Developing a Theory of Gamified Learning

By Richard N. Landers. 2014

865 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/66ef0d1adcf62cba0d984a5b85c851e625ac53b5

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In Developmental and Educational Psychology

In Safety Research

In Social Psychology

Citations in the corpus

Gamification of education and learning: A review of empirical literature (2018, background): “Gamifying education and learning has a long history (see e.g. Deterding, 2014) and an intuitively understandable background as game design and theories on learning draw heavily from same psychological theoretical backgrounds (Landers, 2014).”
Gameful Experience in Gamification: Construction and Validation of a Gameful Experience Scale [GAMEX] (2018, background): “Landers (2014) points out that the experiences resulting from playing games and using gamified applications are conceptually similar but differ in that the latter may not 1 Building on Caillois (2001), Deterding et al. (2011) note that the focus on rule-based systems distinguishes gaming (which…”
Gamification of task performance with leaderboards: A goal setting experiment (2017, methodology): “Any gamification intervention, including leaderboards, can be harmful if it directs goals so narrowly that other harms are created (Callan, Bauer, & Landers, 2015).”
Gamifying education: what is known, what is believed and what remains uncertain: a critical review (2017, background): “…a theory of educational gamification by combining motivational and learning theories aimed at linking gamification to practical education (Landers, 2015; Landers, Bauer, Callan, & Armstrong, 2015) or by developing a framework for integrating gamification with pedagogy (Tulloch, 2014) or…”
Gamification of e-learning in higher education: a systematic literature review (2023, methodology): “The study used Landers (2014)’s framework to categorize the identified game elements into game attributes and revealed that in most reviewed studies the game attributes ‘assessment’ and/or ‘conflict/challenge’ were embedded in the learning environment.”
Gamification Science, Its History and Future: Definitions and a Research Agenda (2018, background): “For example, although Landers and Landers (2014) identified the mediating effect of time-on-task between leaderboards and learning, there must also be some additional psychological change within those learners that brought about their increase in time-on-task.”
A systematic review of serious games in medical education: quality of evidence and pedagogical strategy (2018, methodology): “We used Landers [22], Starks [23], Conolly [24], and De Lope [25] in order to build game attributes: type, platform, and game genre.”
The rise of motivational information systems: A review of gamification research (2019, background): “However, the educational domain has been somewhat riddled with conceptual unclarity as the terms of gamification, game-based learning and serious games are all commonly used to refer to the use of games in education contexts (Landers, 2015).”
Gamification in Science Education. A Systematic Review of the Literature (2021, background): “Another theory that is often associated with gamiﬁcation is the goal-setting theory (Landers, 2015).”
Gamification of health professions education: a systematic review (2020, methodology): “The theories we identified in this review could, among others, serve as a basis for this research (Landers 2014; Landers et al. 2015).”
Customer experience challenges: bringing together digital, physical and social realms (2018, background): “Organizations must know (or learn) the customer’s preferences to determine the appropriate mix and sequences of entertainment and content (i.e. the bundle) that will be most effective in creating value (Landers, 2014).”
The Gamification of Learning: a Meta-analysis (2019, background): “Based on the theory of gamified learning, gamification is assumed to affect learning outcomes by enhancing the attitudes and behaviors that are relevant for learning (e.g., when rewards for taking high-quality notes are provided in gamification; Landers 2014).”