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 501–600 of 1,434
Hu, Z., & Razlog, R. (2023) · Journal for the Education of Gifted Young Scientists · doi:10.17478/jegys.1277401 · Cited by 6
“In Search of Prof. Aurum”─A Mobile Escape Room Setting for Youth Recreation
Schmidt, J., Amel, H., Korte, T., & Beeken, M. (2023) · Journal of Chemical Education · doi:10.1021/acs.jchemed.3c00109 · Cited by 6
Trending Scenario of Teaching Method in the Modern Education
Ray, S., & Sikdar, D. P. (2023) · International Journal of Teaching Learning and Education · doi:10.22161/ijtle.2.3.2 · Cited by 6
Robertson, K. M.-P. (2023) · The International Journal of Management Education · doi:10.1016/j.ijme.2023.100871 · Cited by 10
Enhancing risk assessment skills in hazardous environments: Priming with a serious game approach
Yrjo, T. T., Keren, N., Cena, L. G., Simpson, S. A., & Stone, R. (2024) · Safety Science · doi:10.1016/j.ssci.2023.106402 · Cited by 6
Gamification and game-based learning in primary education: A bibliometric analysis
Magpusao, J. R. (2024) · Computers and Children · doi:10.29333/cac/14182 · Cited by 12
“The rationality of gamifying the learning process by incorporating game elements and mechanics stems from the belief that such an approach can effectively engage learners and shape their behavior in a desirable manner (Dichev & Dicheva, 2017).”
Making Learning Fun: Implementing a Gamified Approach to Materials Science and Engineering Education
Earle, S., DiCecco, L., Binkley, D. M., et al. (2024) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--43520 · Cited by 6
GAMIFICATION DEVELOPMENTS IN EDUCATION
Febriansah, A. T., Syaifuddin, A., & Soepriyanto, Y. (2024) · Scholaria Jurnal Pendidikan dan Kebudayaan · doi:10.24246/j.js.2024.v14.i2.p177-186 · Cited by 8
A product to gamify other products; implementing gamification in existing software
Palmquist, A. (2019) · International Conference on Virtual Worlds and Games for Serious Applications (VS-Games) · doi:10.1109/vs-games.2019.8864535 · Cited by 6
“Today, gamification is a multidisciplinary field, and research on gamification has been conducted within a broad range of different areas such as advertising [5,6], computer science [7], e-learning [8,9], e-health [10,11], psychology [12], human resources [13], etc.”
BackgroundGamification's Effectiveness in Online English Teaching in the Pandemic Era
Hadi, M. S., & Athallah, N. I. (2021) · Jurnal Studi Guru dan Pembelajaran · doi:10.30605/jsgp.4.2.2021.590 · Cited by 6
Bai, S., Hew, K. F., & Gonda, D. E. (2021) · International Conference on Educational Technology (ICET) · doi:10.1109/icet52293.2021.9563130 · Cited by 6
Students’ Perception on the Application of Gamification in Education during Covid-19 Pandemic
Sunarti, N., Yahya, N. F. A. N., Liang, B. L. C., et al. (2022) · Journal of Innovation and Technology · doi:10.61453/joit.v2022no10 · Cited by 6
da Silva, F. M., Toda, A. M., & Isotani, S. (2018) · doi:10.5753/cbie.wie.2018.157 · Cited by 6
“Gamification is defined as the use of game elements outside of a game context [Deterding et al. 2011], and can be used to improve students’ motivation, engagement, learning processes and training approaches [Kapp 2012].”
BackgroundDeslis, D., Kosmidis, C.-V., & Tenta, E. (2019) · Communications in computer and information science · doi:10.1007/978-3-030-20954-4_29 · Cited by 6
Kargarandehkordi, A., & Washington, P. Y. (2023) · medRxiv · doi:10.1101/2023.04.28.23289168 · Cited by 7
“…been implemented in various healthcare services to increase user activity and productivity of behaviors, using different elements such as points, leaderboards, challenges, feedback [ 55-60 ], rewards, story/theme [ 61 , 62 ], achievements/badges [ 55 ], progress tracking, and levels [ 58 , 60 ].”
