Gamification implementation for educational purposes: a scoping review (2013-2018)
DOI:
https://doi.org/10.55056/etq.589Keywords:
gamification, educational gamification, teaching/learning strategies, literature review, game elementsAbstract
This review paper examines a worldwide phenomenon, gamification, in the educational context. After the high popularity of video games, the integration of gamification in the learning context has become one of the practices that have a considerable impact on learning. It is important to contribute to the literature on the educational value of gamification by providing a literature review of some aspects of the studies that have emerged in the field of educational gamification (EG) over a five-year period. It is crucial to have a more complete understanding of educational gamification without restricting emerged literature to defined criteria so that it can be discussed in relation to how much of an impact it has on learning outcomes. The current study systematically reviewed four well-known social science databases for studies on gamification in education published between January 2013 and April 2018. The study yielded 141 relevant papers that focused on only educational gamification concept and excluded other game related approaches. The findings indicate that gathering data regarding learner opinions on the application of gamification is the most frequent (N=34) study goal of these studies. Although the majority of papers highlight that gamification increases learner motivation and engagement, there is not yet enough data in this large body of research to conclusively state that using gamification would enhance learning and academic performance at the same level in every context. The findings imply that careful design based on instructional goals and context, as well as the needs of the students, is necessary for integration of gamification to serve its purpose effectively.
To sum up, ensuring the description of the most accurate implementation process for specific education contexts and subject fields may still be challenging, given the use of gamification in many distinct disciplines. Furthermore, educational gamification is studied in many contexts with various expectations, and the outcomes would inevitably be different. This review categorized the numerous educational advantages and challenges of gamification.
Downloads
References
Abramovich, S., 2017. Are There Jewish Digital Badges?: A Study of Religious Middle- and High-School Girls’ Perception of an Emerging Educational Technology-Based Assessment. Journal of Jewish Education, 83(2), pp.151–167. Available from: https://doi.org/10.1080/15244113.2017.1307050. DOI: https://doi.org/10.1080/15244113.2017.1307050
Alabbası, D., 2017. Exploring Graduate Students’ Perspectives towards Using Gamification Techniques in Online Learning. Turkish Online Journal of Distance Education, 18(3), pp.180 – 196. Available from: https://doi.org/10.17718/tojde.328951. DOI: https://doi.org/10.17718/tojde.328951
Aldemir, T., Celik, B. and Kaplan, G., 2018. A qualitative investigation of student perceptions of game elements in a gamified course. Computers in Human Behavior, 78, pp.235–254. Available from: https://doi.org/10.1016/j.chb.2017.10.001. DOI: https://doi.org/10.1016/j.chb.2017.10.001
Alomari, I., Al-Samarraie, H. and Yousef, R., 2019. The role of gamification techniques in promoting student learning: A review and synthesis. Journal of Information Technology Education: Research, 18, pp.395–417. Available from: https://doi.org/10.28945/4417. DOI: https://doi.org/10.28945/4417
Andrews, R., 2005. The place of systematic reviews in education research. British Journal of Educational Studies, 53(4), pp.399–416. Available from: https://doi.org/10.1111/j.1467-8527.2005.00303.x. DOI: https://doi.org/10.1111/j.1467-8527.2005.00303.x
Arastaman, G., Öztürk Fidan, İ. and Fidan, T., 2018. Nitel Araştırmada Geçerlik ve Güvenirlik: Kuramsal Bir İnceleme [Validity and Reliability In Qualitative Research: A Theoretical Analysis]. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi [YYU Journal of Education Faculty], 15(1), pp.37–75. Available from: https://doi.org/10.23891/efdyyu.2018.61. DOI: https://doi.org/10.23891/efdyyu.2018.61
Attali, Y. and Arieli-Attali, M., 2015. Gamification in assessment: Do points affect test performance? Computers & Education, 83, pp.57–63. Available from: https://doi.org/10.1016/j.compedu.2014.12.012. DOI: https://doi.org/10.1016/j.compedu.2014.12.012
Bajko, R., Hodson, J., Seaborn, K., Livingstone, P. and Fels, D., 2016. Edugamifying Media Studies: Student Engagement, Enjoyment, and Interest in Two Multimedia and Social Media Undergraduate Classrooms. Information Systems Education Journal, 14(6), pp.55–72. Available from: https://www.isedj.org/2016-14/n6/ISEDJv14n6p55.html.
Banfield, J. and Wilkerson, B., 2014. Increasing Student Intrinsic Motivation And Self-Efficacy Through Gamification Pedagogy. Contemporary Issues in Education Research (CIER), 7(4), pp.291–298. Available from: https://doi.org/10.19030/cier.v7i4.8843. DOI: https://doi.org/10.19030/cier.v7i4.8843
Barlow, T. and Fleming, B., 2016. A science classroom that’s more than a game. Teaching Science, 62(2), pp.31–37. Available from: https://mrbarlow.files.wordpress.com/2008/04/a-science-classroom-that_s-more-than-a-game.pdf.
