The DOI matches its Crossref record; 84 of the 88 references it cites were found in a registry or an index; 2 of the 29 sources its claims cite were checked for support.
Gamifying education: what is known, what is believed and what remains uncertain: a critical review
Open accessAbstract
Gamification of education is a developing approach for increasing learners’ motivation and engagement by incorporating game design elements in educational environments. With the growing popularity of gamification and yet mixed success of its application in educational contexts, the current review is aiming to shed a more realistic light on the research in this field by focusing on empirical evidence rather than on potentialities, beliefs or preferences. Accordingly, it critically examines the advancement in gamifying education. The discussion is structured around the used gamification mechanisms, the gamified subjects, the type of gamified learning activities, and the study goals, with an emphasis on the reliability and validity of the reported outcomes. To improve our understanding and offer a more realistic picture of the progress of gamification in education, consistent with the presented evidence, we examine both the outcomes reported in the papers and how they have been obtained. While the gamification in education is still a growing phenomenon, the review reveals that (i) insufficient evidence exists to support the long-term benefits of gamification in educational contexts; (ii) the practice of gamifying learning has outpaced researchers’ understanding of its mechanisms and methods; (iii) the knowledge of how to gamify an activity in accordance with the specifics of the educational context is still limited. The review highlights the need for systematically designed studies and rigorously tested approaches confirming the educational benefits of gamification, if gamified learning is to become a recognized instructional approach.
Overview
AI snapshot
Written from the paper’s full text.
TL;DR
This critical review of educational gamification (June 2014–December 2015) finds that empirical evidence is fragmented and mostly inconclusive, with insufficient high-quality evidence for long-term benefits. It concludes that the practice of gamifying learning has outpaced researchers’ understanding of its mechanisms and context-specific design.
Key findings
- From 41 ABC empirical studies, only 15 had conclusive evidence: 12 positive and 3 negative; the text reports 25 inconclusive outcomes, while Table 9 lists 26 (50%).
- Most gamification studies targeted university level (44 papers) versus K-12 (7 papers); CS/IT was the most gamified subject (20 papers, 39%), followed by Others (11, 21%), Multimedia/Communication (6, 12%), Math (5, 10%), Medicine/Biology/Psychology (5, 10%), and Languages (4, 8%).
- The most common game-element combination was points, badges, and leaderboards (PBL) in 14 papers (27%); badges only in 9 (18%), leaderboards only in 3 (6%), points only in 1 (2%), and other combinations in 24 (47%).
- The review concludes: (i) insufficient evidence exists to support the long-term benefits of gamification in educational contexts; (ii) the practice of gamifying learning has outpaced researchers’ understanding of its mechanisms and methods; (iii) knowledge of how to gamify an activity according to the specifics of the educational context is still limited.
Methods
- Critical literature review; searched Google Scholar, ACM Digital Library, IEEE Explore, and ScienceDirect using (gamification OR gamify OR gameful) AND (education OR learning OR training) AND (since 2014), yielding 4,998 results.
- Included peer-reviewed empirical papers reporting findings and theoretical papers; excluded full-fledged games and purely descriptive papers; restricted to June 30, 2014–December 31, 2015; final set was 63 papers (51 empirical, 11 theoretical).
- Extracted data on game elements, educational level, academic subject, learning activity, study sample, study duration, data collection, and outcome; assessed validity via sample size, number of groups, study length, data collection, variable control, statistical procedures, and support for conclusions, classifying ABC studies as positive, negative, or inconclusive.
Limitations
- The paper states that its judgment of inconclusiveness can be viewed as rather subjective, and Table 12 lists reasons for each inconclusive classification.
- The review is restricted to papers appearing in the searched databases between June 30, 2014 and December 31, 2015; only 51 empirical studies met the criteria.
- The paper notes that representing high-dimensional data in table format is challenging, implying a tradeoff between completeness and clarity (stated); many reviewed studies had small samples, short durations, no comparison groups, descriptive statistics, or confounding variables (stated as reasons for inconclusiveness).
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Claims the paper makes
68 No basis given · 35 Own interpretation · 24 Own result · 14 No full text of the sources · 12 Sources not found · 4 Own method · 2 Partly supported · 2 Not checked yet · accuracy not yet measured
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
“Although gamifying the use of such simulations can help overcome the problems with insufficient motivation and engagement, there is a lack of studies evaluating the effects of gamified simulation-based learning.”
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.
- Rests on an assumption: The selected databases and search terms capture the relevant empirical literature on educational gamification.
- Rests on an assumption: The 51 empirical papers reviewed are representative of the empirical research on educational gamification in the survey period.
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
“our review shows that the empirical studies on understanding what kind of game elements under what circumstances can drive desired behavior are not quite systematic.”
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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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
“A sizable part of the papers (16) studied gamification of courses as a whole, which implies gamifying a range of learning activities.”
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.
- Rests on an assumption: The selected databases and search terms capture the relevant empirical literature on educational gamification.
- Rests on an assumption: The 51 empirical papers reviewed are representative of the empirical research on educational gamification in the survey period.
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 knowledge of how to gamify an activity in accordance with the specifics of the educational context is still limited.”
- Also stated in: § Abstract · p. 3 · hedged
“we found the level of understanding of how to promote engagement and learning by incorporating game design elements to be questionable.”
plain- Asserted: passes — The authors put it forward as true.
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- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: The selected databases and search terms capture the relevant empirical literature on educational gamification.
- Rests on an assumption: The 51 empirical papers reviewed are representative of the empirical research on educational gamification in the survey period.
- Also stated in: § Abstract · p. 3 · hedged
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 reviewed collection of empirical studies on gamifying education is very diverse with respect to the focus of the studies and the reported outcomes.”
plain- Asserted: passes — The authors put it forward as true.
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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 review reveals that (i) insufficient evidence exists to support the long-term benefits of gamification in educational contexts;”
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.
- Rests on an assumption: The selected databases and search terms capture the relevant empirical literature on educational gamification.
- Rests on an assumption: The 51 empirical papers reviewed are representative of the empirical research on educational gamification in the survey period.
None of the sources cited for this claim have been checked yet.
In the paper
“The majority of gamification studies feature a subset of the following game elements: points, badges, levels, leaderboards and progress bars.”
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.
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In the paper
“In sharp contrast, gamification experiments targeting activities related to disciplines from humanity and social sciences are extremely limited, with only one example (Holman et al., 2015) touching this subject.”
What the sources say
- Not checked — no full text of the sourcecites Holman et al., 2015 source
plainSingle case- 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.
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- Rests on an assumption: The selected databases and search terms capture the relevant empirical literature on educational gamification.
- Rests on an assumption: The 51 empirical papers reviewed are representative of the empirical research on educational gamification in the survey period.
In the paper
“The reviewed papers expand the scope of the empirical research on educational gamification, as compared to (Dicheva et al. 2015).”
What the sources say
- Not checked — no full text of the sourcecites Dicheva et al. 2015
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.
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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
“We noticed that in addition to the heterogeneous nature of the empirical research, the stated goals of the studies were not always in line with the reported outcomes.”
plaincorrelational- Asserted: passes — The authors put it forward as true.
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- Probably not a substantial claim. 73
- It may state two separate claims as one. 46
- The quote only partly states this claim. 10
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“For example, (Hakulinen et al., 2015) present convincing evidence that points, badges and leaderboard incorporated in online Java exercises increases the use of an open learning environment.”
What the sources say
- Partly supportedcites Hakulinen et al., 2015 sourceExperimental — accuracy not yet measured
The Results report that students offered badges spent significantly more time in TRAKLA2 and had more exercise sessions than controls, supporting increased use of the online learning environment. But the study tested badges, not a combined points–badges–leaderboard intervention: exercise points applied to both groups, and Future Work says the social aspect was missing. Materials and Procedure describes algorithm-simulation exercises, not specifically online Java exercises. (LLM, conf=0.90)
boosteddirect- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“For example, two papers (Hakulinen et al., 2015) and (Landers & Landers, 2015) report positive outcomes for using single game elements, but one is for badges and the other one for leaderboards.”