BackgroundApplication of Behaviorist Theory in Classroom Instructional Reforms
Anwar, M. N., Sultan, A., Ali, F., et al. (2024) · Qlantic Journal of Social Sciences and Humanities · doi:10.55737/qjssh.319972469 · Cited by 5
The impact of quest-based feedback and point-based feedback on users' emotions and engagement
Vancaemelbecke, C., Caroux, L., & Lemercier, C. (2025) · Computers in Human Behavior · doi:10.1016/j.chb.2025.108652 · Cited by 5
Gardeli, A., & Vosinakis, S. (2025) · Computers & Education X Reality · doi:10.1016/j.cexr.2025.100102 · Cited by 5
Multiplayer Virtual Labs for Electronic Circuit Design: A Digital Twin-Based Learning Approach
Sakkas, K., Ntagka, N. E., Spyridakis, M., Μιλτιάδους, Α., Glavas, E., Tzallas, A. T., & Γιαννακέας, Ν. (2025) · Electronics · doi:10.3390/electronics14163163 · Cited by 13
Rahimipour, M., Haghjoo, R., Mosalanejad, L., & Karimian, Z. (2025) · BMC Medical Education · doi:10.1186/s12909-025-07922-0 · Cited by 5
“These results underscore the importance of designing gamified experiences that are both enjoyable and visually appealing to maximize student involvement [27–30].”
Challenges of Innovation Through Gamification in the Classroom
Denoni-Buján, M., Marcén, C., Gil, A. G., López, R. C., & Coral-Aguilar, S. (2025) · Education Sciences · doi:10.3390/educsci15101341 · Cited by 5
Michalik-Śnieżek, M., Trzaskowska, E., Nowak-Kępczyk, M., Kułak, A., Lipińska, H., & Wyłupek, T. G. (2025) · Sustainability · doi:10.3390/su172310439 · Cited by 12
Elshaer, I. A., & Azazz, A. M. S. (2025) · Algorithms · doi:10.3390/a18120789 · Cited by 8
Gamified English Language Learning in Ukraine: Critical Divide between Tradition and Innovation
Matviienko, O. V., Kuzmina, S. A., & Yanishevska, Z. (2023) · Arab World English Journal · doi:10.24093/awej/call9.11 · Cited by 5
May, J. E., Anderson, E., Clark, D., & Hull, J. (2023) · British Journal of Biomedical Science · doi:10.3389/bjbs.2023.11756 · Cited by 10
“Comparatively, medicine, biology and psychology collectively account for 10% of gami fi cation publications — a clear underperformer in the sector [22].”
BackgroundEnhancing Cross-Cultural Communication Skills and Cultural Sensitivity in EFL Students
Chen, G. (2023) · International Journal of Computer-Assisted Language Learning and Teaching · doi:10.4018/ijcallt.333716 · Cited by 5
“Watson et al. (2011) and Dichev & Dicheva (2017) asserted that these methodologies not only stimulate engagement but also become platforms to inculcate cultural elements in learners.”
BackgroundMethodUse of a Gamified Platform to Improve Scientific Writing in Engineering Students
Núñez-Pacheco, R., Vidal, E., Castro-Gutiérrez, E., Turpo-Gebera, O., Barreda-Parra, A., & Aguaded, I. (2023) · Education Sciences · doi:10.3390/educsci13121164 · Cited by 12
Daghriri, I., Liang, J., & Huang, W. (2024) · doi:10.1145/3658549.3658572 · Cited by 5
“Also, possible problems that can be raised with integrating into primary school pedagogy due to the adopted technology or integration approach [15].”
BackgroundInfluentialMaji, S., Saha, A., & Pal, H. (2024) · Discover Education · doi:10.1007/s44217-024-00366-6 · Cited by 5
“It offers students and teachers the chance to directly engage with and observe real-time learning phenomena, which would have been very impossible in a traditional classroom setting [1–3].”
Chen, G., & Fan, Y. (2025) · International Journal of Web-Based Learning and Teaching Technologies · doi:10.4018/ijwltt.366654 · Cited by 6
“The scarcity of studies examining the effectiveness of technology-enhanced learning environments and web-based teaching models in fostering intercultural mindfulness and empathy among educators has been previously noted (Bean et al., 2017; Burns et al., 2016; Dichev & Dicheva, 2017).”
