Table 7 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 | (Boskic & Hu, 2015) | Choice, role playing, feedback | Course assignments | Increased engagement understanding? |
(Ibanez et al., 2014) | Badges, leaderboard | Course activities | Confirmation of the effect of gamification on engagement and learning? | |
(Krause et al., 2015) | Points, achievements, leaderboards, avatars | Online course activities | Improved retention period and learning performance | |
(Laskowski & Badurowicz, 2014) | Points, badges, leaderboard | Overall course activities | Improved engagement and performance? | |
(Lehtonen et al., 2015) | Points, badges, | Online class activities | Increased online activities and learning performance? | |
(Nevin et al., 2014) | Badges, levels, feedback, leaderboard, voluntary participation | Interactions with a learning environment | Increased knowledge retention, reduced attrition | |
(Pedro et al., 2015b) | Points, badges, levels, feedback, ranking | Interactions with a Virtual Learning Environment (VLE) | Improved performance, reduced undesirable behaviors in VLE? | |
(Pettit et al., 2015) | Challenge, competition, progress, status, achievement, prizes, chance, surprise, anticipation, humor | Interactions with an Audience Response System (ARS) | Increased engagement and learning | |
(Poole et al., 2014) | Points, leaderboards | Class activities | Increased engagement, fosters learning? | |
A + C | (Barrio et al., 2015) | Points | Learning activities using a Student Response System (SRS) | Improved motivation, attention, learning performance? |
(Bonde et al., 2014) | Simulation, narrative, fictional characters | Lab activities | Increased learning outcomes and motivation | |
(Hanus & Fox, 2015) | Badges, leaderboard, virtual coins, pseudonyms | In-class and out-of-class activities | Improving satisfaction, empowerment, academic performance not confirmed | |
(Mekler et al., 2015) | Points, levels, leaderboard | Image annotation | Increased competence need and performance? | |
(Su & Cheng, 2015) | Badges, leaderboard, missions | Field activities | Increased motivation and learning? | |
A + B | (Perry, 2015) | Points, badges | Interactions with a language learning system | Increased playfulness and engagement in learning? |