Table 13 Characterization of Studies Based on Game Mechanics, Learning Context, Measurements and Outcomes
From: Gamifying education: what is known, what is believed and what remains uncertain: a critical review
Paper | Game elements | Subject | Gamified activity | Sample size | Duration | Data collection | Outcome |
|---|---|---|---|---|---|---|---|
(Amriani et al., 2014) | Points, badges, leaderboard, status, levels, unlockable content, customization | Web development, Game development | Learning interactions in Virtual Realty | 93 learners | 12 weeks for each module | Exploratory data analysis: log data from VR + Questionnaire | Improved participation + engagement |
(Anderson et al., 2015) | Badges, points, competition, leaderboard | Intro to Data Science | Assessment | 37 students randomized into gamified and control groups | 1 class period | Performance on test problems + comments on the system | Improved performance |
(Attali & Arieli-Attali, 2015) | Points | Mathematics | Assessment | 1218 Adults + 693 grades 6–8 students randomized into gamified and control groups | 1 test session | Recorded accuracy and speed in test performance | The effect of points on performance (accuracy + speed) |
(Auvinen et al., 2015) | Badges, heatmap | Data Structures and Algorithms | Online exercises | Gamified group (N = 254), heatmap group (N = 109) | 2 semesters | System logs + numerical feedback | Differences in reacting to gamification feedback |
(Barata et al., 2014) | XPs, badges, levels, leaderboard, challenges | Multimedia Content Production | Course activities | 35 enrolled students (12 + 23) | 1 semester | Student performance + accumulated XP | Effects of gamification on different student types |
(Barrio et al., 2015) | Points | Unspecified | Learning activities using SRS | 131 (62 + 69) students | 4 sessions (90 min each) | Surveys + posttest | Improved motivation, attention, learning performance |
(Bernik et al., 2015) | Points, badges, leaderboard, progress | 3D Modeling | Learning activities in a course module | 28 + (27 control group) students | 2 weeks | Pre-post-test + Questionnaire | Improved performance |
(Bonde et al., 2014) | Lab simulation + narrative + fictional characters | Biology | Lab activities | 91 students (gamified + control groups) | 40 days | Learning outcomes | Increase in learning outcomes and motivation |
(Boskic & Hu, 2015) | Choice, role playing, feedback | Education course | Course assignments | 25 students | 13 weeks | Interview (an instructor + a student) | Increased engagement understanding |
(Boticki et al., 2015) | Badges | N/A | Mobile app- based learning activities | 305 primary school students | 1 school year | Systems logs, observations, feedback | Motivated a specific category of students |
(Chang & Wei, 2015) | 40 gamification mechanisms | Unspecified | Coursera, edX Udacity, based activities | 35 frequent users + 5,020 learners | Unspecified | Questionnaire | Gamification mechanics identified as engaging |
(Christy & Fox, 2014) | Leaderboards | Mathematics | Assessment | 80 women randomized into 3 groups male-dominated leaderboard, female-dominated leaderboard and control groups | 1 experimental test | Tests score + self-assessment of math and academic skills | Leaderboards create stereotype threat |
(Codish & Ravid, 2014) | Points, badges, leaderboards, narrative | Software analysis and design | In-class and course project activities | Two course (n = 102 and n = 58) | Two consecutive courses | 2 Quasi-experiments + 4 surveys | Personal differences in perceived game mechanics |
(Codish & Ravid, 2015) | Points, badges, riddles | Software analysis and design | LMS - interactions | 38 undergraduates students | One semester | Questionnaire + log analysis | Evidence for GBP to predict playfulness |
(Davis & Klein, 2015) | Badges | N/A | Afterschool learning | High school students |  | Pre-, during and post- focus groups, usability tests | Evidence for students’ perceptions of badges (contextual) |
(Hakulinen et al., 2015) | Badges | Data Structures and Algorithms | Homework exercises | 281 randomized - control and treatment groups | 1 semester | System logs and students’ attitudes from feedback | Improved motivation |
(Hanus & Fox, 2015) | Badges, virtual coins, leaderboard, pseudonyms | Communication course | In-class and out-of-class activities | 80 students divided in gamified and non-gamified courses | One semester (16 W) | Four surveys + Exam scores | Satisfaction, empowerment, academic performance |
(Hasegawa et al., 2015) | Points, trials, character, ranking, progress | English | Vocabulary learning | 27 undergraduate/graduate | Unspecified | Survey | Motivated continuous learning |
(Herbert et al., 2014) | Points, badges, leaderboard, status, levels, unlockable content, customization | Web development, Game development | Learning interactions in Virtual Realty | 93 learners | 12 weeks for each module | Log data from VR + questionnaire + exploratory data analysis | Relation between learner gamification typology and learner interactive behavior |
(Hew et al., 2016) | Points, badges, leaderboard | Designing Questionnaire | Project activities | 22 (11 + 11) 43 (21 + 22) students | 2 studies 3 + 19 days | Log analysis +test scores | The effect of gamification on engagement |
(Holman et al., 2013) | Badges, leveling, leaderboard, autonomy, grade predictor | Information studies, Political theory | Class activities | 292 + 231 students | 1 semester | Analyzing system logs | The impact of grade predictor on planning the work over the course |
(Ibanez et al., 2014) | Badges, leaderboards | Operating systems | Course activities | 22 undergraduate students | 1 semester | Log files + pre-post-tests | The effect of gamification on engagement and learning. |
(Jang et al., 2015) | Levels, point, life points, avatars, feedbacks, time pressure | Photoshop | Learning activities | 114 students randomized into gamified and control groups | Unspecified | Pre- and post-tests | Improved learning performance |
Knutas et al. (2014a) | N/A | Software engineering | Collaborative teamwork | 17 students | 5 day period | Classroom interactions + interviews + survey | Profiling based on gamification preference |
