Abstract

Keywords: Competition, gamification, gamified learning, online collaboration, team-based gamification.

Aldemir, T., Celik, B., & Kaplan, G. (2018). A qualitative investigation of student perceptions of game elements in a gamified course. Computers in Human Behavior, 78, 235-254. https://doi.org/10.1016/j.chb.2017.10.001

An, Y. (2020). Designing effective gamified learning experiences. International Journal of Technology in Education, 3(2), 62-69. https://doi.org/10.46328/ijte.v3i2.27

An, Y., Zhu, M., Bonk, C. J., & Lin, L. (2021). Exploring instructors’ perspectives, practices, and perceived support needs and barriers related to the gamification of MOOCs. Journal of Computing in Higher Education, 33, 64-84. https://doi.org/10.1007/s12528-020-09256-w

Asıksoy, G. (2018). The effects of the gamified flipped classroom environment (GFCE) on students’ motivation, learning achievements and perception in a physics course. Quality& Quantity, 52(1), 129-145. https://doi.org/10.1007/s11135-017-0597-1

Burke, B. (2014). Gamify: How gamification motivates people to do extraordinary things. Gartner.

Çakıroglu, Ü., Basıbüyük, B., Güler, M., Atabay, M., & Memis, B. Y. (2017). Gamifying an ICT course: Influences on engagement and academic performance. Computers in Human Behavior, 69, 98-107. https://doi.org/10.1016/j.chb.2016.12.018

Chang, J.-W., & Wei, H.-Y. (2016). Exploring engaging gamification mechanics in massive online open courses. Journal of Educational Technology & Society, 19(2), 177–203. http://www.jstor.org/stable/jeductechsoci.19.2.177

Chapman, J. R., & Rich, P. J. (2018). Does educational gamification improve students’ motivation? If so, which game elements work best? Journal of Education for Business, 93(7), 315-322. https://doi.org/10.1080/08832323.2018.1490687

Chou, Y. (2015). Actionable gamification: Beyond points, badges, and leaderboards. Octalysis Media.

Deci, E. L., Betley, G., Kahle, J., Abrams, L., & Porac, J. (1981). When trying to win: competition and intrinsic motivation. Personality and Social Psychology Bulletin, 7(1), 79-83. https://doi.org/10.1177/014616728171012

Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self-determination in personality. Journal of Research in Personality, 19(2), 109-134. https://doi.org/10.1016/0092-6566(85)90023-6

de-Marcos, L., Domínguez, A., Saenz-de-Navarrete, J., & Pagés, C. (2014). An empirical study comparing gamification and social networking on e-learning. Computers & Education, 75, 82-91. https://doi.org/10.1016/j.compedu.2014.01.012

de-Marcos, L., García-Cabot, A., & García-López, E. (2017). Towards the social gamification of e-learning: A practical experiment. International Journal of Engineering Education, 33(1), 66-73. https://www.ijee.ie/contents/c330117A.html

de-Marcos, L., García-López, E., & García-Cabot, A. (2016). On the effectiveness of game-like and social approaches in learning: Comparing educational gaming, gamification & social networking. Computers & Education, 95, 99-113. https://doi.org/10.1016/j.compedu.2015.12.008

Deterding, S. (2013). Gameful design for learning. T+D, 67(6), 60-63.

Deterding, S. (2015). The Lens of intrinsic skill atoms: A method for gameful design. Human–Computer Interaction, 30(3-4), 294-335. https://doi.org/10.1080/07370024.2014.993471

Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining “gamification.” In Proceedings of the 15th International Academic MindTrek Conference (pp. 9-15). ACM.

Dindar, M., Ren, L., & Järvenoja, H. (2021). An experimental study on the effects of gamified cooperation and competition on English vocabulary learning. British Journal of Educational Technology, 52(1), 142-159. https://doi.org/10.1111/bjet.12977

Ding, L. (2019). Applying gamification to asynchronous online discussions: A mixed methods study. Computers in Human Behavior, 91, 1-11. https://doi.org/10.1016/j.chb.2018.09.022

Ding, L., Er, E., & Orey, M. (2018). An exploratory study of student engagement in gamified online discussions. Computers & Education, 120, 213-226. https://doi.org/10.1016/j.compedu.2018.02.007

Ding, L., Kim, C., & Orey, M. (2017). Studies of student engagement in gamified online discussions. Computers & Education, 115, 126-142. https://doi.org/10.1016/j.compedu.2017.06.016

Domínguez, A., Saenz-de-Navarrete, J., de-Marcos, L., Fernández-Sanz, L., Pagés, C., & Martinez-Herráiz, J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380-392. https://doi.org/10.1016/j.compedu.2012.12.020

Garcia, S. M., & Tor, A. (2009). The N-effect: More competitors, less competition. Psychological Science, 20(7), 871-877. https://doi.org/10.1111/j.1467-9280.2009.02385.x

Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? A literature review of empirical studies on gamification. In R. H. Sprague, Jr. (Ed.), Proceedings of the 47th Hawaii international conference on System Sciences (pp. 3025-3034). IEEE. https://doi.org/10.1109/HICSS.2014.377

Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161. https://doi.org/10.1016/j.compedu.2014.08.019

Hassan, M. A., Habiba, U., Majeed, F., & Shoaib, M. (2021). Adaptive gamification in e-learning based on students’ learning styles. Interactive Learning Environments, 29(4), 545-565. https://doi.org/10.1080/10494820.2019.1588745

Hew, K. F., Huang, B., Chu, K. W. S., & Chiu, D. K. W. (2016). Engaging Asian students through game mechanics: Findings from two experiment studies. Computers & Education, 92-93, 221-236. https://doi.org/10.1016/j.compedu.2015.10.010

Huang, B., & Hew, K. F. (2018). Implementing a theory-driven gamification model in higher education flipped courses: Effects on out-of-class activity completion and quality of artifacts. Computers & Education, 125, 254-272. https://doi.org/10.1016/j.compedu.2018.06.018

Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. Pfeiffer.