Analysis of effective factors in the acceptance rate of E-learning at the time of Covid-19 outbreak
Hamidi, H., & Amirfazli, L. (2025) · Computers in Human Behavior Reports · doi:10.1016/j.chbr.2025.100594 · Cited by 7
The Effectiveness of Digital Game-Based Pedagogy in Language Abilities Among Children With Delay
Chen, G., & Fan, Y. (2025) · International Journal of Distance Education Technologies · doi:10.4018/ijdet.369824 · Cited by 6
“Third, perceptions of stakeholders, a critical aspect of this research, indicated a broad acceptance of digital game-based learning as an effective instructional methodology consistent with the findings of Dichev and Dicheva (2017).”
Michinov, N., & Michinov, E. (2025) · Journal of Computing in Higher Education · doi:10.1007/s12528-025-09438-4 · Cited by 8
“It is worth noting that to date ways to gamify an activity which take into consideration the specificity of the educational contexts remain limited (Dichev & Dicheva, 2017), and little is known about the conditions under which competition produces optimal effectiveness (Cao et al., 2023).”
How gamification influences e-commerce behavior in hardcore vs. casual gamers?
Dwijaputra, J., Purwitasari, D., & Zulaikha, E. (2025) · Telematics and Informatics Reports · doi:10.1016/j.teler.2025.100212 · Cited by 8
Alturaiki, S. M., Gaballah, M. K. F., & Arab, R. A. E. (2025) · Nursing Reports · doi:10.3390/nursrep15090333 · Cited by 6
“Conceptually, gamification in education is characterized by the structured use of mechanics to enhance motivation, engagement, and learning outcomes [30,31], emphasizing rewards, challenges, leaderboards, and feedback mechanisms to encourage participation and progress [32–34].”
Gamification and New Technologies to Promote Healthy Lifestyles and Its Role in Creative Industries
Sañudo, B., Sánchez-Oliver, A. J., & del Río‐Rama, M. D. L. C. (2018) · Innovation, technology and knowledge management · doi:10.1007/978-3-319-99590-8_8 · Cited by 6
Gamification Meets Mobile Learning
Apandi, A. M. (2019) · Advances in higher education and professional development book series · doi:10.4018/978-1-5225-7832-1.ch009 · Cited by 7
Work in progress Engaging professional competencies through gamification
Flores, R., Elvira, G., Guevara, S., & Brenda, N. (2020) · IEEE Global Engineering Education Conference (EDUCON) · doi:10.1109/educon45650.2020.9125332 · Cited by 5
“In education, the application of concepts and elements of the game as part of the design of the learning process is discussed [6].”
BackgroundIncorporating Curriculum Content into Educational Escape Games for Middle School Students
Sowell, M. D. (2020) · The Clearing House A Journal of Educational Strategies Issues and Ideas · doi:10.1080/00098655.2020.1857324 · Cited by 5
“…for peer-reviewed papers based on actual observations or experiments in educational gamification with results published between June 2014 and December 2015, Dichev and Dicheva (2017) report only three studies at the elementary level, two in the middle level, and two in the high school level.”
BackgroundGamification as an enabler of quality distant education
Tjoa, A. M., & Poecze, F. (2020) · International Conference on Information Integration and Web-based Applications & Services (iiWAS) · doi:10.1145/3428757.3429145 · Cited by 5
“Dichev and Dicheva (2017) noted that the gamification of an educational activity is dependent on its educational context; furthermore, its understanding is still rather limited.”
BackgroundInfluentialIntegrating Role-playing Gamification into Programming Activities to Increase Student Engagement
Li, Z., & Edwards, S. H. (2020) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--34847 · Cited by 5
“Gamification in education is an approach to increase learners’ motivation and engagement by incorporating game design elements into educational environments 6 .”
