Demographic differences in perceived benefits from gamification

By Jonna Koivisto, Juho Hamari. Computers in Human Behavior, 2014

827 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Information Systems and Management, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/d8f946db48244b88f94632236c9bfc06d57d9ba6

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In Developmental and Educational Psychology

In Information Systems and Management

In Sociology and Political Science

Citations in the corpus

Gamifying education: what is known, what is believed and what remains uncertain: a critical review (2017, result): “This findings are in line with the conclusions reported by (Koivisto & Hamari, 2014), who have shown in a more general context that women experience a greater effect when the gamification contains social aspects and men - when there is a sort of competition.”
Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance (2015, background): “Still, some suggest that the benefits of gamification are short lived, even for boring tasks (Koivisto & Hamari, 2014; Mollick & Rothbard, 2014).”
Gamification in Science Education. A Systematic Review of the Literature (2021, background): “…of studies in primary and secondary education is associated with the education levels, other target group characteristics, such as demographics [54], or to the content area gamiﬁcation is mostly used, i.e., computer and information courses, which is most usually associated with higher…”
Do badges increase user activity? A field experiment on the effects of gamification (2017, methodology): “Prior studies have also demonstrated individual differences in how the benefits of gamification are perceived (Koivisto & Hamari, 2014).”
Towards understanding the effects of individual gamification elements on intrinsic motivation and performance (2017, background): “However, these findings should only be applied with caution since game elements might only work short-term due to novelty effects (Hamari et al., 2014; Koivisto & Hamari, 2014).”
Measuring flow in gamification: Dispositional Flow Scale-2 (2014, background): “Computer-supported gamified services such as Nike+, Zombies, Run!, Fitocracy, and Runkeeper all aim at structuring, supporting and motivating the exercise activities (see Hamari & Koivisto, 2013; Koivisto & Hamari, 2014) through the provision of optimally difficult challenges and feedback.”
Gamification of education and learning: A review of empirical literature (2018, background): “…research has indicated that there are several contextual factors affecting the experiences from gamification in each situation, e.g. demographic (Koivisto & Hamari, 2014) and personality factors, the associations attached to the task or activity in general (Hamari, 2013), and the temporal and…”
"Working out for likes": An empirical study on social influence in exercise gamification (2015, background): “…et al. (2014) Health Gamification of fruit and vegetable consumption – Significant increase in fruit and vegetable consumption on intervention days Koivisto and Hamari (2014) Exercise App/web-based gamification service for exercise – Perceived enjoyment and usefulness of…”
Gamification Science, Its History and Future: Definitions and a Research Agenda (2018, background): “Because of this, achievement-oriented game elements, like competition, may more greatly impact outcomes of interest for males than for females (Shen, Liu, Santhanam, & Evans, 2016) whereas the converse may occur for social-oriented game elements (Koivisto & Hamari, 2014).”
Why do people play games? A meta-analysis (2017, background): “…audiences (Greenberg et al. 2010; Griffiths et al. 2003; Griffiths et al. 2004; Hartmann et al. 2012; Ijsselsteijn et al. 2007; Jansz et al. 2010; Koivisto & Hamari 2014; Mäntymäki & Riemer 2014; Mäntymäki & Salo 2015; Mäyrä & Ermi 2014; Williams et al. 2008; Williams et al. 2009; Zhou et al.…”