Reality Is Broken: Why Games Make Us Better and How They Can Change the World

By J. McGonigal. 2011

2,786 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/611a9a32cf8fa7c7fbb65acf7d15bfb704f11876

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In Experimental and Cognitive Psychology

Citations in the corpus

Gamification: A cognitive-emotional view (2018, background): “Both practitioner and academic literature on gamification assume positive affect as “good” and negative affect as “bad” (e.g., McGonigal, 2011; Mollick & Rothbard, 2014).”
Does educational gamification improve students’ motivation? If so, which game elements work best? (2018, background): “While millions of people freely engage in games for recreation (McGonigal, 2011), schools experience disengagement, cheating, learned helplessness, and dropping out (Lee & Hammer, 2011).”
Mental Health Smartphone Apps: Review and Evidence-Based Recommendations for Future Developments (2016, positive): “Gamification is also based on the principle that making something goal oriented can increase the positive feelings associated with it and drive intrinsic motivation [232].”
The Digital Workforce and the Workplace of the Future (2016, background): “Of course, it is key to remember that games are designed to present players with optimal challenges, matched to their skill level (McGonigal, 2011).”
Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning (2016, background): “As McGonigal (2011) observed: “In a good computer or video game you're always playing on the very edge of your skill level, always on the brink of falling off.”
Serious games and the gamification of tourism (2017, background): “Researchers consider those serious games as ‘alternative reality games’ (McGonigal, 2011) due to fact that reality has been added into the fantasy world (Seaborn & Fels, 2015).”
Gamification and student motivation (2016, background): “Games provoke powerful emotional responses, such as curiosity, frustration and joy (McGonigal, 2011).”
Gamification in Education: What, How, Why Bother? (2011, background): “They provide many positive emotional experiences, such as optimism and pride (McGonigal, 2011).”
Gamification. using game-design elements in non-gaming contexts (2011, positive): “At the same time, gamification has caught the interest of researchers as a potential means to create engaging workplaces [16] or facilitate mass-collaboration [11].”
Demographic differences in perceived benefits from gamification (2014, background): “The expansion of the game industry and the increased competition within the field has also led to two parallel developments: (1) using game design as marketing (Hamari & Lehdonvirta, 2010) and (2) gamification – going beyond what traditionally are regarded as games and implementing game design there”
Toward Meaningful Engagement: A Framework for Design and Research of Gamified Information Systems (2017, background): “In fact, many objects and mechanics find use in non-game contexts, such as loyalty programs, classrooms, and online communities (McGonigal 2011).”
The benefits of playing video games. (2014, background): “It has further been suggested that some of the most intense positive emotional experiences are triggered in the context of playing video games (McGonigal, 2011).”
Measuring flow in gamification: Dispositional Flow Scale-2 (2014, background): “…as ‘‘gamification’’ (Deterding, Dixon, Khaled, & Nacke, 2011; Hamari, 2013; Hamari, Huotari, & Tolvanen, 2014; Hamari & Lehdonvirta, 2010; Huotari & Hamari, 2012; McGonigal, 2011), which refers to computers/technology being used to affect people’s motivations and behavior through game-like systems.”
The effect of gamification on motivation and engagement (2018, background): “McGonigal (2011) discussed the essential role 64 IJILT 35,1 of fun historically in the human experience.”
Scoundrels or Stars? Theory and Evidence on the Quality of Workers in Online Labor Markets (2017, background): “…old and has been playing games for 12 years; and 61 percent of surveyed CEOs, CFOs, and other senior executives say they take daily game breaks at work (McGonigal 2011, p. 11). than undergraduates on a task that measures cognitive effort, while Crump et al. (2013) find that online workers perform…”
Recovery at Work: Understanding the Restorative Side of “Depleting” Client Interactions (2012, background): “Emerging research suggests that even highly challenging, cognitively effortful activities can be experienced as energizing if they also provide a sense of progress (Amabile & Kramer, 2011) or victory (McGonigal, 2011).”