BackgroundFrom Digital Distraction to Digital Motivation
Pérez-Juárez, M. A., Aguiar-Pérez, J. M., Del-Pozo-Velázquez, J., Alonso-Felipe, M., Rozada-Raneros, S., & Barrio-Conde, M. (2022) · Advances in higher education and professional development book series · doi:10.4018/978-1-7998-9243-4.ch010 · Cited by 7
Mohamed, H. G., Cabalsa, M. O., Samuel, V. M., Llaguno, M. B. B., & Beth, M. R. M. (2022) · Assiut Scientific Nursing Journal · doi:10.21608/asnj.2022.110919.1282 · Cited by 7
The Paradigm Shift in Medical Imaging Education and Training in Europe
Almeida, R., da Silva, C. A., Vicente, B., Abrantes, A. F. C. L., & Azevedo, K. (2022) · International Journal of Information and Education Technology · doi:10.18178/ijiet.2022.12.4.1622 · Cited by 5
“In addition to these tools, other can be found and innovative approaches and modalities for medical imaging education are constantly appearing to improve teaching and learning and ultimately patient care and outcomes [44] Digital education is a demand, and the introduction of gamification strategies seems to be very u…”
BackgroundFuncionalidades de la gamificación: Classcraft y Moodle en el marco de Octalysis
Sánchez-Pacheco, C. L. (2020) · Interconectando Saberes · doi:10.25009/is.v0i10.2661 · Cited by 5
“…el concepto de gamificación ha causado en algunos sectores, incluida la educación (Barata, Gama, & Gonçalves, 2013; Klock, de Carvalho, Eduardo Rosa, & Gasparini, 2015; Dichev & Dicheva, 2017), han surgido modelos o marcos teóricos para guiar el diseño y la evaluación de actividades gamificadas.”
BackgroundDesign of a Multimodal Teaching Method for Business English in a Wireless Network Environment
Liu, F., & Deng, L. (2022) · Scientific Programming · doi:10.1155/2022/5882921 · Cited by 5
Marcaida, J. L. M., Ortega, H. C. A., Castañeda, E. S., Cadeliña, P. M. M., Garcia, R. R. I., Valenzuela, L. R., & Tolentino, J. C. G. (2022) · International Journal of Multidisciplinary Applied Business and Education Research · doi:10.11594/ijmaber.03.11.14 · Cited by 8
LKPD Berbasis Pendekatan Kontekstual pada Muatan IPA Materi Pelestarian Sumber Daya Alam
Krisnayanti, N. L. W., & Sujana, I. W. (2022) · Jurnal Pedagogi dan Pembelajaran · doi:10.23887/jp2.v5i2.48297 · Cited by 5
Okariz, A., Huebra, M. M., Sarasola, A., Ibarretxe, J., Bidegain, G., & Zubimendi, J. L. (2023) · Education Sciences · doi:10.3390/educsci13030302 · Cited by 16
Motivators Matter When Gamifying Learning Activities
Dichev, C., Dicheva, D., & İsmailova, R. (2023) · Lecture notes in networks and systems · doi:10.1007/978-3-031-26876-2_89 · Cited by 5
Self-citationUnderstanding museum visitors’ question-asking through a mobile app
Su, M., Ha, J., Cortés, L. E. P., Bernier, J., Yan, L., Nelson, B. C., Bowman, J. D., & Bowman, C. D. D. (2023) · Educational Technology Research and Development · doi:10.1007/s11423-023-10265-6 · Cited by 6
“This finding suggests that using the gamified badging reward system is not a one-size-fits-all strategy to promote high question-asking quality and it often requires careful consideration of the learning contexts (Dichev & Dicheva, 2017; Sailer & Homner, 2020).”
BackgroundGamification of design studio in the context of a user-centered design workshop
Karadağ, D. (2023) · Interaction design & architecture(s)/ID&A Interaction design & architecture(s) · doi:10.55612/s-5002-056-006 · Cited by 5
Edutainment as a New Educational Technology: A Comparative Analysis
Соколова, А., & Deviatnikova, K. (2023) · Lecture notes in networks and systems · doi:10.1007/978-3-031-48020-1_24 · Cited by 5
Engaging Students in The Learning Process with Game-Based Learning
Nguyen, T. N., Tuan, P. T., & Phuong, N. T. H. (2024) · International Journal of English Language Studies · doi:10.32996/ijels.2024.6.1.5 · Cited by 5
“As to the findings of Dichev and Dicheva (2017), game-based education is the most efficient way to guarantee collaborative learning among students.”