Bicen, H. and Bal, E., 2016. Determination of student opinions in augmented reality. World Journal on Educational Technology: Current Issues, 8(3), pp.205–209. Available from: https://doi.org/10.18844/wjet.v8i3.642. DOI: https://doi.org/10.18844/wjet.v8i3.642
Bouchrika, I., Harrati, N., Wanick, V. and Wills, G., 2021. Exploring the impact of gamification on student engagement and involvement with e-learning systems. Interactive Learning Environments, 29(8), pp.1244–1257. Available from: https://doi.org/10.1080/10494820.2019.1623267. DOI: https://doi.org/10.1080/10494820.2019.1623267
Buck, M.F., 2017. Gamification of Learning and Teaching in Schools – A Critical Stance. Seminar.net, 13(1). Available from: https://doi.org/10.7577/seminar.2325. DOI: https://doi.org/10.7577/seminar.2325
Buckley, P., Doyle, E. and Doyle, S., 2017. Game On! Students’ Perceptions of Gamified Learning. Journal of Educational Technology & Society, 20(3), pp.1–10. Available from: http://www.jstor.org/stable/26196115.
Burke, B., 2016. Gamify: How Gamification Motivates People to Do Extraordinary Things. Routledge. Available from: https://www.academia.edu/13447850. DOI: https://doi.org/10.4324/9781315230344
Çakıroğlu, Ü., Başıbüyük, B., Güler, M., Atabay, M. and Yılmaz Memiş, B., 2017. Gamifying an ICT course: Influences on engagement and academic performance. Computers in Human Behavior, 69, pp.98–107. Available from: https://doi.org/10.1016/j.chb.2016.12.018. DOI: https://doi.org/10.1016/j.chb.2016.12.018
Callaghan, N., 2016. Investigating the role of Minecraft in educational learning environments. Educational Media International, 53(4), pp.244–260. Available from: https://doi.org/10.1080/09523987.2016.1254877. DOI: https://doi.org/10.1080/09523987.2016.1254877
Carlson, J., Harris, R.B. and Harris, K., 2017. Coin Counter: Gamification for Classroom Management. Information Systems Education Journal, 15(5), pp.4–14. Available from: https://www.isedj.org/2017-15/n5/ISEDJv15n5p4.html.
Chee, C.M. and Wong, D.H.T., 2017. Affluent Gaming Experience Could Fail Gamification in Education: A Review. IETE Technical Review, 34(6), pp.593–597. Available from: https://doi.org/10.1080/02564602.2017.1315965. DOI: https://doi.org/10.1080/02564602.2017.1315965
Chen, P.H., Roth, H., Galperin-Aizenberg, M., Ruutiainen, A.T., Gefter, W. and Cook, T.S., 2017. Improving Abnormality Detection on Chest Radiography Using Game-Like Reinforcement Mechanics. Academic Radiology, 24(11), pp.1428–1435. Available from: https://doi.org/10.1016/j.acra.2017.05.005. DOI: https://doi.org/10.1016/j.acra.2017.05.005
Christy, K.R. and Fox, J., 2014. Leaderboards in a virtual classroom: A test of stereotype threat and social comparison explanations for women’s math performance. Computers & Education, 78, pp.66–77. Available from: https://doi.org/10.1016/j.compedu.2014.05.005. DOI: https://doi.org/10.1016/j.compedu.2014.05.005
Chujitarom, W. and Piriyasurawong, P., 2017. Animation Augmented Reality Book Model (AAR Book Model) to Enhance Teamwork. International Education Studies, 10(7), pp.59–64. Available from: https://doi.org/10.5539/ies.v10n7p59. DOI: https://doi.org/10.5539/ies.v10n7p59
Coccoli, M., Iacono, S. and Vercelli, G., 2015. Applying gamification techniques to enhance effectiveness of video-lessons. Journal of E-Learning and Knowledge Society, 11(3), pp.73–84. Available from: https://doi.org/10.20368/1971-8829/1062.