What the sources say
- Supportedcites Hakulinen et al., 2015 source
The Conclusions report that this study added achievement badges to a university course’s online learning environment and found statistically significant effects on some aspects of student behavior, along with generally positive attitudes. That supports the badge-related positive outcome attributed to Hakulinen et al.; the leaderboard paper is a separate citation. (LLM, conf=0.92)
- Not matchedcites Landers & Landers, 2015
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirectn = 2- Asserted: passes — The authors put it forward as true.
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- Supported
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 collection of papers covers a wide range of academic subjects (32) organized in six categories (see Table 2).”
plain- Asserted: passes — The authors put it forward as true.
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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.
- Rests on an assumption: The selected databases and search terms capture the relevant empirical literature on educational gamification.
- Rests on an assumption: The 51 empirical papers reviewed are representative of the empirical research on educational gamification in the survey period.
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
“For comparison, the total number of papers included in the previous review covering the period January 2010 -June 2014 was 34.”
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Rests on an assumption: The selected databases and search terms capture the relevant empirical literature on educational gamification.
- Rests on an assumption: The 51 empirical papers reviewed are representative of the empirical research on educational gamification in the survey period.
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 end result was a list of 11 theoretical papers appearing in the searched databases between June 30, 2014 and December 31, 2015.”
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.
- Rests on an assumption: The selected databases and search terms capture the relevant empirical literature on educational gamification.
- Rests on an assumption: The 51 empirical papers reviewed are representative of the empirical research on educational gamification in the survey period.
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
“A surprising fact is that the vast majority of the empirical works (25 studies) report inconclusive outcomes, which means that there is no basis for confidence in the reported results.”
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 reviewed collection, 11 papers report studies of the effect of a single game element, 8 papers study gamified systems using 2 game elements, 16 papers study gamified systems with 3 game elements, while the remaining 16 papers report results of gamifying systems by incorporating more than three elements (see Table 4).”
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
“Considering the educational level, the bulk of gamification studies in the survey period were conducted at university level (44 papers), with less attention to K-12 education (7 papers).”
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.
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It may state two separate claims as one.
- Rests on an assumption: The selected databases and search terms capture the relevant empirical literature on educational gamification.
- Rests on an assumption: The 51 empirical papers reviewed are representative of the empirical research on educational gamification in the survey period.
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 those 15 papers, the findings related to the benefits of gamification are mixed: 12 studies present evidence for positive effects of gamification in educational settings, while 3 present evidence for negative effects.”
plaindirect- Asserted: passes — The authors put it forward as true.
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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
“Although the majority of empirical works still examine the impact of the gamification on students ' engagement, performance, participation or retention, they are widening and deepening the focus of their studies.”
plain- Asserted: passes — The authors put it forward as true.
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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
“Although the connection between motivation and gamification design is demonstrated by a number of the reviewed studies, they do not add persuasive evidence confirming the effect of gamification as a motivational tool.”
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
“The result was a list of 51 empirical research papers.”
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Rests on an assumption: The selected databases and search terms capture the relevant empirical literature on educational gamification.
- Rests on an assumption: The 51 empirical papers reviewed are representative of the empirical research on educational gamification in the survey period.
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
“Thus the final number of selected papers (empirical and theoretical) amounted to 63 in total.”
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Rests on an assumption: The selected databases and search terms capture the relevant empirical literature on educational gamification.
- Rests on an assumption: The 51 empirical papers reviewed are representative of the empirical research on educational gamification in the survey period.
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
“Another part of the papers addresses activities with indirect effect on learning, such as engaging students in more regular interactions with the learning environment (11).”
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Rests on an assumption: The selected databases and search terms capture the relevant empirical literature on educational gamification.
- Rests on an assumption: The 51 empirical papers reviewed are representative of the empirical research on educational gamification in the survey period.
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
“Although this presumes a higher concentration of studies on gamified online learning our findings indicate the opposite.”
hedged- 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.
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It may state two separate claims as one.
- Rests on an assumption: The selected databases and search terms capture the relevant empirical literature on educational gamification.
- Rests on an assumption: The 51 empirical papers reviewed are representative of the empirical research on educational gamification in the survey period.
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
“It covers studies on different configurations of game elements, used to gamify different activities and resulting in different outcomes, without any identifiable pattern of distribution.”
plain- Asserted: passes — The authors put it forward as true.
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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
“However, we note that the gamification terminology is still unsettled and various variations of the introduced above terms exist.”
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds. It may state two separate claims as one.
- Rests on an assumption: The selected databases and search terms capture the relevant empirical literature on educational gamification.
- Rests on an assumption: The 51 empirical papers reviewed are representative of the empirical research on educational gamification in the survey period.
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 search yielded a total of 4998 results depicted in Table 1.”
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Rests on an assumption: The selected databases and search terms capture the relevant empirical literature on educational gamification.
- Rests on an assumption: The 51 empirical papers reviewed are representative of the empirical research on educational gamification in the survey period.
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 parallel, a significant part of the empirical research was nonetheless reporting success stories and possibly contributing to the ' inflated expectations ' .”
hedgedconditional- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
- Rests on an assumption: The selected databases and search terms capture the relevant empirical literature on educational gamification.
- Rests on an assumption: The 51 empirical papers reviewed are representative of the empirical research on educational gamification in the survey period.
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 papers listed in the platform-centric category do not cover all gamified platforms proposed in the reviewed papers.”
plain- Asserted: passes — The authors put it forward as true.
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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
“Studies on how distinct categories of learners are affected by gamification, what to measure as an outcome, and how to add a gamified layer to a core activity are also emerging.”
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. 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
“While in our first review the question shared between most of the papers was ' Is gamification effective? ' , now it appears in a more extended version, in combination with the questions ' for what? ' or ' to whom? ' .”
hedged- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper’s conclusions may not depend on it.
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 examination of the selected papers indicated that the empirical studies tended to use surveys and quasi-experimental designs, while the randomized controlled trials were less common.”
hedged- 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
“Table 12 Inconclusive studies with reasons for this categorization”
plain- Asserted: passes — The authors put it forward as true.
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The quote only partly states this claim.
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
“As a result, the educational benefits of gamification in terms of increasing student motivation or linking this motivation to learning outcomes are still not well understood.”
plaincorrelational- Asserted: passes — The authors put it forward as true.
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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
“While the majority of the reviewed studies do analyze specific educational effects of gamification (on learning, attainment, participation), their focus is often aside from motivation.”
plain- Asserted: passes — The authors put it forward as true.
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In the paper
“However, research remains inconclusive on these assumptions.”
plain- Asserted: passes — The authors put it forward as true.
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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 reported outcome often concludes that the gamification produced the pursued learning gains and that the users appreciated the added gamification features.”
plaindirect- Asserted: passes — The authors put it forward as true.
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In the paper
“Moreover, the majority of the studies target college students.”
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
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
“A number of gamification approaches, driven by specific objectives, have been applied to support learning and related activities in a variety of educational contexts.”
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.
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
“There are several assumptions underlying the usefulness of gamification in educational context, such as gamification is motivating, gamification is engaging, gamification can improve attendance and participation.”
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: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds. 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
“We maintain the view that gamification is not just a technology but also a methodology which some organizations adopt as way to increase motivation.”
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: 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. 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
“Studies involving different demographic groups however are beneficial, as we cannot necessarily generalize the results of a study conducted with one demographic group to another demographic group.”
plaindirect- 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.
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
“We also included the used game elements, mechanics and dynamics since they are inherently related to the success of a gamification application.”
plaincorrelational- 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.
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
“The review was restricted to papers appearing in the searched databases between June 30, 2014 and December 31, 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.
- Rests on an assumption: The selected databases and search terms capture the relevant empirical literature on educational gamification.
- Rests on an assumption: The 51 empirical papers reviewed are representative of the empirical research on educational gamification in the survey period.
