Towards understanding the effects of individual gamification elements on intrinsic motivation and performance

By Elisa D. Mekler, Florian Brühlmann, Alexandre N. Tuch, Klaus Opwis. Computers in Human Behavior, 2017

921 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/70a4d654151234924c0a7ce7822f12108bf3db49

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. Jonna Koivisto
2. Juho Hamari
3. Darina Dicheva
4. Christo Dichev
5. A. V. Gaalen
6. J. Schönrock-Adema
7. Tineke Bouwkamp-Timmer
8. A. Jaarsma

In Experimental and Cognitive Psychology

1. Darina Dicheva
2. Christo Dichev
3. Juho Hamari
4. Jonna Koivisto
5. J. Brouwer

In Social Psychology

1. A. V. Gaalen
2. J. Schönrock-Adema
3. Tineke Bouwkamp-Timmer
4. A. Jaarsma
5. Darina Dicheva
6. Christo Dichev
7. Juho Hamari
8. Jonna Koivisto

Citations in the corpus

• Gamification of health professions education: a systematic review (2020, background): “…et al. 2013; Robson et al. 2015; Simões et al. 2013; Warmelink et al. 2018; Zuk 2012), a commonly applied definition is that of Deterding et al. (De-Marcos et al. 2014; Deterding et al. 2011; Dicheva et al. 2015; Lister et al. 2014; Mekler et al. 2017; Sailer et al. 2017; Seaborn and Fels 2015).”
• Gamifying education: what is known, what is believed and what remains uncertain: a critical review (2017, background): “…Ibanez et al., 2014; Knutas et al., 2014b; Lambruschini & Pizarro, 2015; Laskowski & Badurowicz, 2014; Latulipe et al., 2015; Leach et al., 2014; Mekler et al., 2015; Morschheuser et al., 2014; Pedro et al., 2015b; Perry, 2015; Poole et al., 2014; Shi et al., 2014; Sillaots, 2014; Simoes et…”
• The rise of motivational information systems: A review of gamification research (2019, background): “Several studies have since acknowledged these suggestions, and have sought to strengthen the depth of research by addressing known gaps (see e.g. Hanus & Fox, 2015; Mekler et al., 2015).”
• 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 impact of gamification on students’ learning, engagement and behavior based on their personality traits (2020, background): “The motivation (Pedro 2016; Hakulinen and Auvinen 2014; Mekler et al. 2017), player profile (Barata et al.”