residents motivated to play the game multiple times.”
Shame in the Fourth Industrial Revolution, Industry 4.0, and the Age of Digitalisation
Mayer, C., & Vanderheiden, E. (2021) · Springer eBooks · doi:10.1007/978-3-030-59527-2_1 · Cited by 7
Integrating Parsons puzzles within Scratch enables efficient computational thinking learning
Bender, J., Zhao, B., Dziena, A., & Kaiser, G. E. (2022) · Research and Practice in Technology Enhanced Learning · doi:10.58459/rptel.2023.18022 · Cited by 7
“We intend this playful framing to further gamify the learning experience and nudge learners toward increased motivation as described in Bovermann and Bastiaens (2020).”
BackgroundWang, L., Huang, M., & Kamal, J. I. (2024) · Pertanika journal of social science & humanities · doi:10.47836/pjssh.32.2.03 · Cited by 6
“Furthermore, various elements in the gamification mechanism are proven effective in improving student learning motivation, especially the reward system with badges, points, and leaderboards as the core (Bovermann & Bastiaens, 2020).”
BackgroundAssessing learning outcomes and self-directed learning through gamification in LMS
Ferdiansyah, H., Rafi, M. F., Utama, A. P., Aprilia, T., & Slamet, J. (2025) · Social Sciences & Humanities Open · doi:10.1016/j.ssaho.2025.101696 · Cited by 18
A Proposal for an Immersive Scavenger Hunt-Based Serious Game in Higher Education
Marrón, A. M. P., Vivaracho‐Pascual, C., Manso‐Martinez, E., & Arias‐Herguedas, S. (2023) · IEEE Transactions on Education · doi:10.1109/te.2023.3330764 · Cited by 9
“The study follows a Cross-Sectional design [48], [49], with qualitative and quantitative data collection.”
MethodJácome-Amores, L., Freire, W. R., & Sánchez, R. P. S. (2020) · Advances in intelligent systems and computing · doi:10.1007/978-3-030-60467-7_12 · Cited by 6
Measuring how motivation affects information quality assessment: A gamification approach
Poženel, M., Zrnec, A., & Lavbič, D. (2022) · PLoS ONE · doi:10.1371/journal.pone.0274811 · Cited by 9
Lidiawati, L., Heliawati, L., & Pursitasari, I. D. (2021) · JPI (Jurnal Pendidikan Indonesia) · doi:10.23887/jpi-undiksha.v10i4.34244 · Cited by 6
“In efforts to encourage learning motivation, teachers must provide clear instructional goals so that students can determine learning strategies to achieve goals (Bovermann & Bastiaens, 2020).”
Nguyen, P. T., Nguyen, L. T., & Nguyen, V. M. (2024) · Humanities and Social Sciences Communications · doi:10.1057/s41599-024-03549-6 · Cited by 6
“Bovermann and Bastiaens (2020) reported that teaching support and design represent challenges in the process of enhancing students ’ learning engagement.”
E-Learning Instructional Management For Students with Intellectual Disabilities
Pang, J. C., Lee, F. Y., Chin, L. H., Ng, P. L., & Te, S. Y. (2024) · International Journal of Special Education (IJSE) · doi:10.52291/ijse.2024.39.1 · Cited by 5
Learner Motivation Through Gamification in E-Learning
Chelawat, A., & Sant, S. (2021) · Advances in game-based learning book series · doi:10.4018/978-1-7998-7271-9.ch041 · Cited by 5
Nasbey, H., & Raihanati, R. (2022) · Journal of Physics Conference Series · doi:10.1088/1742-6596/2377/1/012067 · Cited by 5
Conceptualizing an Inductive Learning Situation in Online Learning Enabled by Software Engineering
Ouariach, S., Khaldi, M., & Khaldi, M. (2023) · International Journal of Advanced Computer Science and Applications · doi:10.14569/ijacsa.2023.0141210 · Cited by 5
“It is important to take this aspect into account, especially when considering a diverse group of distance learners, to be able to offer them appropriate motivational strategies in e-learning systems [5].”
BackgroundMotivational Design for Inclusive Digital Learning Innovation: A Systematic Literature Review
Sung, J. S., & Huang, W. D. (2022) · Journal of Applied Instructional Design · doi:10.59668/377.8287 · Cited by 10
Mirmotahari, O., Grun, H. N., & Berg, Y. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1684459 · Cited by 7
Su, G., Zheng, Y., & Long, T. (2021) · International Conference of Educational Innovation through Technology (EITT) · doi:10.1109/eitt53287.2021.00015 · Cited by 4
Arias‐Herguedas, S., Marrón, A. M. P., Vivaracho‐Pascual, C., Ortega‐Arranz, A., & Jiménez, L. I. (2025) · Computer Applications in Engineering Education · doi:10.1002/cae.70000 · Cited by 5
“This study follows a Cross ‐ Sectional design [47, 48], based on a between ‐ subjects approach [20] with experimental and control conditions.”
