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Table 3 Distribution of papers based on learning activities

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

Learning Activity Nu (%) Papers
Course driven class/online learning activities 16 (31%) (Amriani et al., 2014; Barata et al., 2014; Bernik et al., 2015; Codish & Ravid, 2014; Hanus & Fox, 2015; Holman et al., 2015; Ibanez et al., 2014; Jang et al., 2015; Krause et al., 2015; Lambruschini & Pizarro, 2015; Laskowski & Badurowicz, 2014; Latulipe, Long, & Seminario, 2015; Leach et al., 2014; Poole et al., 2014; Sillaots, 2014; Utomo & Santoso, 2015)
Interaction with learning environment 11 (21%) (Barrio et al., 2015; Boticki et al., 2015; Chang & Wei, 2015; Codish & Ravid, 2015; Herbert et al., 2014; Morschheuser et al., 2014; Nevin et al., 2014; Paiva et al., 2015; Pedro et al., 2015b; Perry, 2015; Pettit et al., 2015)
Exercises 6 (12%) (Auvinen et al., 2015; Hakulinen et al., 2015; Hasegawa et al., 2015; Lehtonen et al., 2015; Long & Aleven, 2014; Tvarozek & Brza, 2014)
Collaboration/discussions/social interactions 4 (8%) (Knutas et al., 2014; Knutas et al., 2014; Shi et al., 2014; Smith et al., 2014)
Projects/labs 6 (12%) (Bonde et al., 2014; Boskic & Hu, 2015; Hew et al., 2016; Landers & Landers, 2015; Sillaots, 2015; Simoes et al., 2015)
Tests 4 (8%) (Anderson et al., 2015; Attali & Arieli-Attali, 2015; Christy & Fox, 2014; Tu et al., 2015)
Others 4 (8%) (Davis & Klein, 2015; Mekler et al., 2015; Pedro et al., 2015a; Su & Cheng, 2015)