2016 IEEE 8th International Conference on Engineering Education (ICEED) 2016
DOI: 10.1109/iceed.2016.7856058
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The impacts of infusing game elements and gamification in learning

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Cited by 23 publications
(19 citation statements)
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“…This may be caused by users' perception that badges will highlight their social status to their peers (Hamari 2015). Although most studies found that gamified learning has a positive impact on student engagement (Barata et al 2013;Hamari 2015;Kuo and Chuang 2016;Sanmugam et al 2016), the discovery Hanus and Fox (2015) contradict this finding. Hanus and Fox (2015) found that over time, students experiencing gamified learning showed a decline in their motivation thus affecting their final exam scores.…”
Section: Related Studymentioning
confidence: 99%
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“…This may be caused by users' perception that badges will highlight their social status to their peers (Hamari 2015). Although most studies found that gamified learning has a positive impact on student engagement (Barata et al 2013;Hamari 2015;Kuo and Chuang 2016;Sanmugam et al 2016), the discovery Hanus and Fox (2015) contradict this finding. Hanus and Fox (2015) found that over time, students experiencing gamified learning showed a decline in their motivation thus affecting their final exam scores.…”
Section: Related Studymentioning
confidence: 99%
“…Researchers describe gamification as infusing game component into a non-game context (Hanus and Fox 2015;Kuo and Chuang 2016) which can be used as a mean to promote student engagement in the classroom (Hamari 2015;Hanus and Fox 2015;Sanmugam et al 2016). Leaderboard, badges, points and levels are some of the game elements employed in previous studies (Barata et al 2013;Hamari 2015;Hanus and Fox 2015;Kuo and Chuang 2016;Sanmugam et al 2016). According to Table 1, badges are the top choice of researchers to be used in the gamification being implemented followed by leaderboard.…”
Section: Related Studymentioning
confidence: 99%
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“…(Mohd et al, 2016) found that active students are more likely to perform well as they retained more knowledge during learning activities. Several studies referred to gamification as a technique to increase the students' engagement (Hanus and Fox, 2015), (Kuo and Chuang, 2016), (Sanmugam et al, 2016). Gamification is the use of game design elements in nongame settings to engage participants and encourage desired behaviours.…”
Section: Introductionmentioning
confidence: 99%
“…Playing a game reframes the task as enjoyable and goal-oriented, and reduces pressure and tension, as seen in the successful human-based computation game ESP used by Google Image Labeler. Well-known game elements, such as points, badges, and leaderboards (PBL) have likewise been applied to educational assignments, with positive results [29]. By satisfying users' innate psychosocial needs of autonomy, competence, and relatedness, gamification provides intrinsic motivation which leads to increased work throughput without affecting task performance [26], [30].…”
Section: Engagement Of Labelermentioning
confidence: 99%