In the paper
“For example, (Pedro et al., 2015b) reported that the game mechanics implemented in a virtual learning environment did not have any effect on motivation and performance of the female students.”
What the sources say
- Not matchedcites Pedro et al., 2015b
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
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.
- Not matched
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
“Online learning normally requires stronger motivation, which makes it a somewhat more promising field for applying gamification.”
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: 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. 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
“Motivation as a psychological process that gives behavior purpose and direction is contextual.”
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.
In the paper
“Although most of the reviewed 34 papers have been reporting promising results, the review concluded that more substantial empirical research is needed to determine whether both extrinsic and intrinsic motivation of the learners can be actually influenced by gamification.”
What the sources say
- Not matchedcites Dicheva et al. 2015
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
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.
- Not matched
In the paper
“More specifically, (Ryan et al., 2006) argue that the intrinsic appeal of games is due to their ability to satisfy the basic psychological needs for competence, autonomy, and relatedness.”
What the sources say
- Not checked — no full text of the sourcecites Ryan et al., 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.
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
“Not only are individuals motivated in multiple ways, but also their motivation varies according to the situation or context of the task.”
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: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
In the paper
“The results show that a gamified laboratory simulation can increase both learning outcomes and motivation levels when compared with traditional teaching.”
What the sources say
- Not checked — no full text of the sourcecites Bonde et al. (2014) source
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.
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 this aspect, gamification is not a purely marketing trend but a behavioral/affective design trend that can be applied to different areas, including education.”
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: 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. It may state two separate claims as one.
In the paper
“While gamification strives at its core to increase motivation, yet motivation is not a unitary phenomenon - different people may have different types and amounts of motivation, which can be shaped by the activity they are undertaking (Gooch et al., 2016).”
What the sources say
- Not checked — no full text of the sourcecites Gooch et al., 2016 source
plainconditional- 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 results of the study found that women in the female-dominated leaderboard condition demonstrated stronger academic identification than those in the control and maledominated leaderboard conditions.”
What the sources say
- Not checked — no full text of the sourcecites Christy & Fox, 2014 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.
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
“Whilst 12 studies report encouraging outcomes, they cover a range of specific combinations of game elements, specific activities and outcomes and thus do not support practical generalization.”
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.
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 addition to appropriate measures, the verification of the validity of reported results requires availability of relevant statistical information about the studies.”
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: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
In the paper
“which points out that an emerging technology first climbs the ' peak of inflated expectations ' followed by a subsequent strong fall down into the ' trough of disillusionment ' , before reaching the ' slop of enlightenment ' , which marks the stage where its benefits and limitations are understood and demonstrated.”
What the sources say
- Not matchedcites Gartner, 2013
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
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.
- Not matched
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
“Improving our understanding of motivational aspects of gamification will enable us to predict its effect on the related concepts.”
plaindirect- 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.
- Rests on an assumption: Motivation is associated with a number of learning related concepts such as engagement, effort, goals, focus of attention, self-efficacy, confidence, achievement, interest, etc.
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 suggests a user-centered approach in the design of gamified systems, characterized by a focus on the needs and desires of learners.”
hedged- 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.
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
“Increased communication, participation, punctuality”
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. 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
“Without a theoretical framework backing the design of the studies and the interpretation of their results, it is problematic to select an appropriate gamification structure or to differentiate which of the employed game mechanisms and principles were essential for arriving at successful outcomes.”
plainconditional- 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.
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
“Increased motivation and learning”
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. 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
“In several cases our judgment simply conveys the paper ' s conclusion where the authors themselves acknowledge that the results of the study should be interpreted with caution.”
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.
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
“Increased intention to use the PLE”
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. The quote only partly states this 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
“This study reveals an interesting psychological perspective of gamification in educational environments: merely making an activity seem like a game impacts learners ' engagement.”
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.
Probably not a substantial claim.
In the paper
“Most emerging technologies and the accompanying research go through an initial period of hype as described by the Gartner ' s Hype Cycle, before evolving for a second period of measured popularity, in which it attains maturity and meets the expectations (Naik, 2015).”
What the sources say
- Not matchedcites Naik, 2015
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
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.
- Not matched
In the paper
“The theory of gamified learning proposed by (Landers et al., 2015) provides two specific causal pathways by which gamification can affect learning and a framework for testing these pathways.”
What the sources say
- Not matchedcites Landers et al., 2015
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
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.
- Not matched
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
“Mixed acceptance of game elements”
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: 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.
In the paper
“Increased knowledge retention, reduce attrition”
What the sources say
- Not matchedcites (Nevin et al., 2014)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
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.
- Not matched
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
“Positive effect on student collaboration”
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.
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
“reduced undesirable behaviors in VLE”
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.
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
“Improved retention period, and learning performance”
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. It may state two separate claims as one.
In the paper
“Increased playfulness and engagement in learning”
What the sources say
- Not matchedcites (Perry, 2015)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
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. The quote only partly states this claim.
- Not matched
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 availability of successful gamified platforms will help widen the scope of gamified educational activities and create a ground for broadening experimental studies towards developing evidence based practices.”
hedgeddirect- 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. 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
“Motivated continuous learning for module”
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.
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
“Relation between badge interaction and engagement”
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: 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.
In the paper
“In the first one, this behavior moderates the relationship between instructional quality and learning. In the second, this behavior mediates the relationship between game elements and learning.”
What the sources say
- Not matchedcites Landers et al., 2015
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
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.
- Not matched
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
“Improved learning performance”
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. The quote only partly states this 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
“Possible reasons for this are from one side the hype to publish on gamification and from another, the addressing of an overly broad research question based on limited supportive evidence.”
hedgedconditional- 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.
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 process of integrating game design principles within varying educational experiences appears challenging and there are currently no practical guidelines for how to do so in a coherent and efficient manner.”
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: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds. 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
“Increased engagement, foster learning”
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. It may state two separate claims as one.
In the paper
“For gamification to be effective, it must successfully alter an intermediary learner behavior or learner attitude.”
What the sources say
- Not matchedcites Landers et al., 2015
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
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.
Probably not a substantial claim.
- Not matched
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
“Improved participation and quality of online discussion”
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. 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
“Increased usage of the open learning environment”
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. The quote only partly states this 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
“an emerging shared message particularly relevant to instructional designers recognizes that what one learner values, another may not, what one learner believes is achievable, another may not.”
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.
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
“Increased intrinsic motivation”
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. The quote only partly states this claim.
In the paper
“Leaderboards create stereotype threat”
What the sources say
- Not matchedcites (Christy & Fox, 2014)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
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.
- Not matched
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
“For example, reported positive effects of gamification based on a two-week study could be attributed to the ' novelty effect ' of the used tool or approach rather than to the added gamification features.”
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.
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
“Increased competence need (negative) and performance (positive)”
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. 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
“The observed emphasis on points, badges, and leaderboards is too narrow to address the relevant motivational factors.”
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.
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
“While it seems apparent that gamification has the potential to create enhanced learning environments, there is still insufficient evidence that it (1) produces reliable, valid and long-lasting educational outcomes, or (2) does so better than traditional educational models.”
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.
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
“We note that our judgment in studying inconclusiveness can be viewed as rather subjective.”
hedged- 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.
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
“Our decision on the validity of the gamification studies was guided by the following factors: the sample size, the number of study groups, the length of the study, how the data was collected, how the variables were controlled, how and by what statistical procedures the data was analyzed, how well the conclusions are supported by the data, and does the study give enough information to convince the”
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. 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
“The rise and fall of expectations for applying gamification in educational contexts is nothing out of the ordinary.”
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.
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
“Improved time on task”
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. The quote only partly states this claim.
In the paper
“Correlation between XPs, badges and learning - positive”
What the sources say
- Not matchedcites (Paiva et al., 2015)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
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.
- Not matched
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
“Increased disposition to the experience flow”
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. The quote only partly states this claim.
