Do badges increase user activity? A field experiment on the effects of gamification

By Juho Hamari. Computers in Human Behavior, 2017

675 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/5cef27b57774077860873b85c37ee006428db103

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Citations in the corpus

Gamification Science, Its History and Future: Definitions and a Research Agenda (2018, neutral): “…including education (e.g., Landers & Landers, 2014), participation in government (e.g., Bista, Nepal, Paris, & Colineau, 2014), health (e.g., Pyky et al., 2017), marketing (Hamari, 2017), and management (e.g., Mekler, Bruhlmann, Tuch, & Opwis, 2017; Stanculescu, Bozzon, Sips, & Houben, 2016).”
The rise of motivational information systems: A review of gamification research (2019, background): “However, it is clear that challenges and goals overlap heavily for example with badge-type affordances, which generally provide a goal to work towards (Hamari, 2017).”
Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning (2016, background): “…gamification where similar factors have been investigated both within and outside the domain of education and learning (e.g. Domínguez et al., 2013; Hamari, 2013, 2015; Hamari & Koivisto, 2014; 2015a; 2015b; Hakulinen, Auvinen, & Korhonen, 2015; Hanus & Fox, 2015; Lieberoth, 2015; Sim~oes, Díaz…”
Investigating the effects of gamification-enhanced flipped learning on undergraduate students’ behavioral and cognitive engagement (2018, background): “Hamari et al. (2016) examined the effect of flow (more specifically operationalized as challenge) on student learning in game-based learning environments.”
Does gamification affect brand engagement and equity? A study in online brand communities (2020, neutral): “Gamification refers to the design approach that attempts to bring about similar positive experiences as those seen in games, and consequently affect user behavior and cognitive processes (Hamari, 2019; Huotari & Hamari, 2017).”
Gamification in Science Education. A Systematic Review of the Literature (2021, background): “For instance, this can be achieved by real-time tracking points, levels, internet cookies, and eye-tracking [56,88].”