Table 11 Categorization of studies falling in two categories: Behavioral and Cognitive (B + C), Affective and Cognitive (A + C), Affective and Behavioral (A + B)
From: Gamifying education: what is known, what is believed and what remains uncertain: a critical review
| Â | Paper | Game elements | Gamified activity | Reported Outcome |
|---|---|---|---|---|
B + C | (Krause et al., 2015) | Points, achievements, leaderboards, avatars | Online course activities | Improves retention period and learning performance |
(Nevin et al., 2014) | Badges, levels, feedback, leaderboard, voluntary participation | Interactions with a learning environment | Increases knowledge retention, reduces attrition | |
(Pettit et al., 2015) | Challenge, competition, progress, status, achievement, prizes, chance, surprise, anticipation, humor | ARS interactions | Increases engagement and learning | |
A + C | (Bonde et al., 2014) | Simulation, narrative, fictional characters | Lab activity | Increases learning outcomes and motivation |
(Hanus & Fox, 2015) | Badges, leaderboard, virtual coins, pseudonyms | In-class and out-of-class activities | No improvement of satisfaction, empowerment, academic performance |