Codish, D. and Ravid, G., 2014. Academic course gamification: The art of perceived playfulness. Interdisciplinary Journal of E-Learning and Learning Objects, 10, pp.131–151. Available from: http://www.ijello.org/Volume10/IJELLOv10p131-151Codish893.pdf. DOI: https://doi.org/10.28945/2066
Cooper, S., Khatib, F., Treuille, A., Barbero, J., Lee, J., Beenen, M., Leaver-Fay, A., Baker, D., Popović, Z. and players, F., 2010. Predicting protein structures with a multiplayer online game. Nature, 466(7307), pp.756–760. Available from: https://doi.org/10.1038/nature09304. DOI: https://doi.org/10.1038/nature09304
Cormack, S., Bourne, V., Deuker, C., Norton, L., O’Siochru, C. and Watling, R., 2014. The future of pedagogical action research in psychology. Psychology Teaching Review, 20(2), pp.95–109. Available from: https://doi.org/10.53841/bpsptr.2014.20.2.95. DOI: https://doi.org/10.53841/bpsptr.2014.20.2.95
Cruaud, C., 2018. The playful frame: gamification in a French-as-a-foreign-language class. Innovation in Language Learning and Teaching, 12(4), pp.330–343. Available from: https://doi.org/10.1080/17501229.2016.1213268. DOI: https://doi.org/10.1080/17501229.2016.1213268
Darejeh, A. and Salim, S.S., 2016. Gamification Solutions to Enhance Software User Engagement—A Systematic Review. International Journal of Human–Computer Interaction, 32(8), pp.613–642. Available from: https://doi.org/10.1080/10447318.2016.1183330. DOI: https://doi.org/10.1080/10447318.2016.1183330
de-Marcos, L., Garcia-Lopez, E. and Garcia-Cabot, A., 2016. On the effectiveness of game-like and social approaches in learning: Comparing educational gaming, gamification & social networking. Computers & Education, 95, pp.99–113. Available from: https://doi.org/10.1016/j.compedu.2015.12.008. DOI: https://doi.org/10.1016/j.compedu.2015.12.008
Deterding, S., 2012. Gamification: Designing for Motivation. Interactions, 19(4), p.14–17. Available from: https://doi.org/10.1145/2212877.2212883. DOI: https://doi.org/10.1145/2212877.2212883
Deterding, S., Dixon, D., Khaled, R. and Nacke, L., 2011. From Game Design Elements to Gamefulness: Defining “Gamification”. Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments. New York, NY, USA: Association for Computing Machinery, MindTrek ’11, p.9–15. Available from: https://doi.org/10.1145/2181037.2181040. DOI: https://doi.org/10.1145/2181037.2181040
Dias, J., 2017. Teaching operations research to undergraduate management students: The role of gamification. The International Journal of Management Education, 15(1), pp.98–111. Available from: https://doi.org/10.1016/j.ijme.2017.01.002. DOI: https://doi.org/10.1016/j.ijme.2017.01.002
Dichev, C. and Dicheva, D., 2017. Gamifying education: what is known, what is believed and what remains uncertain: a critical review. International Journal of Educational Technology in Higher Education, 14(1), p.9. Available from: https://doi.org/10.1186/s41239-017-0042-5. DOI: https://doi.org/10.1186/s41239-017-0042-5
Dicheva, D., Dichev, C., Agre, G. and Angelova, G., 2015. Gamification in Education: A Systematic Mapping Study. Journal of Educational Technology & Society, 18(3), pp.75–88. Available from: http://www.jstor.org/stable/jeductechsoci.18.3.75.
Eisenhart, M.A. and Howe, K.R., 1992. Validity in Educational Research. In: M. LeCompte, W. Millroy and J. Preissle, eds. The Handbook of Qualitative Research in Education. San Diego: Academic Press, pp.642–680. Available from: https://nepc.colorado.edu/publication/validity-educational-research.
Fisher, D.J., Beedle, J. and Rouse, S.E., 2014. Gamification: A study of business teacher educators’ knowledge of, attitudes toward, and experiences with the gamification of activities in the classroom. Journal of Research In Business Education, 56(1), p.1–16. Available from: https://jrbe.nbea.org/index.php/jrbe/article/view/50.
Fotaris, P., Mastoras, T., Leinfellner, R. and Rosunally, Y., 2016. Climbing up the Leaderboard: An Empirical Study of Applying Gamification Techniques to a Computer Programming Class. Electronic Journal of e-Learning, 14(2), pp.94–110. Available from: https://eric.ed.gov/?id=EJ1101229.
Frost, R.D., Matta, V. and MacIvor, E., 2015. Assessing the Efficacy of Incorporating Game Dynamics in a Learning Management System. Journal of Information Systems Education, 26(1), pp.59–70. Available from: https://www.researchgate.net/publication/316988514.
Gañán, D., Caballé, S., Clarisó, R., Conesa, J. and Bañeres, D., 2017. ICT-FLAG: a web-based e-assessment platform featuring learning analytics and gamification. International Journal of Web Information Systems, 13(1), pp.25–54. Available from: https://doi.org/10.1108/IJWIS-12-2016-0074. DOI: https://doi.org/10.1108/IJWIS-12-2016-0074
Garris, R., Ahlers, R. and Driskell, J.E., 2002. Games, Motivation, and Learning: A Research and Practice Model. Simulation & Gaming, 33(4), pp.441–467. Available from: https://doi.org/10.1177/1046878102238607. DOI: https://doi.org/10.1177/1046878102238607
Gartner Says by 2014, 80 Per Cent of Current Gamified Applications Will Fail to Meet Business Objectives Primarily Due to Poor Design, 2012. Available from: https://cdn.pressebox.de/a/3467bdd08fcb2cf1/attachments/0535150.attachment/filename/2012GamficiationSpecialReport-November+27+EMEA.pdf.