O Uso da Teoria da Autodeterminação no Contexto da Gamificação. Uma Revisão de Literatura
Félix, A., Pereira, A. M. F., Fernandes, S. C. S., de Lira, N. E. T., & Bittencourt, I. I. (2022) · RELATEC Revista Latinoamericana de Tecnología Educativa · doi:10.17398/1695-288x.21.2.59 · Cited by 36
Nieder, C., Thomae, K., & Kärtner, J. (2024) · International Journal of Clinical and Health Psychology · doi:10.1016/j.ijchp.2024.100470 · Cited by 5
“We also considered several effective design features for the program development, for instance, using a human instructor ( Wang & Antonenko, 2017), implementing regular feedback (Hattie & Timperley, 2007), and gamification elements (Bovermann & Bastiaens, 2020).”
MethodSTRUCTURE SOCIAL PROBLEM COVID-19 THE PRACTICE OF - ONLINE LEARNING IN INDONESIAN HIGHER EDUCATION
Sardjuningsih, S., & Moh Shofiyul Huda, M. F. (2022) · Fenomena · doi:10.35719/fenomena.v21i2.121 · Cited by 3
Júnior, C. X. P., Santos, H. F. S., Rodrigues, L., & da Costa, N. T. (2023) · Anais do ... Simpósio Brasileiro de Informática na Educação/Anais do Simpósio Brasileiro de Informática na Educação · doi:10.5753/sbie.2023.234990 · Cited by 3
“In that regard, the literature often criticizes gamified environments because they are the same for all users, the one-size-fits-all approach, while research demonstrates different people are motivated by distinct game elements [Bovermann and Bastiaens 2020].”
BackgroundMendoza, F. M. T., Mamani, A. R. C., & Veliz, D. A. D. (2021) · International Conference on Education and Multimedia Technology (ICEMT) · doi:10.1145/3481056.3481110 · Cited by 3
“The finding was valuable towards a target group learning, participatory and motivational design [2] [29].”
BackgroundGamification - Analysis, Design, Development and Ludification
Deliyannis, I. (2022) · IntechOpen eBooks · doi:10.5772/intechopen.100781 · Cited by 4
Pre-service Teachers' Player Types and Their Relation to Self-efficacy With Digital Media
Barz, N., Arndt, P., Dörrenbächer‐Ulrich, L., Benick, M., & Perels, F. (2022) · European Conference on Games Based Learning · doi:10.34190/ecgbl.16.1.524 · Cited by 3
“As the extrinsic player types, disruptors are also usually summarized into a common disruptor type and not viewed individually (Bovermann and Bastiaens, 2020; Tondello et al., 2016; Tondello et al., 2018).”
BackgroundEmployee Motivation and Its Relationship with Online Training
Kulkarni, P. M., Lakshminarayana, K., Gokhale, P., Tigadi, B. S., Veshne, N., & Kulkarni, A. V. (2023) · Jindal Journal of Business Research · doi:10.1177/22786821231201432 · Cited by 5
Design Thinking for Training with Serious Games: A Systematic Literature Review
Rosal, T. A., Mamede, H. S., & da Silva, M. (2022) · Proceedings of the International Conference on Information Systems Development · doi:10.62036/isd.2022.10 · Cited by 3
“Looking at how learners can be motivated to create engaging learning environments, game thinking combines game design and DT to help build engaging experiences [1] [11] [28].”
Implementing Gamified Teaching
Szendrői, L., Dhir, K. S., & Czakó, K. F. (2021) · International Journal of Game-Based Learning · doi:10.4018/ijgbl.294014 · Cited by 4
Factors that kept first-year students motivated at a university in Johannesburg during lockdown
Moosa, M., & Aloka, P. J. O. (2023) · Perspectives in Education · doi:10.38140/pie.v41i2.6296 · Cited by 3
“Therefore, many students find it difficult today to deal with these changes because of a new mode of learning in the current educational environment (Bovermann & Bastiaens, 2020).”