BackgroundResultSeguido, Á. F. M., & Hernández, M. H. (2024) · European Journal of Geography · doi:10.48088/ejg.a.mor.15.2.094.105 · Cited by 4
Overcooling in UAE homes: health issues and implications for learning efficiency
Jung, C., Mahmoud, N. S. A., & Samanoudy, G. E. (2024) · Architectural Science Review · doi:10.1080/00038628.2024.2360910 · Cited by 5
“Most research linking concentration to the physical indoor environment relies on psychological tests that offer a macro view but miss the intricate details of attentional processes (Bergomi, Tschacher, and Kupper 2013; Dichev and Dicheva 2017; Gray et al. 2012; Sun2014 ).”
Ghida, D. B., Ghida, S. B., & Ghida, S. B. (2024) · AIP conference proceedings · doi:10.1063/5.0182404 · Cited by 7
Development of Flipbook Learning Media to Improve Learning Outcomes IPAS
Pigai, F. Y. P., & Yulianto, S. (2024) · Jurnal Penelitian Pendidikan IPA · doi:10.29303/jppipa.v10i8.7937 · Cited by 5
“These elementary school students prefer learning that always moves dynamically, such as with a fun game (Eka Winarsih, 2021; Dichev & Dicheva, 2017; Cheung & Ng, 2021; Byusa et al., 2022).”
BackgroundModern Digital and Technological Educational Methods
Stoumpos, A. I., & Stoumpou, R. I. (2025) · Trends in Higher Education · doi:10.3390/higheredu4020025 · Cited by 14
“These authors argued that there were many cases where students failed to benefit from the possibilities of gamification, especially when the content of these applications was not connected to the learning objectives [55].”
Pena, A. D. (2025) · Research in Learning Technology · doi:10.25304/rlt.v33.3373 · Cited by 7
Using Gamification to Promote Accurate Data Entry of Practicum Experience Hours in Graduate Students
Parry‐Cruwys, D. E., & MacDonald, J. M. (2020) · Behavior Analysis in Practice · doi:10.1007/s40617-020-00421-2 · Cited by 5
“Dichev and Dicheva (2017) completed a thorough review of the existing research on gamification in education and categorized the studies by topic being gamified, behavior being measured, game elements included, and outcome.”
BackgroundCivic and Citizenship Education: From Big Data to Transformative Education
Biseth, H., Hoskins, B., & Huang, L. (2021) · IEA research for education · doi:10.1007/978-3-030-66788-7_7 · Cited by 5
“Gamification in education is an upcoming trend helping to motivate students with teaching methods close to their everyday activities (Dichev and Dicheva 2017; Kocakoyun and Ozdamli 2018), and at the same time providing teachers and teacher educators with the possibilities of roleplays, play out…”
BackgroundThe Case for Gamification in Radiology Education
Awan, O. A. R. (2021) · Academic Radiology · doi:10.1016/j.acra.2021.02.012 · Cited by 5
Gamification Meets Mobile Learning
Apandi, A. M. (2021) · IGI Global eBooks · doi:10.4018/978-1-6684-3710-0.ch061 · Cited by 7
Cermak-Sassenrath, D. (2022) · Advances in business strategy and competitive advantage book series · doi:10.4018/978-1-7998-9223-6.ch002 · Cited by 5
Fahandezh, F., & Mohammadi, A. (2021) · Vision Journal for Language and Foreign Language Learning · doi:10.21580/vjv10i28577 · Cited by 5
“Dichev & Dicheva (2017) conducted a study of 51 empirical studies on gamification in education.”
BackgroundFeichas, F. A., & Seabra, R. D. (2023) · Informatics in Education · doi:10.15388/infedu.2023.22 · Cited by 7
E-Module Speaking Based Gamification to Improve Students’ Intercultural Understanding
Hanifah, H., & Nainggolan, E. E. (2023) · Jurnal Paedagogy · doi:10.33394/jp.v10i1.6399 · Cited by 7
A Technology Report on Nearpod
Caroy, A. A. (2023) · RELC Journal · doi:10.1177/00336882231153669 · Cited by 5
The effectiveness of gamification in learning Arabic cohesive devices
Ismath, N. H. M., Jalil, S. Z., & Rahman, T. A. F. T. A. (2022) · ATTARBAWIY Malaysian Online Journal of Education · doi:10.53840/attarbawiy.v6i2.96 · Cited by 5
Use of Games in ESP Classes: Perceptions from Students and Teachers
Synekop, O., Lavrysh, Y., Lytovchenko, I., et al. (2023) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v18i16.41275 · Cited by 5
Toda, A. M., dos Santos, W. O., Klock, A. C. T., et al. (2018) · RENOTE · doi:10.22456/1679-1916.89240 · Cited by 5
“Figura 2: Representação e quantidade de elementos de jogos por abordagem sistemática Realizamos a análise do número de elementos por abordagem pois esta vem sendo debatida nos últimos estudos relevantes da área [Dichev & Dicheva, 2017].”