Girardelli, D., 2017. Impromptu speech gamification for ESL/EFL students. Communication Teacher, 31(3), pp.156–161. Available from: https://doi.org/10.1080/17404622.2017.1314522. DOI: https://doi.org/10.1080/17404622.2017.1314522
Goehle, G., 2013. Gamification and Web-based Homework. PRIMUS, 23(3), pp.234–246. Available from: https://doi.org/10.1080/10511970.2012.736451. DOI: https://doi.org/10.1080/10511970.2012.736451
González, C.S., Gómez, N., Navarro, V., Cairós, M., Quirce, C., Toledo, P. and Marrero-Gordillo, N., 2016. Learning healthy lifestyles through active videogames, motor games and the gamification of educational activities. Computers in Human Behavior, 55, pp.529–551. Available from: https://doi.org/10.1016/j.chb.2015.08.052. DOI: https://doi.org/10.1016/j.chb.2015.08.052
Guba, E.G., 1981. Criteria for assessing the trustworthiness of naturalistic inquiries. Educational Communication and Technology, 29(2), pp.75–91. Available from: https://doi.org/10.1007/BF02766777. DOI: https://doi.org/10.1007/BF02766777
Hamari, J., Koivisto, J. and Sarsa, H., 2014. Does Gamification Work? – A Literature Review of Empirical Studies on Gamification. 2014 47th Hawaii International Conference on System Sciences. pp.3025–3034. Available from: https://doi.org/10.1109/HICSS.2014.377. DOI: https://doi.org/10.1109/HICSS.2014.377
Hamzeh, F., Theokaris, C., Rouhana, C. and Abbas, Y., 2017. Application of hands-on simulation games to improve classroom experience. European Journal of Engineering Education, 42(5), pp.471–481. Available from: https://doi.org/10.1080/03043797.2016.1190688. DOI: https://doi.org/10.1080/03043797.2016.1190688
Hanus, M.D. and Fox, J., 2015. Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, pp.152–161. Available from: https://doi.org/10.1016/j.compedu.2014.08.019. DOI: https://doi.org/10.1016/j.compedu.2014.08.019
Hitchens, M. and Tulloch, R., 2018. A gamification design for the classroom. Interactive Technology and Smart Education, 15(1), pp.28–45. Available from: https://doi.org/10.1108/ITSE-05-2017-0028. DOI: https://doi.org/10.1108/ITSE-05-2017-0028
Hung, A.C.Y., 2017. A Critique and Defense of Gamification. Journal of Interactive Online Learning, 15(1), pp.57–72. Available from: https://www.ncolr.org/jiol/issues/pdf/15.1.4.pdf.
Huotari, K. and Hamari, J., 2012. Defining Gamification: A Service Marketing Perspective. Proceeding of the 16th International Academic MindTrek Conference. New York, NY, USA: Association for Computing Machinery, MindTrek ’12, p.17–22. Available from: https://doi.org/10.1145/2393132.2393137. DOI: https://doi.org/10.1145/2393132.2393137
Inal, Y. and Cagiltay, K., 2007. Flow experiences of children in an interactive social game environment. British Journal of Educational Technology, 38(3), pp.455–464. Available from: https://doi.org/10.1111/j.1467-8535.2007.00709.x. DOI: https://doi.org/10.1111/j.1467-8535.2007.00709.x
Jaskari, M.M. and Syrjälä, H., 2023. A Mixed-Methods Study of Marketing Students’ Game-Playing Motivations and Gamification Elements. Journal of Marketing Education, 45(1), pp.38–54. Available from: https://doi.org/10.1177/02734753221083220. DOI: https://doi.org/10.1177/02734753221083220
Jensen, C.G., 2017. Collaboration and Dialogue in Virtual Reality. Journal of Problem Based Learning in Higher Education, 5(1), pp.85–110. Available from: https://doi.org/10.5278/ojs.jpblhe.v0i0.1542.
Kapp, K.M., 2012. The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education. San Francisco, CA: Pfeiffer. DOI: https://doi.org/10.1145/2207270.2211316
Karagiorgas, D.N. and Niemann, S., 2017. Gamification and Game-Based Learning. Journal of Educational Technology Systems, 45(4), pp.499–519. Available from: https://doi.org/10.1177/0047239516665105. DOI: https://doi.org/10.1177/0047239516665105
Karataş, E., 2014. Eğitimde oyunlaştırma: araştırma eğilimleri [Gamification in Education: Research Trends]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 15(2), pp.315 – 333. Available from: https://dergipark.org.tr/en/pub/kefad/issue/59460/854360.
Kim, S., 2014. Decision Support Model for Introduction of Gamification Solution Using AHP. The Scientific World Journal, 2014, p.714239. Available from: https://doi.org/10.1155/2014/714239. DOI: https://doi.org/10.1155/2014/714239
Kitchenham, B., 2004. Procedures for Performing Systematic Reviews. (Joint Technical Report TR/SE-0401 and 0400011T.1). Keele University and National ICT Australia Ltd. Available from: https://www.inf.ufsc.br/~aldo.vw/kitchenham.pdf.