In the paper
“Does not improve learning”
What the sources say
- Not checked — no full text of the sourcecites Long & Aleven, 2014 source
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. The quote only partly states this claim.
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
“Relation between learner gamification typology and learner interactive”
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: 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.
In the paper
“The outcomes indicate that engagement and enjoyment increased significantly due to the psychological effects of framing the task as a game. Furthermore, no actual increased interest or enjoyment was measured by adding actual game mechanics to the task, when it was already framed as a game.”
What the sources say
- Not checked — no full text of the sourcecites Lieberoth (2015) source
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.
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
“Improved motivation”
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. The quote only partly states this claim.
In the paper
“The results show that although there is support for the importance of competition against peers (contrary to the current prevailing understanding), the challenge of overcoming the game ' s obstacles and mastering them is what matters the most to players, regardless of the type of the game.”
What the sources say
- Not checked — no full text of the sourcecites Tomaselli et al., 2015
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
“Fostered learning activities”
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.
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
“Relation between gaming personality and game dynamics”
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: 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.
The paper relies on this without support.
The selected databases and search terms capture the relevant empirical literature on educational gamification.
“we searched the following databases: Google Scholar, ACM Digital Library, IEEE Explore and ScienceDirect using the following search terms: (gamification OR gamify OR gameful) AND (education OR learning OR training) AND (since 2014).”
The paper relies on this without support.
The 51 empirical papers reviewed are representative of the empirical research on educational gamification in the survey period.
“The result was a list of 51 empirical research papers.”
The paper relies on this without support.
The reviewed studies' reported outcomes are sufficiently comparable to draw conclusions about the field.
“A literature survey typically employs a framework for structuring the evaluation of the works in the targeted area.”
The paper relies on this without support.
Video games are explicitly designed for entertainment and can produce states of desirable experience and motivate users to remain engaged in an activity with unparalleled intensity and duration.
“Since video games are explicitly designed for entertainment, they can produce states of desirable experience and motivate users to remain engaged in an activity with unparalleled intensity and duration.”
The paper relies on this without support.
Success in one educational context does not guarantee that the same mechanism will be motivationally successful in another educational context.
“Additionally, success in one educational context does not guarantee that the same mechanism will be motivationally successful in another educational context.”
The paper relies on this without support.
Performance is an indirect measure of motivation that is influenced by many non-motivational factors such as ability, prior knowledge, and quality of instruction.
“Performance is an indirect measure of motivation that is influenced by many non-motivational factors such as ability, prior knowledge, and quality of instruction, while motivation is the actual driving force which makes individuals want to do something and help them continue doing it.”
The paper relies on this without support.
Motivation is the actual driving force which makes individuals want to do something and helps them continue doing it.
“Performance is an indirect measure of motivation that is influenced by many non-motivational factors such as ability, prior knowledge, and quality of instruction, while motivation is the actual driving force which makes individuals want to do something and help them continue doing it.”
The paper relies on this without support.
Motivation is associated with a number of learning related concepts such as engagement, effort, goals, focus of attention, self-efficacy, confidence, achievement, interest, etc.
“Motivation is associated with a number of learning related concepts such as engagement, effort, goals, focus of attention, self-efficacy, confidence, achievement, interest, etc.”
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?
The source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“Game-based learning can be an effective approach to foster collaboration among students, essential communication and teamwork skills, which are critical in developing computational thinking (CT) and preparing students for STEM fields [38].”
From Fostering computational thinking in young students through student generated challenges in tangible mobile augmented reality games (2025) · cites this paper as [38]
Experimental — accuracy not yet measuredThe cited source says what the claim attributes to it.
In the citing paper
“The large numbers of inconclusive studies in these reviews point toward a general problem: Gamification research lacks methodological rigor.”
From The gamification of learning: a meta-analysis (2020) · cites this paper as Dichev and Dicheva 2017
The cited source says what the claim attributes to it.
In the citing paper
“Whereas the majority of studies found in reviews focusing on education were conducted in higher education settings, some of them were performed in primary and secondary school settings (see Dichev and Dicheva 2017).”
From The gamification of learning: a meta-analysis (2020) · cites this paper as Dichev and Dicheva 2017
The cited source says what the claim attributes to it.
In the citing paper
“Gamification has emerged as a promising pedagogical strategy, with the potential to capture students' attention, foster active learning, and enrich the overall learning experience, particularly in subjects where disengagement and low motivation are common (Dichev & Dicheva, 2017).”
From Gamification on Mathematics Engagement and Motivation in Secondary School and Higher Education: A Systematic Review and Meta-Analysis (2026) · cites this paper as Dichev & Dicheva, 2017
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
§ How conclusive are the reported results? · p. 18
“A surprising fact is that the vast majority of the empirical works (25 studies) report inconclusive outcomes”
§ How conclusive are the reported results? · p. 19
“| Inconclusive | 26 (50%) |”
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
§ Search strategy and sources · p. 5
“The review was restricted to papers appearing in the searched databases between June 30, 2014 and December 31, 2015.”
§ How conclusive are the reported results? · p. 20
“| B | (Holman et al., 2013) | Badges, leveling, autonomy, leaderboard, grade predictor”
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
§ What combinations of game elements are studied? · p. 10
“| Leaderboards only | 3 (6%) | (Christy & Fox, 2014; Landers & Landers, 2015; Poole et al., 2014)”
§ What types of goals? · p. 15
“| (Poole et al., 2014) | Points, leaderboards”
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
“The end result was a list of 11 theoretical papers appearing in the searched databases between June 30, 2014 and December 31, 2015. Thus the final number of selected papers (empirical and theoretical) amounted to 63 in total.”
Reported 63 · recomputed 62
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
§ How conclusive are the reported results? · p. 18
“For example, (Hakulinen et al., 2015) present convincing evidence that points, badges and leaderboard incorporated in online Java exercises increases the use of an open learning environment.”
§ How conclusive are the reported results? · p. 20
“| A | (Hakulinen et al., 2015) | Badges | Homework exercises | Improves motivation |”
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
§ What combinations of game elements are studied? · p. 10
“| Badges only | 9 (18%) | (Boticki et al., 2015; Davis & Klein, 2015; Hakulinen et al., 2015; Leach et al., 2014; Long & Aleven, 2014; Pedro et al., 2015a; Perry, 2015; Tu et al., 2015; Tvarozek & Brza, 2014)”
§ What types of goals? · p. 15
“| (Perry, 2015) | Points, badges”
Citations
Cites
Ryan, R. M., & Deci, E. L. (2000) · American Psychologist · doi:10.1037//0003-066x.55.1.68 · Cited by 54,599 · cited 2×
“According to the Self Determination Theory (Ryan & Deci, 2000), humans seek out activities to satisfy intrinsic motivational needs, such as competence, autonomy, or relatedness.”
From game design elements to gamefulness: defining "gamification"
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011) · Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments · doi:10.1145/2181037.2181040 · Cited by 8,402 · cited 4×
“What combinations of game elements are studied? According to (Deterding et al., 2011) gamification is the use of game design elements in non-game contexts.”
InfluentialDoes Gamification Work? -- A Literature Review of Empirical Studies on Gamification
Hamari, J., Koivisto, J., & Sarsa, H. (2014) · 2014 47th Hawaii International Conference on System Sciences · doi:10.1109/hicss.2014.377 · Cited by 5,201 · cited 2×
“This findings are in line with the conclusions reported by (Koivisto & Hamari, 2014), who have shown in a more general context that women experience a greater effect when the gamification contains social aspects and men - when there is a sort of competition.”
The motivational pull of video games: a self-determination theory approach
Ryan, R. M., Rigby, C. S., & Przybylski, A. (2006) · Motivation and Emotion · doi:10.1007/s11031-006-9051-8 · Cited by 3,332 · cited 1×
“More specifically, (Ryan et al., 2006) argue that the intrinsic appeal of games is due to their ability to satisfy the basic psychological needs for competence, autonomy, and relatedness.”