BackgroundChen, C., Li, M.-C., & Chen, T.-C. (2018) · IIAI International Congress on Advanced Applied Informatics (IIAI-AAI) · doi:10.1109/iiai-aai.2018.00044 · Cited by 7
“Gamification, “ the use of game design elements in non-game context [13],” has been widely applied in promoting learning motivation, engagement, collaboration, and effectiveness [14][15].”
BackgroundKnutas, A., Hynninen, T., Wolff, A., & Khakurel, J. (2019) · Cited by 5
Facilitating model checking learning through experiential learning
Veșcan, A., & Şerban, C. (2020) · doi:10.1145/3412453.3423196 · Cited by 5
“We have applied Min-Max normalization to all considered grades, since for both 2019 and 2020 classes we have use gamification [8] in designing the evaluation/assessment and for the 2019 class the lab was graded with up to 500 XP, whereas for the 2020 class with 450 XP.”
MethodEducational computer games and Gamification at the higher education – students’ points of view
Tuparova, D., Tuparov, G., & Orozova, D. (2020) · doi:10.23919/mipro48935.2020.9245251 · Cited by 5
“Gamification is popular in different areas of education [7], it is an innovative tool for education[8], and is extensevely used in education [9].”
BackgroundNita, L., Chancellor, N., Smith, L. M., Cramman, H., & Dost, G. (2021) · arXiv (Cornell University) · doi:10.48550/arxiv.2106.07077 · Cited by 10
“Similarly, Dichev and Dicheva (2017) also highlighted that the vast majority of gamification studies focus on CS and Information Technology (IT) instruction.”
BackgroundGamification of Virtual Learning Environments: A Narrative and User Experience Approach
Palomino, P. T. (2022) · Digital Library of Theses and Dissertations (Universidade de São Paulo) · doi:10.11606/t.55.2022.tde-26072022-105616 · Cited by 5
Durodolu, O. O., Ojo, J. O., & Ajayi, T. B. (2025) · Library Management · doi:10.1108/lm-10-2024-0108 · Cited by 8
Hernanz, V., Cosculluela, C. L., & Suárez, C. (2025) · Technology Pedagogy and Education · doi:10.1080/1475939x.2025.2488320 · Cited by 12
“In the context of higher education, different authors (Dichev & Dicheva, 2017; Rincon-Flores & Santos-Guevara, 2021) have found in gamification an effective strategy to optimise the dynamics of student groups and to improve skills linked to the development of reflective capacity and meaningful…”
Levels, stickers, and strategies: how gamified math tasks foster elementary student engagement
Pan, Z., Wang, K., Zhu, J., & Smith, M. K. (2026) · Education and Information Technologies · doi:10.1007/s10639-025-13866-1 · Cited by 13
Stathakarou, N., Kononowicz, A. A., Swain, C. S., et al. (2023) · JMIR Research Protocols · doi:10.2196/45969 · Cited by 4
Gamifying thermodynamics topic in physics subject using classcraft: A joyful learning approach
Muliyati, D., Permana, H., Rahma, K. A., et al. (2024) · AIP conference proceedings · doi:10.1063/5.0210206 · Cited by 4
de Oliveira, K. M., Fernandes, A. C. D. G., Soares, G. M., et al. (2024) · AJP Advances in Physiology Education · doi:10.1152/advan.00242.2023 · Cited by 4
Shaban, A., Chang, V. I. C., Amodu, O. D., Attia, M. R., & Abdelhamid, G. S. M. (2024) · Education Sciences · doi:10.3390/educsci14111260 · Cited by 9
“Regarding tackling this problem, using game elements as a vehicle to provide learning and cognitive training can motivate and engage participants [26,27] because of the pleasure and the excitement that these activities offer.”