Kurt, A.A., Günüç, S. and Ersoy, M., 2013. Dijitalleşmede Son Durum: Dijital Yerli, Dijital Göçmen ve Dijital Göçebe [The current state of digitalization: Digital Native, Digital Immigrant and Digital Settler]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi [Ankara University Journal of Faculty of Educational Sciences], 46(1), pp.1–22. Available from: https://doi.org/10.1501/Egifak_0000001271. DOI: https://doi.org/10.1501/Egifak_0000001271
Kyewski, E. and Krämer, N.C., 2018. To gamify or not to gamify? An experimental field study of the influence of badges on motivation, activity, and performance in an online learning course. Computers & Education, 118, pp.25–37. Available from: https://doi.org/10.1016/j.compedu.2017.11.006. DOI: https://doi.org/10.1016/j.compedu.2017.11.006
Lam, Y.W., Hew, K.F. and Chiu, K.F., 2017. Improving argumentative writing: Effects of a blended learning approach and gamification. Language Learning & Technology, 22(1), pp.97–118. Available from: https://doi.org/10125/44583.
Lamb, L.C., DiFiori, M.M., Jayaraman, V., Shames, B.D. and Feeney, J.M., 2017. Gamified Twitter Microblogging to Support Resident Preparation for the American Board of Surgery In-Service Training Examination. Journal of Surgical Education, 74(6), pp.986–991. Available from: https://doi.org/10.1016/j.jsurg.2017.05.010. DOI: https://doi.org/10.1016/j.jsurg.2017.05.010
Landicho, J., Dela Cerna, A.P., Marapao, J.J., Balhin, G. and Paid, R., 2017. Hortari: a Gamification Application for Engaged Teaching and Learning in Higher Education. International Journal of the Computer, the Internet and Management, 25(2), pp.33–40. Available from: http://web.archive.org/web/20181223034027if_/http://www.ijcim.th.org:80/past_editions/2017V25N2/25n2Page33.pdf.
Leaning, M., 2015. A study of the use of games and gamification to enhance student engagement, experience and achievement on a theory-based course of an undergraduate media degree. Journal of Media Practice, 16(2), pp.155–170. Available from: https://doi.org/10.1080/14682753.2015.1041807. DOI: https://doi.org/10.1080/14682753.2015.1041807
Lee, J.J. and Hammer, J., 2011. Gamification in Education: What, How, Why Bother? Academic Exchange Quarterly, 15(2), pp.1–5. Available from: https://www.researchgate.net/publication/258697764.
Legaki, N.Z., Xi, N., Hamari, J., Karpouzis, K. and Assimakopoulos, V., 2020. The effect of challenge-based gamification on learning: An experiment in the context of statistics education. International Journal of Human-Computer Studies, 144, p.102496. Available from: https://doi.org/10.1016/j.ijhcs.2020.102496. DOI: https://doi.org/10.1016/j.ijhcs.2020.102496
Lincoln, Y.S. and Guba, E.G., 1986. But is it rigorous? Trustworthiness and authenticity in naturalistic evaluation. New Directions for Program Evaluation, 1986(30), pp.73–84. Available from: https://doi.org/10.1002/ev.1427. DOI: https://doi.org/10.1002/ev.1427
Lius, E., 2016. Gamify and recognize prior learning: how to succeed in educators’ further professional training with open badges. In: M.B. Nunes and M. McPherson, eds. Proceedings of the IADIS International Conference e-Learning 2016. Madeira, Portugal, 1 - 3 July, 2016. pp.191–194. Available from: https://eric.ed.gov/?id=ED571477.
Llorens-Largo, F., Gallego-Durán, F.J., Villagrá-Arnedo, C.J., Compañ-Rosique, P., Satorre-Cuerda, R. and Molina-Carmona, R., 2016. Gamification of the Learning Process: Lessons Learned. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, 11(4), pp.227–234. Available from: https://doi.org/10.1109/RITA.2016.2619138. DOI: https://doi.org/10.1109/RITA.2016.2619138
Looyestyn, J., Kernot, J., Boshoff, K., Ryan, J., Edney, S. and Maher, C., 2017. Does gamification increase engagement with online programs? A systematic review. PLOS ONE, 12(3), pp.1–19. Available from: https://doi.org/10.1371/journal.pone.0173403. DOI: https://doi.org/10.1371/journal.pone.0173403
Lopez-Catalan, B. and Bañuls, V.A., 2017. A Delphi-based approach for detecting key e-learning trends in postgraduate education: The Spanish case. Education + Training, 59(6), pp.590–604. Available from: https://doi.org/10.1108/ET-12-2016-0186. DOI: https://doi.org/10.1108/ET-12-2016-0186
López-Belmonte, J., Parra-González, M.E., Segura-Robles, A. and Pozo-Sánchez, S., 2020. Scientific Mapping of Gamification in Web of Science. European Journal of Investigation in Health, Psychology and Education, 10(3), pp.832–847. Available from: https://doi.org/10.3390/ejihpe10030060. DOI: https://doi.org/10.3390/ejihpe10030060
Macfarlane, B. and Tomlinson, M., 2017. Critiques of Student Engagement. Higher Education Policy, 30(1), pp.5–21. Available from: https://doi.org/10.1057/s41307-016-0027-3. DOI: https://doi.org/10.1057/s41307-016-0027-3
Machajewski, S.T., 2017. Application of Gamification in a College STEM Introductory Course: A Case Study. Ph.D. thesis. Northcentral University School of Business. Available from: https://eric.ed.gov/?id=ED574876.