Reality is Broken Why Games Make Us Better and How They Can Change the World
(2012) · Choice Reviews Online · doi:10.5860/choice.49-6095 · Cited by 2,933 · cited 1×
“The motivational outcome category concerns concepts derived from motivational principles of games such as explicit goals, rules, a feedback system, and voluntary participation (McGonigal, 2011).”
Gamification in theory and action: a survey
Seaborn, K., & Fels, D. I. (2015) · International Journal of Human-Computer Studies · doi:10.1016/j.ijhcs.2014.09.006 · Cited by 2,515 · cited 2×
“array of practical motivations (Seaborn & Fels, 2015).”
(2012) · Swinburne figshare (Swinburne University of Technology) · Cited by 2,354
Hanus, M. D., & Fox, J. (2015) · Computers & Education · doi:10.1016/j.compedu.2014.08.019 · Cited by 1,918 · cited 8×
“(Attali & Arieli-Attali, 2015; Hanus & Fox, 2015; Long & Aleven, 2014) Inconclusive 26 (50”
Influential(2015) · Educational Technology & Society · Cited by 1,551
Self-citationFrom Game Design Elements to Gamefulness: Defining “Gamification”
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. E. (2011) · IT University Of Copenhagen (IT University of Copenhagen) · Cited by 1,341
Research works printed but not linked: 4
- Boskic, N., & Hu, S. (2015). Gamification in higher education: how we changed roles. European Conference on Games Based Learning, (pp. 741–748). Reading, UK: Academic Conferences and Publishing International Limited.
- Dicheva, D., & Dichev, C. (2015). Gamification in education: where are we in 2015? World Conference on E-Learning (ELEARN 2015), Kona, Hawaii, October 19–22 (pp. 1276–1284). Chesapeake: AACE.
- Leach, D., Laur, B., Code, J., Bebbington, T., & Broome, D. (2014). Gamification for online engagement in higher education: a randomized controlled trial (pp. 151–159). Madison: Games Learning + Society Conference.
- Tvarozek, J., & Brza, T. (2014). Engaging students in online courses through interactive badges. In 2014 International Conference on e-Learning, September 2014, Spain (pp. 89–95). Retrieved from http://elearning-conf.eu/docs/cp14/paper-12.pdf .
Cited by
Sorted by citations
Items 301–400 of 1,434
Propuesta de intervención de gamificación en educación física basada en el universo de Harry Potter
Chacón-Borrego, F., & Jiménez, R. O. (2021) · Sportis Scientific Journal of School Sport Physical Education and Psychomotricity · doi:10.17979/sportis.2022.8.1.8738 · Cited by 15
Developing Resilience to Disinformation: A Game-Based Method for Future Communicators
Cernicova-Bucă, M., & Ciurel, D. (2022) · Sustainability · doi:10.3390/su14095438 · Cited by 16
A Review on Adopting Personalized Gamified Experience in the Learning Context
Aljabali, R. N., & Ahmad, N. (2018) · IEEE Conference on e-Learning, e-Management and e-Services (IC3e) · doi:10.1109/ic3e.2018.8632635 · Cited by 15
Game over or continue? How gamification can improve completion rate in adaptive learning
Pitthan, F., & Witte, K. D. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-12928-0 · Cited by 16
“3 Gamifi-cation research has experienced a strong growth, emerging as a particular sub-field in the education and e-learning literature (Dichev & Dicheva, 2017; Dicheva et al., 2015).”
Kalashnikova, L. V., Hrabovets, I. V., Chernous, L., et al. (2022) · Educational Technology Quarterly · doi:10.55056/etq.2 · Cited by 14
“According to Dichev and Dicheva [7] for designing an electronic format of the education course, implemented by using gamification, the lecturer must pay special attention not only to the motivational but also to the stimulating component of the structure of game elements.”
MethodExperimental games in transdisciplinary research: The potential importance of individual payments
Bartels, L. E., Falk, T., Duche, V., & Vollan, B. (2022) · Journal of Environmental Economics and Management · doi:10.1016/j.jeem.2022.102631 · Cited by 14
Brits, S. J., Bunt, B. J., Conley, L., Crous, N., Toit, A. D., Geldenhuys, Y., Hanekom, S. M., Havenga, M., Hay, A., Heymans, Y., et al. (2022) · NWU self-directed learning series · doi:10.4102/aosis.2022.bk367 · Cited by 14
Chemistry and Chaos: A Role-Playing Game for Teaching Chemistry
Mendez, J. D. (2023) · Journal of Chemical Education · doi:10.1021/acs.jchemed.2c01235 · Cited by 18
Gamification and Player Profiles in Higher Education Professors
Vergara, D., Vallecillo, A. I. G., Fernández‐Arias, P., & Antón‐Sancho, Á. (2023) · International Journal of Game-Based Learning · doi:10.4018/ijgbl.323449 · Cited by 14
Project-Based Learning dengan Pendekatan Gamifikasi: Untuk Pembelajaran yang Menarik dan Efektif
Khuluq, K., Kuswandi, D., & Soepriyanto, Y. (2023) · JKTP Jurnal Kajian Teknologi Pendidikan · doi:10.17977/um038v6i22023p072 · Cited by 22
Gamification in Software Engineering Education: a Tertiary Study
Tonhão, S. D. F., Shigenaga, M. Y., Herculani, J. B., et al. (2023) · doi:10.1145/3613372.3614193 · Cited by 14
“The review by Dichev and Dicheva [7], in addition to bringing positive points, mentions some negative aspects of gamification, depending on the elements used.”
BackgroundResultInfluentialValverde, G. J., Paniagua, C. H., Fabre-Mitjans, N., & Calafell, G. (2024) · Education Sciences · doi:10.3390/educsci14080822 · Cited by 24
Histopoly: A serious game for teaching histology to 1st year veterinary students
Marcos, R., Gomes, A., Santos, M. S., et al. (2025) · Anatomical Sciences Education · doi:10.1002/ase.2545 · Cited by 14
“10 13–15 In this rapidly growing field, it is important to define the used terms in order to facilitate the literature search and comparison.”
Using a Serious Game to Train Violence Risk Assessment and Management Skills
Mason, J. S., & Loader, K. (2019) · Simulation & Gaming · doi:10.1177/1046878119837314 · Cited by 14
Toda, A. M., Pereira, F. D., Klock, A. C. T., Rodrigues, L., Palomino, P. T., Oliveira, W., Oliveira, E., Gasparini, I., Cristea, A. I., & Isotani, S. (2020) · Anais do ... Simpósio Brasileiro de Informática na Educação/Anais do Simpósio Brasileiro de Informática na Educação · doi:10.5753/cbie.sbie.2020.471 · Cited by 15
Assessing a novel problem‐based learning approach with game elements in a business analytics course
Bayley, T., Wheatley, D., & Hurst, A. (2021) · Decision Sciences Journal of Innovative Education · doi:10.1111/dsji.12246 · Cited by 18
Ramu, P., Osman, M. B., Mutalib, N. A. A., Aljaberi, M. A. A., Lee, K., Lin, C., & Hamat, R. A. (2023) · Healthcare · doi:10.3390/healthcare11060853 · Cited by 14
“This readiness can be improved by increasing their knowledge and engagement through educational activities, including role-play that mimics real-life situations and gamification [87,88].”
BackgroundExploring Gamification to Prevent Gaming the System and Help Refusal in Tutoring Systems
Azevedo, O. B., de Morais, F., & Jaques, P. A. (2018) · Lecture notes in computer science · doi:10.1007/978-3-319-98572-5_18 · Cited by 15
Chen, P.-Z., Chang, T.-C., & Wu, C. (2022) · Educational Studies · doi:10.1080/03055698.2022.2081788 · Cited by 17
“Gamification is an emerging method to increase the fun of activities (Dichev and Dicheva 2017) and is highly accepted by elementary school students (Garris, Ahlers, and Driskell 2002); in addition, class management also significantly affects student learning (Reyes et al. 2012).”
