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Table 10 Categorization of studies falling into a single category: Behavioral (B), Affective (A) or Cognitive (C)

From: Gamifying education: what is known, what is believed and what remains uncertain: a critical review

Cat

Paper

Game elements

Gamified activity

Reported Outcome

B

(Holman et al., 2013)

Badges, leveling, autonomy, leaderboard, grade predictor

Overall class activities

The impact of grade predictor on planning the work over the course

(Landers & Landers, 2015)

Leaderboards

Course project activities

Improves time on task

(Lehtonen et al., 2015)

Points, badges, leaderboard

Online Java exercises

Increases the use of an open learning environment

(Smith et al., 2014)

Merit points, badges, voting

Online discussions

Improves participation and quality of online discussions

A

(Hakulinen et al., 2015)

Badges

Homework exercises

Improves motivation

(Hasegawa et al., 2015)

Points, trials, character, ranking, progress

Vocabulary learning

Motivates continuous learning

C

(Attali & Arieli-Attali, 2015)

Points

Assessment

No effect on performance

(Jang et al., 2015)

Points, levels, life points, avatars, feedbacks, time pressure

Tutorial driven learning activities

Improves learning performance

(Long & Aleven, 2014)

Stars/badges

Problem solving with re-practicing

Does not improve learning

(Paiva et al., 2015)

Points, badges

Interaction with ITS

Correlation between points, badges and learning