EduVR Collab: A tool for management immersive collaborative learning
Viol, R. S., Fernandes, P. C., Lacerda, I. I., et al. (2025) · Journal on Interactive Systems · doi:10.5753/jis.2025.4276 · Cited by 4
“[Dichev and Dicheva, 2017].”
Bruggink, S., Dawson, J. W., & McKinnell, I. W. (2025) · Technology Knowledge and Learning · doi:10.1007/s10758-025-09823-z · Cited by 7
“…demonstration of mastery (e.g. levelling up), and competition to facilitate student learning by increasing motivation and engagement (Deterding et al., 2011; Kapp, 2012; Dichev et al., 2015 ; Dichev & Dicheva, 2017 ; Oyibo et al., 2017 ; van Roy & Zaman, 2019; Rodrigues et al., 2021 ).”
Wu, W. V., Lin, R. P., & Darmawansah, D. (2025) · Innovation in Language Learning and Teaching · doi:10.1080/17501229.2025.2510522 · Cited by 8
Aljamaan, A., Alsaber, A., Coffie, E., & Alkandari, A. M. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1586466 · Cited by 8
López, Ó. R. G., Mateos, M. B., Jiménez, J. L. T., & Hernández, M. I. S. (2025) · SAGE Open · doi:10.1177/21582440251377738 · Cited by 5
“Dichev and Dicheva (2017) emphasize the need for more research on how specific game elements impact motivation.”
Su, G., Zheng, Y., & Long, T. (2021) · International Conference of Educational Innovation through Technology (EITT) · doi:10.1109/eitt53287.2021.00015 · Cited by 4
Active Learning Network (2022) · doi:10.20919/opxr1032 · Cited by 6
EFFECTIVENESS OF A GAMIFICATION APPLICATION IN LEARNING MANDARIN AS A SECOND LANGUAGE
Alias, N., & DeWitt, D. (2022) · Malaysian Journal of Learning and Instruction · doi:10.32890/mjli2022.19.2.7 · Cited by 4
Evaluation of University Students’ Views on the Gamified Classroom Model
Zhumasheva, T., Aymoldanovna, A. A., Zhiyenbayeva, S., Ussenovа, А., Nurgaliyeva, D., & Hamiti, M. (2022) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v17i16.32189 · Cited by 8
Transforming Multilingual Students’ Learning Experience Through the Use of Lego Serious Play
Meletiadou, E. (2023) · IAFOR Journal of Education · doi:10.22492/ije.11.1.08 · Cited by 6
A Multi-Case Empirical Study on the Impact of Virtual Currency on Student Engagement and Motivation
Dicheva, D., Guy, B. S., Dichev, C., Irwin, K., & Cassel, L. N. (2023) · Trends in Higher Education · doi:10.3390/higheredu2030027 · Cited by 5
Self-citationEFL Students’ Perceptions on the Use of Blooket in Grammar Classes
Pham, A. T., & Ly, D. T. (2023) · International Conference on Distance Education and Learning (ICDEL) · doi:10.1145/3606094.3606117 · Cited by 4
“Gamification is described as a growth strategy to boost students’ motivation and engagement in their learning process [13].”
BackgroundMustafa, A. N. (2023) · World Journal of Advanced Research and Reviews · doi:10.30574/wjarr.2023.20.3.2508 · Cited by 4
“This method has turned learning into a more engaging activity, especially for students who find traditional methods monotonous [22,23,24,25].”
BackgroundMethodInfluentialCan a one-day event trigger interest in quantum physics at the university level?
Anttila, D., Lehtinen, A., & Koskinen, P. (2024) · European Journal of Physics · doi:10.1088/1361-6404/ad4f33 · Cited by 6
“An obvious reason for including the game in the event was the utilization of gami fi cation to improve students ’ motivation and to increase their involvement [ 110, 111 ] .”
Öner, B., & Murathan, T. (2024) · Gençlik Araştırmaları Dergisi · doi:10.52528/genclikarastirmalari.1396917 · Cited by 4
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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