Mallon, M., 2013. Gaming and Gamification. Public Services Quarterly, 9(3), pp.210–221. Available from: https://doi.org/10.1080/15228959.2013.815502. DOI: https://doi.org/10.1080/15228959.2013.815502
Martinez, L., Gimenes, M. and Lambert, E., 2022. Entertainment Video Games for Academic Learning: A Systematic Review. Journal of Educational Computing Research, 60(5), pp.1083–1109. Available from: https://doi.org/10.1177/07356331211053848. DOI: https://doi.org/10.1177/07356331211053848
Moore-Russo, D., Wiss, A. and Grabowski, J., 2018. Integration of Gamification into Course Design: A Noble Endeavor with Potential Pitfalls. College Teaching, 66(1), pp.3–5. Available from: https://doi.org/10.1080/87567555.2017.1295016. DOI: https://doi.org/10.1080/87567555.2017.1295016
Mora, A., Riera, D., González, C. and Arnedo-Moreno, J., 2017. Gamification: a systematic review of design frameworks. Journal of Computing in Higher Education, 29(3), pp.516–548. Available from: https://doi.org/10.1007/s12528-017-9150-4. DOI: https://doi.org/10.1007/s12528-017-9150-4
Moritz, S.C., 2017. Examination of Badges to Increase Nursing Student Engagement: A Quasi-Experimental Study. Ph.D. thesis. Capella University. Available from: https://eric.ed.gov/?id=ED575434.
Nevin, C.R., Westfall, A.O., Rodriguez, J.M., Dempsey, D.M., Cherrington, A., Roy, B., Patel, M. and Willig, J.H., 2014. Gamification as a tool for enhancing graduate medical education. Postgraduate Medical Journal, 90(1070), pp.685–693. Available from: https://doi.org/10.1136/postgradmedj-2013-132486. DOI: https://doi.org/10.1136/postgradmedj-2013-132486
Olsson, M., Mozelius, P. and Collin, J., 2015. Visualisation and Gamification of e-Learning and Programming Education. Electronic Journal of e-Learning, 13(6), pp.441–454. Available from: https://academic-publishing.org/index.php/ejel/article/view/1947.
Özdener, N., 2018. Gamification for enhancing Web 2.0 based educational activities: The case of pre-service grade school teachers using educational Wiki pages. Telematics and Informatics, 35(3), pp.564–578. SI: EduWebofData. Available from: https://doi.org/10.1016/j.tele.2017.04.003. DOI: https://doi.org/10.1016/j.tele.2017.04.003
Papadakis, S., Zourmpakis, A.I. and Kalogiannakis, M., 2023. Analyzing the Impact of a Gamification Approach on Primary Students’ Motivation and Learning in Science Education. In: M.E. Auer, W. Pachatz and T. Rüütmann, eds. Learning in the Age of Digital and Green Transition. Cham: Springer International Publishing, pp.701–711. Available from: https://doi.org/10.1007/978-3-031-26876-2_66. DOI: https://doi.org/10.1007/978-3-031-26876-2_66
Pérez Garcias, A. and Marín, V.I., 2016. Ethics Issues of Digital Contents for Pre-Service Primary Teachers: A Gamification Experience for Self-Assessment with Socrative. The IAFOR Journal of Education, 4(2), pp.80–96. Available from: https://files.eric.ed.gov/fulltext/EJ1142079.pdf. DOI: https://doi.org/10.22492/ije.4.2.05
Pozzi, F., Persico, D., Collazos, C.A., Dagnino, F.M. and Munoz, J.L.J., 2016. Gamifying teacher professional development: an experience with collaborative learning design. Interaction Design and Architecture(s) Journal – IxD&A, 29, pp.76–92. Available from: https://doi.org/10.55612/s-5002-029-004. DOI: https://doi.org/10.55612/s-5002-029-004
Prensky, M., 2001. Digital Natives, Digital Immigrants. On the Horizon, 9(5), pp.1–6. Available from: https://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf. DOI: https://doi.org/10.1108/10748120110424816
Rincon-Flores, E.G., Mena, J. and López-Camacho, E., 2022. Gamification as a Teaching Method to Improve Performance and Motivation in Tertiary Education during COVID-19: A Research Study from Mexico. Education Sciences, 12(1), p.49. Available from: https://doi.org/10.3390/educsci12010049. DOI: https://doi.org/10.3390/educsci12010049
Robson, K., Plangger, K., Kietzmann, J.H., McCarthy, I. and Pitt, L., 2015. Is it all a game? Understanding the principles of gamification. Business Horizons, 58(4), pp.411–420. Available from: https://doi.org/10.1016/j.bushor.2015.03.006. DOI: https://doi.org/10.1016/j.bushor.2015.03.006
Rouse, K.E., 2013. Gamification in Science Education: The Relationship of Educational Games to Motivation and Achievement. Ph.D. thesis. The University of Southern Mississippi. Available from: https://aquila.usm.edu/dissertations/622/.