BackgroundVenter, M., & Wet, L. D. (2025) · Communications in computer and information science · doi:10.1007/978-3-031-82478-4_1 · Cited by 2
Soboleva, E. V., Kirillova, E. P., Lomakin, D. E., & Gribkov, D. N. (2021) · Perspectives of science and education · doi:10.32744/pse.2021.1.32 · Cited by 2
An AI-based adaptive assessment system for effective campus placement process management
Vora, S., Arya, A., Kumbhar, C., & Dalvi, H. (2023) · AIP conference proceedings · doi:10.1063/5.0177537 · Cited by 2
Gualán, M. Y. P., & Loaiza, J. B. V. (2025) · Ciencia y reflexión : · doi:10.70747/cr.v4i1.84 · Cited by 2
Design fit in gamified online programming learning environment
Wang, W., & Sari, M. K. (2025) · Learning and Instruction · doi:10.1016/j.learninstruc.2025.102087 · Cited by 5
Investigating the enabling factors for effective blended learning in Bangladesh
Nipa, N. J., & Hoque, M. R. (2025) · Information Development · doi:10.1177/02666669251320619 · Cited by 2
Gamifying SQL Learning: Strategies, Impact, and Trends in Higher Education
Del-Pozo-Arcos, S., & Balderas, A. (2024) · Interaction design & architecture(s)/ID&A Interaction design & architecture(s) · doi:10.55612/s-5002-063-008 · Cited by 2
Gamification, Employee And Emotional Engagement
Kefas, H. I., Kwala, A. F., Isiaku, L., Oluwajana, D. I., Ukaegbu, F. C., & Dapaa, L. N. (2025) · Journal of Games Game Art and Gamification · doi:10.21512/jggag.v10i1.11663 · Cited by 2
“In terms of user benefits, [22] stress that game thinking and game mechanics are utilized to engage people and resolve problems.”
To Enhance Learning Outcome: Cloud-assisted Gamification in Higher Education Institutions
Ma, Y., & Wang, X. (2021) · IEEE International Conference on Information Systems and Computer Aided Education (ICISCAE) · doi:10.1145/3482632.3483080 · Cited by 2
“Similarly Similarly, game elements can make learning more fun for students [5].”
BackgroundPessoa, M., Melo, R., Haydar, G., de Oliveira, D. B. F., de Carvalho, L. S. G., Oliveira, E., Conte, T. U., Pereira, F. D., Rodrigues, L., & Isotani, S. (2021) · Anais do ... Simpósio Brasileiro de Informática na Educação/Anais do Simpósio Brasileiro de Informática na Educação · doi:10.5753/sbie.2021.218600 · Cited by 2
A gamifikáció szerepe a társadalmi kihívások kezelésében
Kiss, G. (2021) · Információs Társadalom · doi:10.22503/inftars.xxi.2021.1.5 · Cited by 2
Gamification for Healthier Lifestyle – User Retention
Fatima, S., Augusto, J. C., Moseley, R., & Urbonas, P. (2022) · Lecture notes in computer science · doi:10.1007/978-3-031-14135-5_17 · Cited by 2
Cheng, K. M., Koo, A. C., Nasir, J. S. M., & Wong, S. Y. (2022) · Research Square · doi:10.21203/rs.3.rs-1183125/v1 · Cited by 2
Zalluhoğlu, A. E., Ventura, K., & ÇAKIR, İ. (2023) · Uluslararası İktisadi ve İdari İncelemeler Dergisi · doi:10.18092/ulikidince.1231451 · Cited by 1
Torres, C. D. C. (2023) · Actualidades Pedagógicas · doi:10.19052/ap.vol1.iss79.9 · Cited by 1
Multimedia Showdown: A Comparative Analysis of Audio, Video, and Avatar-Based Communication
Tu, J., Grinberg, A., Hancock, M., & Nacke, L. (2023) · ACM SIGCHI Annual Symposium on Computer-Human Interaction in Play · doi:10.1145/3573382.3616081 · Cited by 1
“We now use online tools to communicate more than we used to, for education [9, 46, 51], online conferences and workshops [6, 33, 38], and remote work [5, 15, 58] because of the COVID-19 pandemic.”
MethodNurmanditya, M. I., Risnanto, S., Gunawan, G., Wiharko, T., Sukmana, R. N., Pudjoatmodjo, B., & Plojović, Š. A. (2023) · TEM Journal · doi:10.18421/tem124-46 · Cited by 1
Metadata
- Authors
- Bovermann, K., & Bastiaens, T. J.
- Affiliations
- FernUniversität in Hagen (DE)
- Open University of the Netherlands (NL)
- Corresponding author
- Bovermann, Klaudia
- ORCID
- Bovermann, Klaudia
- Venue
- Research and Practice in Technology Enhanced Learning
- Published
- 2020-01-10
- Volume
- 15
- Issue
- 1
- ISSN
- 1793-2068 (ISSN-L)
- 1793-7078
- OpenAlex
- W2999718934
- Cited by
- 156
- References
- 63
- Citations by year
- 2026: 12 · 2025: 14 · 2024: 19 · 2023: 37 · 2022: 38 · 2021: 28 · 2020: 8
- FWCI
- 41.91
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- Research and Practice in Technology Enhanced Learning (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- 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, student motivation, online learning activities, motivational design, gamification mechanics, distance education, learning behavior, person-centered approach
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