Gamification in Education: What, How, Why Bother?

By Joey J. Lee, Jessica Hammer. 2011

1,180 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/dac4c0074b6d0d86977313664a7da98e577a898a

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Citations in the corpus

Does educational gamification improve students’ motivation? If so, which game elements work best? (2018, background): “…(Bunchball, 2010; Deterding, 2011; Deterding, Dixon, Khaled, & Nacke, 2011a, 2011b; Deterding, Sicart, Nacke, O’Hara, & Dixon, 2011; Hamari, Koivisto, & Sarsa, 2014; Huotari & Hamari, 2012; Kapp, 2012; Kim, Song, Lockee, & Burton, 2018b; Lee & Hammer, 2011; Sheldon, 2012; Werbach & Hunter, 2012).”
The effect of virtual achievements on student engagement (2013, background): “However, motivating students is a key challenge facing instructors [20], and is of great importance for activities such as this where learning resources are studentgenerated.”
Gamification and student motivation (2016, background): “If they perform well, students “ level up ” by proceeding to a more advanced course of study at the end of every academic year (Lee & Hammer, 2011).”
Gamification in Education: A Systematic Mapping Study (2015, background): “Although teachers continuously seek novel instructional approaches, it is largely agreed that today’s schools face major problems around student motivation and engagement (Lee & Hammer, 2011).”
A social gamification framework for a K-6 learning platform (2013, background): “Develop a school-based identity – a strong school-based identity improves students’ engagement with learning in the long run (Lee & Hammer, 2011).”
Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance (2015, background): “This freedom to fail allows students to experiment without fear and increases student engagement (Lee & Hammer, 2011).”
Changing “Course” (2014, background): “As an alternative, students could set and pursue individualized goals that represent criteria for evaluating their course experience, in line with the framework proposed for gamification in education (e.g., Lee & Hammer, 2011).”
Gamification (2013, unknown): “Such services not only offer beneﬁts on their own but also lead to a new cognitive, emotional, and social usage experience of the core offer (Lee and Hammer 2011, pp. 3–4).”
Gamification for Engaging Computer Science Students in Learning Activities: A Case Study (2014, background): “whether gamification can be effective to engage students and to improve their academic learning outcomes is a pertinent, practical issue [11].”
The Model for Introduction of Gamification into E-learning in Higher Education (2015, background): “This freedom to fail allows students to experiment without fear and increases student engagement (Lee & Hammer, 2011).”
Toward Meaningful Engagement: A Framework for Design and Research of Gamified Information Systems (2017, background): “These types of findings led to gamification approaches, in which game elements comprise only a part of the instrumental system, and thus should not dominate user interactions (Lee and Hammer 2011).”
Artificial Intelligence in Education: A Review (2020, background): “highlighted the benefits of simulation, team-viewer applications, and gamification, closely related to VR and 3-D or even leveraging the technologies to the pursuit of instructional effectiveness and efficiency [26], [27].”
Studying Gamification: The Effect of Rewards and Incentives on Motivation (2015, background): “Some other examples are EpicWin which encourages players to complete daily chores, and websites like Google Powermeter that promotes household energy saving through the use of progress bars and collectible badges (Lee & Hammer, 2011 ).”