Morawski, M., & Wolff-Seidel, S. (2023) · European Journal of Geography · doi:10.48088/ejg.m.mor.14.3.001.019 · Cited by 15
Kuzovkova, T. A., Sharavova, O. I., & Sharavova, M. M. (2024) · Intelligent Technologies and Electronic Devices in Vehicle and Road Transport Complex (TIRVED) · doi:10.1109/tirved63561.2024.10769847 · Cited by 13
Bringing play back into the biology classroom with the use of gamified virtual lab simulations
Rai, B., Tan, H. S., & Leo, C. H. (2019) · Journal of Applied Learning & Teaching · doi:10.37074/jalt.2019.2.2.7 · Cited by 13
Micro Design Approach for Gamifying Students’ Assignments
Metwally, A. H. S., Yousef, A. M. F., & Yining, W. (2020) · IEEE International Conference on Advanced Learning Technologies (ICALT) · doi:10.1109/icalt49669.2020.00112 · Cited by 13
“Recent evidence of gamification design frameworks and models indicated the importance of designing successful gamification applications in education to support behavior changes [4].”
BackgroundMore than Just a Tool: A New Approach to Understanding Gamification
Vetushinskiy, A. (2020) · Sociology of power · doi:10.22394/2074-0492-2020-3-14-31 · Cited by 13
Experience report on teaching testing through gamification
Lőrincz, B., Iudean, B., & Veșcan, A. (2021) · doi:10.1145/3472673.3473960 · Cited by 13
“Several studies investigate the effects of employing gamification elements in education [2, 7, 11] and report positive effects of gami-fied education.”
BackgroundJacob, A., Faatz, A., Knüppe, L., & Teuteberg, F. (2022) · Business Process Management Journal · doi:10.1108/bpmj-08-2021-0564 · Cited by 23
Dicheva, D. (2017) · International Conference on Computer Systems and Technologies (CompSysTech) · doi:10.1145/3134302.3134305 · Cited by 14
Self-citationInvestigating the Relationship between Player Types and Learning Styles in Gamification Design
Abdollahzade, Z., & Jafari, S. M. (2018) · Iranian journal of management studies · doi:10.22059/ijms.2018.256394.673107 · Cited by 13
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“It can support learning providing collaboration and self-guided study, and increase motivation, engagement, creativity and retention of the students [20].”
BackgroundThe Challenge of Increasing Student Engagement in E-Learning Platforms
Alsubhi, M. A., Ashaari, N. S., & Wook, T. S. M. T. (2019) · doi:10.1109/iceei47359.2019.8988908 · Cited by 13
Gamification in Anatomy Education
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The Motivation of Uncertainty: Gamifying Vocabulary Learning
Al‐Hoorie, A. H., & Albijadi, O. (2024) · RELC Journal · doi:10.1177/00336882241229244 · Cited by 13
“The above discussion indicates that an important consideration is the speci fi c con fi guration of the gami fi ed task; thus, further comparative research into different gaming con fi gura-tions is called for (Dichev and Dicheva, 2017).”
Escape Rooms as Tools for Learning Through Failure
Rawlinson, R. E., & Whitton, N. (2024) · The Electronic Journal of e-Learning · doi:10.34190/ejel.21.7.3182 · Cited by 12
“…digital game-based learning has been critiqued for prohibitive costs, complex authoring, long development timelines, and implementation challenges (Begg, 2008; Whitton, 2012; Dichev and Dicheva, 2017) and escape rooms offer a cost-effective approach that overcomes these issues to some extent.”
BackgroundComunicazione Digitale XR: Assessing the impact of extended reality technologies on learning
Zolezzi, D., Iacono, S., Martini, L., et al. (2024) · Computers & Education X Reality · doi:10.1016/j.cexr.2024.100077 · Cited by 12
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“Furthermore, AR and VR can create immersive environments that enhance engagement and motivation, offering unique opportunities for training and development (Dichev & Dicheva, 2017).”
BackgroundMethodInfluentialKotp, M. H., Bassyouny, H. A. A., Aly, M. A., Ibrahim, R. K., Hendy, A. S., Mekdad, A. K., Hafez, A. A., Hafez, A. A., Abdelaliem, S. M. F., Baghdadi, N. A., et al. (2025) · BMC Nursing · doi:10.1186/s12912-025-03253-z · Cited by 23
“Gamification of education is a tactic for increasing involvement by including gaming components in an educational environment [6].”
Trinidad, M., Calderón, A., & Ruiz, M. (2018) · Communications in computer and information science · doi:10.1007/978-3-030-00623-5_3 · Cited by 12
The phenomenon of social information in education: Modern research practices (a critical review)
Pushkarev, Y. V., & Pushkareva, E. A. (2019) · Science for Education Today · doi:10.15293/2658-6762.1906.04 · Cited by 12
Gamification in the formation of digital skills of future teachers
Desnenko, S. I., Pakhomova, T., Starostina, S. E., et al. (2021) · E3S Web of Conferences · doi:10.1051/e3sconf/202127312118 · Cited by 12
Investigating the Influence of Personalised Gamification on Mobile Survey User Experience
Carlier, S., Coppens, D., Backere, F. D., & Turck, F. D. (2021) · Sustainability · doi:10.3390/su131810434 · Cited by 13
“In education, gamification is used to motivate students and increase the learning outcome [13,14].”
BackgroundPercepciones de los estudiantes de posgrado ante la gamificación del aula con Quizizz
Díaz, M. M., & García, J. I. R. (2022) · Texto Livre Linguagem e Tecnologia · doi:10.35699/1983-3652.2022.36941 · Cited by 15
Serious Games and Gamification: Game-Based Learning in Communication Sciences and Disorders
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Linganna, R. E., Patel, S. J., Ghofaily, L. A., MacKay, E. J., Spelde, A. E., Zhou, E., Kukafka, J. D., Feinman, J. W., Augoustides, J. G., & Weiss, S. J. (2020) · Journal of Cardiothoracic and Vascular Anesthesia · doi:10.1053/j.jvca.2019.12.051 · Cited by 12
Pernas, J. B., & Jannes, G. (2019) · Digital Education Review · doi:10.1344/der.2019.36.152-170 · Cited by 15
Design Challenges for Science Games:
Anupam, A., Gupta, R., Gupta, S., Li, Z., Hong, N., Naeemi, A., & Parvin, N. (2019) · International Journal of Designs for Learning · doi:10.14434/ijdl.v11i1.24264 · Cited by 12
Ratinho, E., Figueiredo, M., Estêvão, D., Faísca, L., & Martins, C. (2026) · Educational Psychology Review · doi:10.1007/s10648-025-10108-1 · Cited by 46
“This pattern is consistent with previous literature (Alsawaier, 2018; Dichev & Dicheva, 2017).”
Gamification improves the quality of student peer code review
Indriasari, T. D., Denny, P. C., Lottridge, D. M., & Luxton-Reilly, A. (2022) · Computer Science Education · doi:10.1080/08993408.2022.2124094 · Cited by 12
The Development of Puzzle Games for Early Childhood Based on the Banten Local Culture
Asmawati, L. (2023) · Jurnal Ilmiah Peuradeun · doi:10.26811/peuradeun.v11i2.895 · Cited by 11
Game-based exercise focused on emotional intelligence
García, J. C. G., Pineda, C., Díaz, M. C., et al. (2023) · Región Científica · doi:10.58763/rc202365 · Cited by 11
The Flipped Classroom Optimized Through Gamification and Team-Based Learning
Lopes, S. F. S. F., Simões, J. M. D. A. P., Lourenço, J., & de Morais, J. C. P. (2024) · Open Education Studies · doi:10.1515/edu-2022-0227 · Cited by 11
“Gami fi cation is a concept known for more than 10 years that started to be around in social media and research papers in 2010 (Dichev & Dicheva, 2017).”
