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 |