Knutas et al. (2014b) | Points, badges, up-vote or down-vote | Introductory programming | Collaborative learning | 249 students | 1 semester | System logs + survey | Positive effect on student collaboration |
(Krause et al., 2015) | Achievements, points, leaderboards, avatars | Python for statistical analysis | Online course activities | 71 control, 67 game condition | 1 semester | Tests and quizzes performance | Improved retention period, and learning performance |
(Lambruschini & Pizarro, 2015) | Points, badges, leaderboard | Process management | Course participation | 94 students | 1 semester | Single survey - 13% response | Increased communication, participation, punctuality |
(Landers & Landers, 2015) | Leaderboards | Industrial/organizational psychology | Course project activities | 109 students randomized into gamified and control groups | 1 semester | Recorded project activities | Improved time on task |
(Laskowski & Badurowicz, 2014) | Points, leaderboards, badges | Service-Oriented Architectures | All course activities | 62 master students randomized into gamified and control groups | 1 semester | Attendance + performance on tests, assignments, projects | Improved engagement and performance |
(Latulipe et al., 2015) | Stamps, tokens, leaderboards | CS1 | In-class course activities | 92 + 65 students | 2 semesters | Surveys – twice per semester | Encouraged harder work and engagement |
(Leach et al., 2014) | Badges, points | Technology and society | Online class activities | 50 students randomized into gamified and control groups | 85Â days | Recorded student online activities | Increased online activities and learning performance |
(Lehtonen et al., 2015) | Points, badges, leaderboard | Open online learning - Java | Online Java exercises | 13 577 users | 9Â years | Log analysis | Increased usage of the open learning environment |
(Long & Aleven, 2014) | Stars/badges | Middle school mathematics | Problem solving with re-practicing | 267 students randomized into gamified and control groups | 5 class periods | Pre- and post-tests + recorded data | Does not improve learning |
(Mekler et al., 2015) | Points, levels and leaderboard | Unspecified | Image annotation | 273 students −130 autonomy, 143 control oriented | 22 min session | Tracking the amount of tags generated | Increased competence need (negative) and performance (positive) |
(Morschheuser et al., 2014) | Points, badges personas | N/A | Interaction with PLE | 70 participants | 20Â days | Questionnaire | Increased intention to use the PLE |
(Nevin et al., 2014) | Badges, levels, feedback, leaderboard, voluntary participation | Medical education | Interactions with a learning environment | 152 participants + focus group (n = 17) | 1 academic year | Log data from the platform and from the focus group | Increased knowledge retention, reduce attrition |
(Paiva et al., 2015) | Points, badges | High school mathematics | Interactions with ITS | 100 students | Unspecified | Log data (100 students) | Correlation between XPs, badges and learning - positive |
(Pedro et al., 2015a) | User-generated badges | N/A | Badges creation, attribution | Learning platform users | 1 academic year | System logs | Participation badge creation and attribution |
(Pedro et al., 2015b) | Points, badges, levels, feedback, ranking | Middle school mathematics | Interactions with VLE | 7 girls and 9 boys divided randomly in two groups | 1Â h | The score with the gamified system | Improved performance, reduced undesirable behaviors in VLE |
(Perry, 2015) | Points, badges | French language | Interactions with Language learning system | 11 students | 1 semester | Pre- and post- questionnaires, focus groups, recordings of the sessions | Increased playfulness and engagement in learning |
(Pettit et al., 2015) | Challenge, progress, competition, status, achievement, prizes, chance, surprise, anticipation, humor | medical microbiology | ARS interactions | 91 students (86%) | 2/3 semester | Questionnaire | Increased engagement and learning |
(Poole et al., 2014) | Points, leaderboards | Accounting | Class activity | 55 students in gamified and traditional classes | 3Â weeks | Test score, survey | Increased engagement, foster learning |
(Shi et al., 2014) | Leaderboard, progress, feedback, social status, | Unspecified | Interactions via a learning environment | 20 students | 2 weeks | Survey + system logs | Increased intrinsic motivation |
(Sillaots, 2014) | Goals, avatar, XPs, feedback scoreboard, levels, luck, competition | Research methods | In-class activities | 28 IT students | 1 semester | questionnaire | Mixed acceptance of game elements |
(Sillaots, 2015) | Goals, avatar, XPs, feedback scoreboard, levels, luck, competition, game vocabulary | Computer games | Game design activities | 23 students | 1 semester | Observation, group interview, questionnaire | Perception of game elements incorporated in a course |
(Simoes et al., 2015) | Badges, points, leaderboard | Unspecified | Homework in Schooooools | 26 primary school students | 1 homework | Psychometric survey | Increased disposition to the experience flow |
(Smith et al., 2014) | Merit points, badges, voting | Engineering/IT | Online discussions | 1586 students | 6Â weeks | Participation data and survey | Improved participation and quality of online discussion |
(Su & Cheng, 2015) | Badges, leaderboard, missions | Botanics | Field activities | 3 fourth-grade classes (1 + 2) | 3 weeks | Questionnaire + pre- and post-test | Increased motivation and learning |
(Tu et al., 2015) | Badges | Unspecified | Test activities | 71 master students | 14Â weeks | Survey | Relation between gaming personality and game dynamics |
(Tvarozek & Brza, 2014) | Interactive badges | Introductory programming + Advanced algorithms | Programming exercises | 186 students | 1 semester for each course | Surveys + badge interactions | Relation between badge interaction and engagement |
(Utomo & Santoso, 2015) | Badges, progress bar | Student-centered learning | Online learning activities | 31 students | 1 week | Focus group + feedback forms | Fostered learning activities |