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Table 8 Paper distribution according to the type of study

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

Category Type of study Nu (%) Papers
  Behavioral and cognitive results 31 (61%) (Amriani et al., 2014; Anderson et al., 2015; Attali & Arieli-Attali, 2015; Auvinen et al., 2015; Bernik et al., 2015; Bonde et al., 2014; Boskic & Hu, 2015; Boticki et al., 2015; Christy & Fox, 2014; Hakulinen et al., 2015; Hanus & Fox, 2015; Hasegawa et al., 2015; Ibanez et al., 2014; Jang et al., 2015; Knutas et al., 2014b; Krause et al., 2015; Landers & Landers, 2015; Laskowski & Badurowicz, 2014; Latulipe et al., 2015; Leach et al., 2014; Lehtonen et al., 2015; Long & Aleven, 2014; Morschheuser et al., 2014; Nevin et al., 2014; Pedro et al., 2015b; Perry, 2015; Poole et al., 2014; Shi et al., 2014; Sillaots, 2014; Smith et al., 2014; Utomo & Santoso, 2015)
Learner-Centric Categories of learners 6 (12%) (Barata et al., 2014; Codish & Ravid, 2014; Herbert et al., 2014; Hew et al., 2016; Mekler et al., 2015; Tu et al., 2015)
  Learners’ perception 4 (8%) (Davis & Klein, 2015; Knutas et al., 2014a; Paiva et al., 2015; Sillaots, 2015)
  Measures 3 (6%) (Codish & Ravid, 2015; Holman et al., 2015; Simoes et al., 2015)
Platform-Centric Game elements and gamified platforms 7 (13%) (Barrio et al., 2015; Chang & Wei, 2015; Lambruschini & Pizarro, 2015; Pedro et al., 2015a; Pettit et al., 2015; Su & Cheng, 2015; Tvarozek & Brza, 2014)