Kapp, K. M. (2016). Choose your level: Using games and gamification to create personalized instruction. In M. Murphy, S. Redding, & J. Twyman (Eds.), Handbook on personalized learning for states, districts, and schools (pp. 131-143). Temple University.

Keller, J. M. (1987). Development and use of the ARCS Model of instructional design. Journal of Instructional Development, 10(3), 2-10. https://doi.org/10.1007/BF02905780

Keller, J. M. (2010). Motivational design for learning and performance. Springer.

Koivisto, J., & Hamari, J. (2019). The rise of motivational information systems: A review of gamification research. International Journal of Information Management, 45, 191-210. https://doi.org/10.1016/j.ijinfomgt.2018.10.013

Landers, R. N., & Armstrong, M. B. (2017). Enhancing instructional outcomes with gamification: An empirical test of the Technology-Enhanced Training Effectiveness Model. Computers in Human Behavior, 71, 499-507. https://doi.org/10.1016/j.chb.2015.07.031

Landers, R. N., & Landers, A. K. (2014). An empirical test of the theory of gamified learning: The effect of leaderboards on time-on-task and academic performance. Simulation & Gaming, 45(6), 769-785. https://doi.org/10.1177/1046878114563662

Lee, J., & Hammer, J. (2011). Gamification in education: What, how, why bother? Academic Exchange Quarterly, 15(2), 146-151. https://dialnet.unirioja.es/servlet/articulo?codigo=3714308

Lister, M. C. (2015). Gamification: The effect on student motivation and performance at the post-secondary level. Issues and Trends in Educational Technology, 3(2), 1-22. https://doi.org/10.2458/azu_itet_v3i2_lister

Mekler, E. D., Brühlmann, F., Tuch, A. N., & Opwis, K. (2017). Towards understanding the effects of individual gamification elements on intrinsic motivation and performance. Computers in Human Behavior, 71, 525-534. https://doi.org/10.1016/j.chb.2015.08.048

Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage.

Mollick, E. R., & Rothbard, N. (2014, September 30). Mandatory fun: Consent, gamification and the impact of games at work. The Wharton School Research Paper Series. SSRN. https://dx.doi.org/10.2139/ssrn.2277103

Morschheuser, B., Hamari, J., & Maedche, A. (2019). Cooperation or competition – When do people contribute more? A field experiment on gamification of crowdsourcing. International Journal of Human-Computer Studies, 127, 7-24. https://doi.org/10.1016/j.ijhcs.2018.10.001

Nair, S., & Mathew, J. (2021). Evaluation of gamified training A Solomon Four-Group Analysis of the Impact of Gamification on Learning Outcomes. TechTrends, 65, 750-759. https://doi.org/10.1007/s11528-021-00651-3

Park, S., & Kim, S. (2021). Is sustainable online learning possible with gamification?—The effect of gamified online learning on student learning. Sustainability, 13(8), Article 4267. https://doi.org/10.3390/su13084267

Roseth, C. J., Johnson, D. W., & Johnson, R. T. (2008). Promoting early adolescents’ achievement and peer relationships: The effects of cooperative, competitive, and individualistic goal structure. Psychological Bulletin, 134(2), 223-246. https://doi.org/10.1037/0033-2909.134.2.223

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. https://psycnet.apa.org/buy/2000-13324-007

Simões, J., Redondo, R. D., & Vilas, A. F. (2013). A social gamification framework for a K-6 learning platform. Computers in Human Behavior, 29(2), 345-353. https://doi.org/10.1016/j.chb.2012.06.007

Tan, M., & Hew, K. F. (2016). Incorporating meaningful gamification in a blended learning research methods class: Examining student learning, engagement, and affective outcomes. Australasian Journal of Educational Technology, 32(5), 19-34. https://doi.org/10.14742/ajet.2232

Tsay, C. H., Kofinas, A., & Luo, J. (2018). Enhancing student learning experience with technology-mediated gamification: An empirical study. Computers & Education, 121, 1-17. https://doi.org/10.1016/j.compedu.2018.01.009

Zahedi, L., Batten, J., Ross, M., Potvin, G., Damas, S., Clarke, P., & Davis, D. (2021). Gamification in education: a mixed-methods study of gender on computer science students’ academic performance and identity development. Journal of Computing in Higher Education, 33, 441-474. https://doi.org/10.1007/s12528-021-09271-5

Zainuddin, Z. (2018). Students’ learning performance and perceived motivation in gamified flipped-class instruction. Computers & Education, 126, 75-88. https://doi.org/10.1016/j.compedu.2018.07.003

Zainuddin, Z., Shujahat, M., Haruna, H., & Chu, S. K. W. (2020). The role of gamified e-quizzes on student learning and engagement: An interactive gamification solution for a formative assessment system. Computers & Education, 145, Article 103729. https://doi.org/10.1016/j.compedu.2019.103729

Zichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and mobile apps. O’Reilly.