BackgroundLa Revolución de la Inteligencia Artificial en la Educación Superior
Peñafiel, G. E. S., Parra, B. F. C., Gallegos, K. G. T., & Rodríguez, B. E. U. (2024) · Editorial Grupo AEA eBooks · doi:10.55813/egaea.l.71 · Cited by 15
The Effect of Utilizing Gamification in Enhancing English Language Skills in University Settings
Quba, A. A., Eid, O. A. A.-H., Hasan, G. A., et al. (2024) · World Journal of English Language · doi:10.5430/wjel.v14n4p428 · Cited by 11
Epistemic Goals and Practices in Biology Curriculum—the Philippines and Japan
Errabo, D. D. R., Fujinami, K., & Isozaki, T. (2024) · Research in Science Education · doi:10.1007/s11165-024-10170-9 · Cited by 11
“AVM found to enhance student motivation and engagement (Dichev & Dicheva, 2017), as well as improve positive learning outcomes (Zainuddin, 2023), thus positively impacting student focus and concentration.”
Hao, W. J., & Tasir, Z. (2024) · Journal of Information Technology Education Research · doi:10.28945/5338 · Cited by 11
Wu, Q., & Xu, A. (2025) · British Educational Research Journal · doi:10.1002/berj.4119 · Cited by 19
RetractedThe Role of Mechanics in Gamification
Helmefalk, M., Lundqvist, S., & Marcusson, L. (2019) · International Journal of Virtual and Augmented Reality · doi:10.4018/ijvar.2019010102 · Cited by 11
Tourist Participation in the Preservation of World Heritage – A Study at Bayon Temple in Cambodia –
Kimura, F., Ito, Y., Matsui, T., et al. (2021) · Journal of Cultural Heritage · doi:10.1016/j.culher.2021.05.001 · Cited by 11
Designing Effective Playful Experiences for Sustainability Awareness in Schools and Makerspaces
Mylonas, G., Hofstaetter, J., Friedl, A., & Giannakos, M. N. (2021) · FabLearn Europe / MakeEd - International Conference on Computing, Design and Making in Education · doi:10.1145/3466725.3466755 · Cited by 12
“The use of gamification in education was recently discussed in [17],”
BackgroundConsiderations on the Curation of Educational Apps for Digital Play and Learning
Lim, F. V., & Toh, W. (2022) · Contemporary Educational Technology · doi:10.30935/cedtech/11809 · Cited by 11
“Gamified elements include features that are commonly found in games such as gameplay mechanics, a reward (point Contemporary Educational Technology, 14(3), ep366 5 / 14 applications including educational apps to motivate learning (Deterding et al., 2011; Dichev & Dicheva, 2017).”
BackgroundGamification Trend in Students’ Mathematics Learning Through Systematic Literature Review
Yan, L. L. L., & Matore, M. E. E. M. (2023) · International Journal of Academic Research in Progressive Education and Development · doi:10.6007/ijarped/v12-i1/15732 · Cited by 17
The Potential of Gamification for Social Sustainability: Meaning and Purposes in Agri-Food Industry
Latino, M. E., Menegoli, M., Signore, F., & Lorenzi, M. C. D. (2023) · Sustainability · doi:10.3390/su15129503 · Cited by 11
Usability and Workload Evaluation of a Cybersecurity Educational Game Application: A Case Study
Criollo-C, S., Guerrero-Arias, A., Buenaño-Fernández, D., & Luján‐Mora, S. (2024) · IEEE Access · doi:10.1109/access.2024.3352589 · Cited by 11
“Gamifica-tion in education can be defined as a developing approach to improve student motivation and engagement through the design of games in educational environments [35].”
BackgroundGames-based trust: Role-playing the administrative experience of immigrants
Bouchillon, B. C., & Stewart, P. A. (2020) · New Media & Society · doi:10.1177/1461444819900557 · Cited by 13
“The use of scoring and decision-based elements in role-playing scenarios can additionally facilitate social learning (Dichev and Dicheva, 2017).”
BackgroundPitura, J., & Chmielarz, D. (2017) · Teaching English With Technology · Cited by 11
“Who cares about fireworks?” – A Study on Digital Coaching, Gamification and Exercise Motivation
Helmefalk, M., Marcusson, L., & Sell, A. (2020) · Hawaii International Conference on System Sciences (HICSS) · doi:10.24251/hicss.2020.156 · Cited by 12
Using Gamification to Develop Self-Directed Learning
Pacheco-Velazquez, E. A. (2020) · International Conference on Education Development and Studies (ICEDS) · doi:10.1145/3392305.3396899 · Cited by 12
“Gamification has the possibility to modify behaviors, develop commitment and generate learning [16].”
BackgroundCorvalán, B., Recabarren, M., & Echeverría, A. (2020) · Computer Applications in Engineering Education · doi:10.1002/cae.22275 · Cited by 11
“This list is based on the educational gamification design principles from the study of Dicheva et al. [11] combining it with the game‐ design elements definitions from Sailer et al [32].”
BackgroundArnedo-Moreno, J., & Garcia-Font, V. (2021) · Applied Sciences · doi:10.3390/app11136185 · Cited by 11
“On that regard, the application of techniques such as gamification or the creation of “serious games” as an educational resource [14] has specially proliferated in the scientific literature, as shown by the different reviews on the topic, such as the ones by [15] or [16], among others.”
Mining and crafting a game to teach research methodology
Marnewick, C., & Chetty, J. (2021) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-021-00299-2 · Cited by 11
“…educational setting, gamification is most used for academic subjects such as Computer Science (CS)/Information Technology (IT), Maths, Multimedia/Communication, Medicine/Biology/Psychology, Languages and others (independent gamified subjects that are not subject reliant) (Dichev & Dicheva, 2017).”
BackgroundMethodSuharno, S., Suherdi, D., & Gunawan, W. (2023) · International Journal of Instruction · doi:10.29333/iji.2023.16259a · Cited by 12
Assistive Technology for Autism Spectrum Disorder: Systematic Literature Review
Suhaila, N. A., & Nordin, N. M. (2022) · International Journal of Advanced Research in Education and Society · doi:10.55057/ijares.2022.4.2.4 · Cited by 10
Gamification and addressing social justice and inclusivity through the ‘Famine and Abundance’ game
Bunt, B. J., Beer, J. J. D., & Petersen, N. T. (2022) · NWU self-directed learning series · doi:10.4102/aosis.2022.bk367.09 · Cited by 10
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Learning Landscape in Gamification: The Need for a Methodological Protocol in Research Applications
Orsoni, M., Dubé, A. K., Prandi, C., Giovagnoli, S., Benassi, M., Mazzoni, E., & Benvenuti, M. (2023) · Perspectives on Psychological Science · doi:10.1177/17456916231202489 · Cited by 17
“According to Dichev and Dicheva (2017), Ortiz et al. (2016), Hung (2017), Caporarello et al. (2019), and in more recent years, Denden et al. (2022), Bennani et al. (2021), and Oliveira et al. (2022), the effectiveness of gamification was found to depend on individual characteristics and needs, such…”
InfluentialGamification in Non-Formal Adult Educational Practices
Samodumska, O., Zarishniak, I., Tarasenko, H., Бучацька, С., Budas, I., & Tregubenko, I. (2022) · Revista Romaneasca pentru Educatie Multidimensionala · doi:10.18662/rrem/14.2/573 · Cited by 10
“To denote game components in their study, Dichev & Dicheva (2017) use the term game elements and emphasize that “empirical research on understanding which elements of the game and under what circumstances can lead to the desired behaviour is not fully systematic ...” (Dichev & Dicheva, 2017).”
