2017
DOI: 10.2139/ssrn.3226221
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The Rise of Motivational Information Systems: A Review of Gamification Research

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Cited by 71 publications
(148 citation statements)
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“…First, the first-year student engagement and performance data were used as formative research for the second iteration. The student background information collected in the first year suggested that learners from different backgrounds engaged differently (Tsay et al, 2018) , and as a consequence, the design pattern choices and learning activities were expanded and diversified in the second iteration to suit preferences of learners from diverse backgrounds (Koivisto & Hamari, 2017). As a result, the number of ELs increased from 14 in 2015-2016 to 16 in 2016-2017, and the number of SLs increased from 37 in 2015-2016 to 56 in 2016-2017 on Moodle.…”
Section: The Second Iterationmentioning
confidence: 99%
“…First, the first-year student engagement and performance data were used as formative research for the second iteration. The student background information collected in the first year suggested that learners from different backgrounds engaged differently (Tsay et al, 2018) , and as a consequence, the design pattern choices and learning activities were expanded and diversified in the second iteration to suit preferences of learners from diverse backgrounds (Koivisto & Hamari, 2017). As a result, the number of ELs increased from 14 in 2015-2016 to 16 in 2016-2017, and the number of SLs increased from 37 in 2015-2016 to 56 in 2016-2017 on Moodle.…”
Section: The Second Iterationmentioning
confidence: 99%
“…The internal consistency scares of ISL and moderate test-retest reliability show this it is useful to examine this type of literacy to assess both history and to interpret the results of information system literacy intervention. Although there are tools that enable consumers to critically evaluate the sources of information systems (Koivisto andHamari, 2019, Chu et. Al., 2018), ISL took its place among the tools that evaluate consumers' skills on using information systems in general.…”
Section: Discussionmentioning
confidence: 99%
“…The well recognised engaging and motivational aspects of entertainment games that are exploited by serious games have recently been harnessed for e‐learning with the use of games‐based features being integrated into e‐learning courses in the form of gamification. Two recent reviews (Koivisto & Hamari, ; Subhash & Cudney, ) have illustrated the increasing interest and use of gamification across a number of disciplines. The most frequently used game features applied in gamification draw upon the psychological dimensions of games and tap into user experience and perception, enjoyment/fun, motivation and social aspects, especially social influence, and are generally implemented through the main gamification techniques of points, leader‐boards and badges, with success often being judged on academic performance via assessment grades.…”
Section: Current Challenges: Insights From a Games Perspectivementioning
confidence: 99%
“…The educational use of games creates tensions both practically and theoretically, concerning the extent to which enjoyment and learning are compatible. While games can provide highly engaging learning experiences, there is also increased recognition of the negative consequences of games and gamification such as increased competitiveness and lack of focus on games to promote co‐operation (Koivisto & Hamari, ). While competition is a key element of many games, it has less of a role to play in education and this represents a major challenge and research direction for the future.…”
Section: Concluding Remarks and Future Directionsmentioning
confidence: 99%
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