The Gamification of Learning and Instruction Fieldbook: Ideas into Practice

By Karl M. Kapp. 2013

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Entrepreneurial identity formation during the initial entrepreneurial experience: The influence of simulation feedback and existing identity (2018, background): “Students are given ‘permission to fail’, as long as they can reflect on the reasons why they failed (Kapp, 2012), leading to opportunities for generative learning at all phases of the simulation process (Zantow et al.”
Gamification in the Workplace: The Central Role of the Aesthetic Experience (2017, background): “In order to predict a user’s continuance intention, gamification research has offered a number of explanations, including attitude toward a gamified IS [28], social influence [27], satisfaction, and self-efficacy [12], chief among them being flow experience (FE) as a construct [29, 32, 42].”
Gamification of e-learning in higher education: a systematic literature review (2023, background): “According to Kapp (2014), the combination of both structural and content gamification, is the most effective way to build high engaging and moti - vating environments.”
Gamification: a systematic review of design frameworks (2017, unknown): “This can be explained by the fact that educational approaches that implement gamiﬁcation are highly focused on describing speciﬁc experiences and guidelines (Kapp 2014; Tzouvara and Zaharias 2013).”