Toward a Taxonomy Linking Game Attributes to Learning

By Wendy L. Bedwell, Davin Pavlas, K. Heyne, Elizabeth H. Lazzara, Eduardo Salas. 2012

382 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/dd6aa04f426fbd15860828696a46d5d11752d42b

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Citations in the corpus

A meta-analysis and systematic literature review of virtual reality rehabilitation programs (2017, background): “Particularly, VRR programsmay specifically prompt intrinsic motivation, especially if game elements are included (Bedwell et al., 2012; Bryanton et al., 2006; G€otz et al., 2011).”
Gamification Science, Its History and Future: Definitions and a Research Agenda (2018, background): “For example, Bedwell, Pavlas, Heyne, Lazzara, and Salas (2012) developed a concise framework of game attributes for learning contexts that included elements such as adaptation, challenge, control, fantasy, and progress, and Landers (2014) incorporated these as the foundational constructs in his…”
A systematic review of serious games in medical education: quality of evidence and pedagogical strategy (2018, background): “Bedwell [9] postulated nine characteristics that a serious game must have: an action language (a game offers some method of communication between the person and the game); assessment (tracks the number of correct answers); conflict or challenge; control, or the ability for the players to alter the…”
Developing a Theory of Gamified Learning (2014, background): “Unfortunately, the generalizability of Landers and Callan’s (2011) work is somewhat limited in that it treats gamification much as early serious games research treated games (Bedwell et al., 2012).”
Gamification of health professions education: a systematic review (2020, methodology): “…education more comprehensive and transferable with regard to the game elements involved, we applied a conceptual framework of aggregated game elements that was originally proposed by Bedwell et al. (2012) and Wilson et al. (2009), and later modified by Landers (2014) (Table 2; “Appendix”).”
Gameplay Engagement and Learning in Game-Based Learning (2015, methodology): “…were categorized using this classification, in line with the literature, so as to capture key elements that create a dynamic experience and entertainment (Fullerton, 2008) and to identify game attributes related to learning (Bedwell, Pavlas, Heyne, Lazarra, & Salas, 2012), as shown in Table 3.”