Addressing Test Anxiety Using Game-Based Assessment
Bonefont, V., Carbino, B., & Zakerzadeh, R. (2022) · Biomedical Engineering Education · doi:10.1007/s43683-022-00082-3 · Cited by 11
Engaging 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
“However, the review in (Dichev & Dicheva, 2017) examines the advancement in gamifying education, revealing insufficient evidence to support the long-term ben- 1 3 2911 Education and Information Technologies (2023) 28:2909–2939 efits of gamification in educational contexts and also that the…”
BackgroundMario and Sonic at the Olympic Games: Effect of Gamification on Future Physical Education Teachers
Muñoz, S. P., Muñoz, A. S., Ramos, J. M. D. M., & Cayetano, A. R. (2022) · Applied Sciences · doi:10.3390/app12199459 · Cited by 20
Emotion and identity in second language learning
Canales, A., & Leralta, S. (2023) · Peter Lang eBooks · doi:10.3726/b18964 · Cited by 11
Attitudes of Secondary School Teachers towards Gamification
Vrcelj, A., Hoić-Božić, N., & Dlab, M. H. (2023) · The Eurasia Proceedings of Educational and Social Sciences · doi:10.55549/epess.1381514 · Cited by 10
Denden, M., Tlili, A., Essalmi, F., Jemni, M., Chang, M., Kinshuk, K., & Huang, R. (2019) · Smart computing and intelligence · doi:10.1007/978-981-32-9335-9_6 · Cited by 10
“Brewer et al. [11] also found that75 the application of gamification in a learning environment has helped in increasing76 the percentage of task completion from 73 to 97%.77 Several game design elements were reported in the literature that can be integrated78 into educational contexts, but the most commonly used ones…”
BackgroundInfluentialToda, A. M., Klock, A. C. T., Palomino, P. T., Rodrigues, L., Oliveira, W., Stewart, C. D., Cristea, A. I., Gasparini, I., & Isotani, S. (2020) · Brazilian Symposium on Human Factors in Computing Systems (IHC) · doi:10.1145/3424953.3426490 · Cited by 13
“Whilst gamification aims to promote motivation and engagement in educational settings [7], understanding students (e.g., demographics, behavioural profiles, gaming profiles) is necessary to avoid adverse outcomes that may lead to demotivation and undesired behaviours [51].”
BackgroundLa gamificación educativa y sus desafíos actuales desde la perspectiva pedagógica
Mendoza, G. M. M., & Bermúdez, I. E. C. (2021) · Revista Cognosis · doi:10.33936/cognosis.v6i2.2902 · Cited by 10
Iruela, M. G., Hijón‐Neira, R., & Connolly, C. (2022) · Education in the Knowledge Society (EKS) · doi:10.14201/eks.26932 · Cited by 12
“…on the impact of gamification, regardless of the application domain or the gamified strategy used (Buckley & Doyle, 2017; Caponetto et al., 2014; Dichev & Dicheva, 2017; Dicheva et al., 2015; Koivisto & Hamari, 2019; Majuri et al., 2018; Lambruschini, & Pizarro, 2015; Landers et al., 2018; Nah…”
BackgroundMethodResultInfluentialMaskeliūnas, R., Damaševičius, R., Blažauskas, T., Swacha, J., Queirós, R., & Paiva, J. C. (2023) · Computers · doi:10.3390/computers12070144 · Cited by 12
Automating 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
“TO improve learning technologies capability of engaging and motivating users, practitioners and researchers started to employ gamification: the use of game elements in contexts that are not games [1], [2], [3].”
Digital Pedagogy–An Opportunity or a Threat?Preprint
Murty, B. V. R., & Rao, K. N. (2019) · SSRN Electronic Journal · doi:10.2139/ssrn.3375701 · Cited by 10
Gyedu, F. O., Partey, P. A., Boafo, F. A., & Agbo, D. D. (2026) · SAGE Open · doi:10.1177/21582440261421375 · Cited by 29
“…study also included methodological, contextual, and situational moderators because they may have an impact on how gamification affects learning outcomes (Hamari et al., 2014) and because gamification research frequently has methodical shortcomings (Dicheva & Dichev, 2015; Dichev & Dicheva, 2017).”
Towards a Unified Model of Gamification and Motivation
Dykens, I. T., Wetzel, A., Dorton, S. L., & Batchelor, E. (2021) · Lecture Notes in Computer Science · doi:10.1007/978-3-030-77857-6_4 · Cited by 9
Wilson, K. N., Ghansah, B., Ananga, P., Oppong, S. O., Essibu, W. K., & Essibu, E. K. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-13005-2 · Cited by 11
“This understanding is crucial for making informed decisions about the appropriate structures, mechanics, and principles (Dichev & Dicheva, 2017) when applying games to lessons taught in and out of the classroom.”
Kapoor, V., & Sohi, D. K. (2024) · Innoeduca International Journal of Technology and Educational Innovation · doi:10.24310/ijtei.102.2024.18122 · Cited by 13
““Games and simulations” are amongst those active learning methodologies that can be aligned with several goals of management education (Al-Azawi et al., 2016; Dichev and Dicheva, 2017; López et al., 2021; Roungas et al., 2021).”
Interactive Geovisualizations (iGEO): A New Approach To Teaching And Learning Physical Geography
Heintzman, R. (2020) · Review of International Geographical Education Online · doi:10.33403/rigeo.762649 · Cited by 9
Wang, L., Chen, J., & Tsai, H. (2022) · Learning Disabilities Research and Practice · doi:10.1111/ldrp.12279 · Cited by 9
“Additionally, motivation has been widely considered as a factor for improving learning (Dichev & Dicheva, 2017), so it is not surprising to find that academic motivation, specifically, has been proven to contribute to learning attainment (e.g., Henderlong-Corpus et al., 2009; Li & Zheng, 2017).”
BackgroundUsing MOOC and Gamification Hybrid Learning Models in Rural Public Schools in Thailand
(2022) · The Journal of Educators Online · doi:10.9743/jeo.2022.19.3.12 · Cited by 9
Gamification in the development of entrepreneurial intentions: a QCA analysis
Pérez-Macías, N., Molina, C. M., & Tierno, L. G. (2022) · Entrepreneurship Education · doi:10.1007/s41959-022-00079-7 · Cited by 12
“…of lessons from the gaming domain to change behaviors in non-game situations” (Robson et al, 2015, 412) arise as a method in order to facilitate the change in students’ entrepreneurial behaviour (Bagheri et al., 2020; Dichev & Dicheva, 2017; Fox and Pittaway, 2018; Pérez-Perez et al.”
BackgroundMethodGamificación y herramientas tecnológicas en la enseñanza-aprendizaje de las matemáticas
Fernández, J. R. D., & Taquire, C. D. C. (2022) · Ciencia Latina Revista Científica Multidisciplinar · doi:10.37811/cl_rcm.v6i6.3485 · Cited by 18
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
A game to teach and apply design thinking for innovation
Kloeckner, A. P., Scherer, J. O., & Ribeiro, J. L. D. (2021) · International Journal of Innovation · doi:10.5585/iji.v9i3.20286 · Cited by 9
“The evaluation of the games developed is one of the limitations found in the literature of game development (Dichev & Dicheva 2017; Faiella & Ricciardi 2015; Hanus & Fox 2015; Hernández, Baroni, Bieger, Chmait, Dowe, Hofmann & Thórisson 2017; Petri & Wangenheim 2017).”
Metadata
- Authors
- Dichev, C., & Dicheva, D.
- Affiliations
- Winston-Salem State University (US)
- Corresponding author
- Dicheva, Darina
- Venue
- International Journal of Educational Technology in Higher Education
- Published
- 2017-02-20
- Volume
- 14
- Issue
- 1
- ISSN
- 2365-9440 (ISSN-L)
- OpenAlex
- W2590009086
- Semantic Scholar
- 9eccfc54e7b125f3c3e044e0fca40c3e80dccbac
- Cited by
- 2,112
- References
- 88
- Citations by year
- 2026: 458 · 2025: 435 · 2024: 316 · 2023: 257 · 2022: 194 · 2021: 194 · 2020: 119 · 2019: 74 · 2018: 51 · 2017: 14
- FWCI
- 112.17
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- International Journal of Educational Technology in Higher Education (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Redalyc (Universidad Autónoma del Estado de México) (submittedVersion)
- Funders
- Division of Human Resource Development (1623236)
- 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, game elements, student motivation, student engagement, research evidence base, higher education
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