Ruipérez-Valiente, J.A., Muñoz-Merino, P.J. and Delgado Kloos, C., 2017. Detecting and Clustering Students by their Gamification Behavior with Badges: A Case Study in Engineering Education. International Journal of Engineering Education, 33(2–B), pp.816–830. Available from: http://www.ijee.ie/latestissues/Vol33-2B/07_ijee3418ns.pdf.
Sailer, M. and Homner, L., 2020. The Gamification of Learning: a Meta-analysis. Educational Psychology Review, 32(1), pp.77–112. Available from: https://doi.org/10.1007/s10648-019-09498-w. DOI: https://doi.org/10.1007/s10648-019-09498-w
Saleem, A.N., Noori, N.M. and Ozdamli, F., 2022. Gamification Applications in E-learning: A Literature Review. Technology, Knowledge and Learning, 27(1), pp.139–159. Available from: https://doi.org/10.1007/s10758-020-09487-x. DOI: https://doi.org/10.1007/s10758-020-09487-x
Sardi, L., Idri, A. and Fernández-Alemán, J.L., 2017. A systematic review of gamification in e-Health. Journal of Biomedical Informatics, 71, pp.31–48. Available from: https://doi.org/10.1016/j.jbi.2017.05.011. DOI: https://doi.org/10.1016/j.jbi.2017.05.011
Seaborn, K. and Fels, D.I., 2015. Gamification in theory and action: A survey. International Journal of Human-Computer Studies, 74, pp.14–31. Available from: https://doi.org/10.1016/j.ijhcs.2014.09.006. DOI: https://doi.org/10.1016/j.ijhcs.2014.09.006
Sezgin, S., Bozkurt, A., Yılmaz, E.A. and van der Linden, N., 2018. Oyunlaştırma, Eğitim ve Kuramsal Yaklaşımlar: Öğrenme Süreçlerinde Motivasyon, Adanmışlık ve Sürdürebilirlik [Gamification, Education and Theoretical Approaches: Motivation, Engagement and Sustainability in Learning Processes]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, (45), pp.169–189. Available from: https://doi.org/10.21764/maeuefd.339909. DOI: https://doi.org/10.21764/maeuefd.339909
Shenton, A.K., 2004. Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), pp.63–75. Available from: https://www.pm.lth.se/fileadmin/_migrated/content_uploads/Shenton_Trustworthiness.pdf. DOI: https://doi.org/10.3233/EFI-2004-22201
Simões, J., Redondo, R.D. and Vilas, A.F., 2013. A social gamification framework for a K-6 learning platform. Computers in Human Behavior, 29(2), pp.345–353. Advanced Human-Computer Interaction. Available from: https://doi.org/10.1016/j.chb.2012.06.007. DOI: https://doi.org/10.1016/j.chb.2012.06.007
Sitra, O., Katsigiannakis, V., Karagiannidis, C. and Mavropoulou, S., 2017. The effect of badges on the engagement of students with special educational needs: A case study. Education and Information Technologies, 22(6), pp.3037–3046. Available from: https://doi.org/10.1007/s10639-016-9550-5. DOI: https://doi.org/10.1007/s10639-016-9550-5
Song, D., Tavares, A., Pinto, S. and Xu, H., 2017. Setting Engineering Students Up for Success in the 21st Century: Integrating Gamification and Crowdsourcing into a CDIO-based Web Design Course. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), pp.3565–3585. Available from: https://doi.org/10.12973/eurasia.2017.00745a. DOI: https://doi.org/10.12973/eurasia.2017.00745a
Sousa-Vieira, M.E., López-Ardao, J.C., Fernández-Veiga, M., Rodríguez-Pérez, M. and Herrería-Alonso, S., 2016. An open-source platform for using gamification and social learning methodologies in engineering education: Design and experience. Computer Applications in Engineering Education, 24(5), pp.813–826. Available from: https://doi.org/10.1002/cae.21746. DOI: https://doi.org/10.1002/cae.21746
Sousa-Vieira, M.E., López-Ardao, J.C., Fernández-Veiga, M., Rodríguez-Pérez, M. and López-García, C., 2015. Using Social Learning Methodologies in Higher Education. International Journal of Engineering Pedagogy (iJEP), 5(2), p.64–72. Available from: https://doi.org/10.3991/ijep.v5i2.4645. DOI: https://doi.org/10.3991/ijep.v5i2.4645
Sánchez-Carmona, A., Robles, S. and Pons, J., 2017. A gamification experience to improve engineering students’ performance through motivation. Journal of Technology and Science Education, 7(2), pp.150–161. Available from: https://doi.org/10.3926/jotse.246. DOI: https://doi.org/10.3926/jotse.246
