Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance

By Michael D. Hanus, Jesse Fox. Comput. Educ., 2015

1,773 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/dff76a9862467d426113ec530f83942016ae3a97

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

In Social Psychology

In Sociology and Political Science

Citations in the corpus

Towards understanding the effects of individual gamification elements on intrinsic motivation and performance (2017, background): “Thus, the threat of contextual factors acting as confounding influence (e.g., school being a potentially controlling setting (Hanus & Fox, 2015)) is minimized.”
Gamification of health professions education: a systematic review (2020, background): “This is also called the over-justification effect (Deci et al. 1999, 2001; Hanus and Fox 2015; Landers et al. 2015; Lepper et al. 1973).”
The impact of gamification on students’ learning, engagement and behavior based on their personality traits (2020, background): “Hanus and Fox (2015) informed that, in addition to not increase the results, gamification decreases pleasure and motivation.”
Gamifying education: what is known, what is believed and what remains uncertain: a critical review (2017, background): “Group A includes studies of the effectiveness of gamification in the classroom longitudinally (Hanus & Fox, 2015); the impact of gamification on retention and learning success (Jang et al., 2015; Krause et al., 2015), on participation and quality of online discussions (Smith et al., 2014), on…”
Gamification in mobile-assisted language learning: a systematic review of Duolingo literature from public release of 2012 to early 2020 (2021, background): “Game-like elements present a motivating environment (Hanus & Fox, 2015; Kapp, 2012; Lui, 2014; Munday, 2016) that can increase language accuracy and confidence (Castañeda & Cho, 2016).”
The effect of gamification on motivation and engagement (2018, background): “…in a non-game environment or context (Attali and Arieli-Attali, 2015; Bruder, 2015; Dale, 2014; Davis, 2014; Deterding, 2012; González et al., 2016; Hanus and Fox, 2015; Issacs, 2015; Kapp, 2012; Powers et al., 2013; Keeler, 2015; Koivisto and Hamari, 2014; Seaborn and Fels, 2015; Sheldon, 2011;…”
Tailored gamification in education: A literature review and future agenda (2022, background): “…the learner traits used to personalize gamified educational settings or the impact of gamification personalization on students’ learning experience (e.g., learning outcomes and psychological states) (Orji, 2014; Hanus & Fox, 2015; Hamari et al., 2016; Monterrat et al., 2017; Toda et al., 2017).”
A Review of Nontraditional Teaching Methods: Flipped Classroom, Gamification, Case Study, Self-Learning, and Social Media (2019, background): “Gamification Enhance teamwork ability [124] Improve clear and effective speaking [125] Improve analytical and critical thinking ability [125,126] Gain desired skills [125,127] Improve problem-solving ability [125] Improve social skills [22] Enhance planning skills [101] Enhance creativity [128] Impr”
Using gamification to support learning English as a second language: a systematic review (2019, background): “Scientific literature suggests that gamified environments for LESL could increase learners ’ motivation (Hanus & Fox, 2015), engagement (Clark et al., 2011), and provide them with freedom to fail without fear during their learning (Lee & Hammer, 2011).”
Gamification in Science Education. A Systematic Review of the Literature (2021, background): “Moreover, poor planning of the gamified environment, like complicating instructions or the ad hoc use of gaming elements and mechanics, such as increased levels of difficulty or over sophisticated graphics, could disorientate students, decrease students’ intrinsic motivation [74], performance [71,75”
Stimulating and sustaining interest in a language course: An experimental comparison of Chatbot and Human task partners (2017, background): “Two approaches that have received considerable attention are the role of perceived value (e.g., Hulleman, Godes, Hendricks, & Harackiewicz, 2010) and of curriculum tasks (Guberman & Leikin, 2012; Hanus & Fox, 2015).”
Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning (2016, background): “…have been investigated both within and outside the domain of education and learning (e.g. Domínguez et al., 2013; Hamari, 2013, 2015; Hamari & Koivisto, 2014; 2015a; 2015b; Hakulinen, Auvinen, & Korhonen, 2015; Hanus & Fox, 2015; Lieberoth, 2015; Sim~oes, Díaz Redondo, & Fern andez Vilas, 2013).”
The Effect of Educational Games on Learning Outcomes, Student Motivation, Engagement and Satisfaction (2020, background): “In a gami-ﬁed course, featuring a leaderboard and badges, students showed less satisfaction than those in a non-game context (Hanus & Fox, 2015).”
Gamification: A cognitive-emotional view (2018, result): “Gamification generally leads to positive outcomes (Hamari et al., 2014), but some findings are mixed (e.g., de-Marcos et al., 2014) or show a negative influence of gamification (e.g., Hanus & Fox, 2015).”