Table 6 Categorization of the studies falling into a single category (Behavioral (B), Affective (A) or Cognitive (C))
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 | (Amriani et al., 2014) | Points, badges, leaderboard, status, levels, unlockable content, customization | Learning interactions in Virtual Realty | Improved participation and engagement? |
(Hew et al., 2016) | Points, badges, leaderboard | Project activities | The effect of gamification on engagement? | |
(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 | |
(Knutas et al., 2014) | Points, badges, up-vote, down-vote | Collaborative learning | Improved student collaboration? | |
(Lambruschini & Pizarro, 2015) | Points, badges, leaderboard | Course participation | Boosted communication, participation, punctuality? | |
(Landers & Landers, 2015) | Leaderboards | Course project activities | Improved time on task | |
(Latulipe et al., 2015) | Stamps, tokens, leaderboard | In-class course activities | Encouraged harder work and engagement? | |
(Lehtonen et al., 2015) | Points, badges, leaderboard | Online Java exercises | Increased use of an open learning environment | |
(Smith et al., 2014) | Merit points, badges, voting | Online discussions | Improved participation and quality of online discussions | |
(Utomo & Santoso, 2015) | Badges, progress bar | Online learning activities | Fostered learning activities? | |
A | (Auvinen et al., 2015) | Badges, heatmap | Online exercises | Differences in reacting to gamification vs. feedback? |
(Boticki et al., 2015) | Badges | Mobile driven learning activities | Motivated a specific category of students? | |
(Christy & Fox, 2014) | Leaderboard | Assessment | Created stereotype threat in specific circumstances? | |
(Codish & Ravid, 2015) | Points, badges, riddles | Interactions with a Learning Management System (LMS) | Evidence that gamification behavior patterns predict playfulness | |
(Hakulinen et al., 2015) | Badges | Homework exercises | Improved motivation | |
(Hasegawa et al., 2015) | Points, trials, character, ranking, progress | Vocabulary learning | Motivated continuous learning | |
(Morschheuser et al., 2014) | Points, badges, personas | Interactions with a Personal Learning Environment (PLE) | Increased intention to use the PLE? | |
(Shi et al., 2014) | Leaderboard, progress, feedback, social status | Interactions with a learning environment | Increased intrinsic motivation? | |
(Sillaots, 2014) | Points, scoreboard, goals, avatar, feedback, levels, luck, competition | In-class activities | Mixed acceptance of game elements | |
(Simoes et al., 2015) | Points, badges, leaderboard | Homework in the Schooooools LMS | Increased disposition to the experience flow? | |
C | (Anderson et al., 2015) | Points, badges, leaderboard, competition | Assessment | Improved performance? |
(Attali & Arieli-Attali, 2015) | Points | Assessment | No effect on performance | |
(Bernik et al., 2015) | Points, badges, leaderboard, progress | Learning activities within a course module | Improved performance? | |
(Jang et al., 2015) | Point, levels, life points, avatars, feedbacks, time pressure | Tutorial driven learning activities | Improved learning performance | |
(Long & Aleven, 2014) | Stars/badges | Problem solving with re-practicing | No improvement of learning | |
(Paiva et al., 2015) | Points, badges | Interaction with an Intelligent Tutoring System (ITS) | Correlation between points, badges and learning |