Psychological Theory and the Gamification of Learning

By Richard N. Landers, Kristina N. Bauer, Rachel C. Callan, Michael B. Armstrong. 2015

159 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/3623eb887f41120c4a05a8d6ff5272cd851ac3b5

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Darina Dicheva
2. Christo Dichev
3. A. V. Gaalen
4. J. Schönrock-Adema
5. Tineke Bouwkamp-Timmer
6. A. Jaarsma
7. Janniko R. Georgiadis
8. J. Brouwer

In Experimental and Cognitive Psychology

1. Darina Dicheva
2. Christo Dichev
3. J. Brouwer
4. Richard N. Landers

In Social Psychology

1. Darina Dicheva
2. Christo Dichev
3. J. Brouwer
4. A. V. Gaalen
5. J. Schönrock-Adema
6. Tineke Bouwkamp-Timmer
7. A. Jaarsma
8. Janniko R. Georgiadis

Citations in the corpus

• Developing a Theory of Gamified Learning (2014, background): “With growing popularity and yet mixed success in both industry and in teaching, research is needed to explore the specific processes by which gamification is intended to improve learning (Landers, Bauer, Callan, & Armstrong, 2015).”
• An Empirical Test of the Theory of Gamified Learning (2014, background): “Goal-setting theory is a valuable framework for understanding the potential effects of this attribute (Landers, Bauer, Callan, & Armstrong, 2015; Landers, Callan, & Bauer, Provisionally Accepted).”
• Gamification of health professions education: a systematic review (2020, background): “This is also called the over-justification effect (Deci et al. 1999, 2001; Hanus and Fox 2015; Landers et al. 2015; Lepper et al. 1973).”
• Gamifying education: what is known, what is believed and what remains uncertain: a critical review (2017, background): “The theory of gamified learning proposed by (Landers et al., 2015) provides two specific causal pathways by which gamification can affect learning and a framework for testing these pathways.”