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Table 14 Goals of the Studies

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

Paper Stated Goals
(Amriani et al., 2014) The effect ona learning participation
(Anderson et al., 2015) The effect of gamifying Learn2Mine system on student performance
(Attali & Arieli-Attali, 2015) The effect on test performance
(Auvinen et al., 2015) To compare analytically visualizations vs. gamification on student’s performance with different goal orientations
(Barata et al., 2014) To identify student types based on how they experience gamified courses
(Barrio et al., 2015) The effect of gamifying Student Response Systems
(Bernik et al., 2015) The effect on student achievement
(Bonde et al., 2014) The learning effectiveness of gamified simulation
(Boskic & Hu, 2015) To study the effect of transforming a traditional course into a role-playing game
(Boticki et al., 2015) To study how badge score predicts the student exam success
(Chang & Wei, 2015) To study the array of game mechanics used in MOOCs and their engaging effect
(Christy & Fox, 2014) The impact of leaderboards on performance re: the stereotype threat and social comparison
(Codish & Ravid, 2014) To study how learners perceive playfulness
(Codish & Ravid, 2015) To study the effectiveness of gamification behavior patterns as a measure of playfulness
(Davis & Klein, 2015) To study high school students’ perceptions of badges
(Hakulinen et al., 2015) The effect of badges on student behavior
(Hanus & Fox, 2015) The effectiveness of gamification longitudinally
(Hasegawa et al., 2015) The effect on motivating learners reluctant to continue learning
(Herbert et al., 2014) To understand the variation in motivation between learners with different gamification typologies
(Hew et al., 2016) The effect on Asian students performance
(Holman et al., 2013) The effect on coursework planning
(Ibanez et al., 2014) The effect on engagement and learning performance
(Jang et al., 2015) The effect on student learning
Knutas et al. (2014a) To identify learners’ gamification preferences
Knutas et al. (2014b) The effect on student collaboration in online learning
(Krause et al., 2015) The effect on retention and learning
(Lambruschini & Pizarro, 2015) The effect on LMS
(Landers & Landers, 2015) To understand the causal effect of gamifying a course project with leaderboards
(Laskowski & Badurowicz, 2014) The effect on engagement and quality of learning
(Latulipe et al., 2015) The effect on improving student engagement
(Leach et al., 2014) The effect on the results of graded assignments
(Lehtonen et al., 2015) The effect on the usage of the learning environment
(Long & Aleven, 2014) The effect on shared student/system control in a linear equation tutor
(Mekler et al., 2015) To study whether points, leaderboards and levels increase performance, competence need, satisfaction and intrinsic motivation
(Morschheuser et al., 2014) To study how to enhance user’s engagement with PLE
(Nevin et al., 2014) To understand how gamification affects acceptance and use of medical knowledge software
(Paiva et al., 2015) The effect on students’ learning in the MeuTutor
(Pedro et al., 2015a) The effect of badges co-creation on engagement and motivation
(Pedro et al., 2015b) The effect on reducing undesirable behaviors and increasing performance in VLE
(Perry, 2015) The effect on learning French as a second language
(Pettit et al., 2015) The effect on audience response systems
(Poole et al., 2014) The effect on engaging and learning generation Y students
(Shi et al., 2014) To identify the factors increasing intrinsic motivation in social e-learning environments
(Sillaots, 2014) To study the learners’ acceptance of game mechanics
(Sillaots, 2015) To study the learners’ perception of game elements
(Simoes et al., 2015) To study the impact of gamification on students’ engagement and how to measure that impact
(Smith et al., 2014) The effect on participation and quality of online discussions
(Su & Cheng, 2015) The effect on mobile learning systems
(Tu et al., 2015) To study the predictive effect of gaming personality on their game dynamic preferences
(Tvarozek & Brza, 2014) To study the creation of a badge as a tool for measuring students’ interest
(Utomo & Santoso, 2015) The effect on students’ motivation
  1. aNote: The phrase “The effect on” should be interpreted as “The effect of gamification on”