Tan, M. and Hew, K.F., 2016. Incorporating meaningful gamification in a blended learning research methods class: Examining student learning, engagement, and affective outcomes. Australasian Journal of Educational Technology, 32(5). Available from: https://doi.org/10.14742/ajet.2232. DOI: https://doi.org/10.14742/ajet.2232
Tu, C.H., Yen, C.J., Sujo-Montes, L. and Roberts, G.A., 2015. Gaming personality and game dynamics in online discussion instructions. Educational Media International, 52(3), pp.155–172. Available from: https://doi.org/10.1080/09523987.2015.1075099. DOI: https://doi.org/10.1080/09523987.2015.1075099
Ukala, C.C. and Agabi, O.G., 2017. Linking Early Childhood Education With Indigenous Education Using Gamification: The Case Of Maintaining Cultural Value And Identity. Journal of International Education Research (JIER), 13(1). Available from: https://doi.org/10.19030/jier.v13i1.9960. DOI: https://doi.org/10.19030/jier.v13i1.9960
Van Nuland, S.E., Roach, V.A., Wilson, T.D. and Belliveau, D.J., 2015. Head to head: The role of academic competition in undergraduate anatomical education. Anatomical Sciences Education, 8(5), pp.404–412. Available from: https://doi.org/10.1002/ase.1498. DOI: https://doi.org/10.1002/ase.1498
Walsh, A., 2014. The Potential for Using Gamification in Academic Libraries in Order to Increase Student Engagement and Achievement. Nordic Journal of Information Literacy in Higher Education, 6(1), p.39–51. Available from: https://doi.org/10.15845/noril.v6i1.214. DOI: https://doi.org/10.15845/noril.v6i1.214
Wang, Y.H., 2023. Can Gamification Assist Learning? A Study to Design and Explore the Uses of Educational Music Games for Adults and Young Learners. Journal of Educational Computing Research, 60(8), pp.2015–2035. Available from: https://doi.org/10.1177/07356331221098148. DOI: https://doi.org/10.1177/07356331221098148
Ward, R. and Taha, K.M., 2016. Patient Involvement as Experts in the Development and Assessment of a Smartphone App as a Patient Education Tool for the Management of Thalassemia and Iron Overload Syndromes. Hemoglobin, 40(5), pp.323–329. Available from: https://doi.org/10.1080/03630269.2016.1217875. DOI: https://doi.org/10.1080/03630269.2016.1217875
Werbach, K. and Hunter, D., 2020. For the Win: The Power of Gamification and Game Thinking in Business, Education, Government, and Social Impact. Revised and updated ed. Wharton Digital Press.
White, M. and Shellenbarger, T., 2018. Gamification of Nursing Education With Digital Badges. Nurse Educator, 43(2), pp.78–82. Available from: https://doi.org/10.1097/NNE.0000000000000434. DOI: https://doi.org/10.1097/NNE.0000000000000434
Wilson, A.S., O’Connor, J., Taylor, L. and Carruthers, D., 2017. A 3D virtual reality ophthalmoscopy trainer. The Clinical Teacher, 14(6), pp.427–431. Available from: https://doi.org/10.1111/tct.12646. DOI: https://doi.org/10.1111/tct.12646
Wood, L.C. and Reiners, T., 2015. Gamification. In: M. Khosrow-Pour, ed. Encyclopedia of Information Science and Technology. 3rd ed. Hershey, PA: Information Science Reference, pp.3039–3047. Available from: https://doi.org/10.4018/978-1-4666-5888-2.ch297. DOI: https://doi.org/10.4018/978-1-4666-5888-2.ch297
Xu, Y., 2012. Literature Review on Web Application Gamification and Analytics. (CSDL Technical Report 1-05). Honolulu, HI: University of Hawaii. Available from: https://docplayer.net/1563901-Literature-review-on-web-application-gamification-and-analytics.html.
Yildirim, İ., 2017. The effects of gamification-based teaching practices on student achievement and students’ attitudes toward lessons. The Internet and Higher Education, 33, pp.86–92. Available from: https://doi.org/10.1016/j.iheduc.2017.02.002. DOI: https://doi.org/10.1016/j.iheduc.2017.02.002
Downloads
Submitted
Published
Issue
Section
License
Copyright (c) 2023 Elif Polat
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Accepted 2023-08-13
Published 2023-08-22
