Relevant bibliographies by topics / Educational Gamification

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Educational Gamification'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Educational Gamification"

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Buckley, Jim, Tabea DeWille, Chris Exton, Geraldine Exton, and Liam Murray. "A Gamification–Motivation Design Framework for Educational Software Developers." Journal of Educational Technology Systems 47, no. 1 (June 20, 2018): 101–27. http://dx.doi.org/10.1177/0047239518783153.

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Gamification is the use of game design elements in nongame contexts and has been shown to be effective in motivating behavior change. By seeing game elements as “motivational affordances,” and formalizing the relationship between these elements and motivational affordances, it is the position of this article that gamification can be effectively applied to improve software systems across many different application domains. The research reported here aims to formalize the relationship between game elements and motivation, toward making gamification’s use more systematic. The focus is on the development of a framework linking commonly occurring game elements with the components of a psychological motivational model known as the self-determination theory, coupled with a proposed framework of commonly occurring game elements. The goal is to inform system designers who would like to leverage gamification of the game elements they would need to employ as motivational affordances.
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Piasecki, Stefan. "Gamification in Educational Contexts." International Journal of Advanced Pervasive and Ubiquitous Computing 11, no. 2 (April 2019): 41–67. http://dx.doi.org/10.4018/ijapuc.2019040104.

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Gamification as a tool or procedure to add entertaining and motivating elements to usually non-entertaining environments such as schools or workplaces is becoming more and more popular. E-learning platforms like Moodle provide tools and sets of functions to add elements of gamification. An important factor, especially for education, is technology: individual achievements and progress can be recorded, measured, tracked and visualized and, therefore, identified and honored through bonus points, awards or rankings. This is where gamification can add some challenge and excitement to learning.
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Et al., Bilqis Firyal Nabilah. "“ THE EFFECT OF MIXED GAMIFICATION AND ACHIEVEMENT MOTIVATION ON CONCEPT COMPREHENSION AND CREATIVE THINKING SKILLS IN LEARNING SCIENCE.”." Psychology and Education Journal 58, no. 1 (January 20, 2021): 5139–52. http://dx.doi.org/10.17762/pae.v58i1.1735.

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This research is motivated by the poor comprehension and creativity of elementary school students in science lessons. This study aimed to determine gamification's effect on improving learning outcomes in concept comprehension and creative thinking skills in students studying science. Achievement motivation is suspected of being involved as a variable that interacts with gamification in improving learning outcomes. The data analysis technique used the Multivariate Analysis test. The research subjects were 73 students in the control class and the experimental class. This research is a quasi-experimental research, with a 2x2 factorial, and pretest-posttest non-equivalent control group design. The experimental class uses mixed gamification, while the control class uses content gamification. The difference between the two lies in the gamification elements used. The study results showed that 1) there was no significant difference in the learning outcomes of conceptual comprehension between groups of students who used mixed gamification and content gamification; 2) there was no significant difference in the learning outcomes of conceptual comprehension between groups of students who have high achievement motivation and low achievement motivation; 3) there was no interaction between gamification (mixed gamification and content gamification) and achievement motivation on learning outcomes comprehension the concept; 4) there was no significant difference in the learning outcomes of creative thinking between groups of students who use mixed gamification and content gamification; 5) there was no significant difference in the learning outcomes of creative thinking between groups of students who have high achievement motivation and low achievement motivation; 6) there was no interaction between gamification (mixed gamification and content gamification) and achievement motivation on learning outcomes to think creatively. Achievement motivation is not the only factor that affects the learning outcomes of concept comprehension and creative thinking. Future research is important to consider the different moderator variables from achievement motivation and other gamification elements.
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Belkin, Ph A. "Gamification in education." Современная зарубежная психология 5, no. 3 (2016): 28–34. http://dx.doi.org/10.17759/jmfp.2016050302.

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This article surveys the main directions of gamification of education. Using a typology of formation of educational space in relation to the virtual space when creating educational computer games (Whitton N. 2009), it shows the degree of involvement of educational computer and video games in education of modern children in Sweden, Finland, Australia, USA and many other countries. It marks a re-orientation of this type of games from the needs of an adult in connection to a child, in direction of the child's needs. It shows that the questions of development of effective, environmentally friendly and at the same time securely motivated educational computer and video games, as well as the question of their impact on child's development in long perspective remains open. In addition, the article states that psychological research of educational tools’ gamification is aimed primarily at addressing the problem of dyslexia, leaving unstudied such specific problems of children as dyscalculia, or the effect of education when mediated by virtual space
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Khaitova, Nazokat Fayzullayevna. "History of Gamification and Its Role in the Educational Process." International Journal of Multicultural and Multireligious Understanding 8, no. 5 (May 1, 2021): 212. http://dx.doi.org/10.18415/ijmmu.v8i5.2640.

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This article tells about the history of gamification of education, its current state and the practice of introducing game elements into education in different countries of the world. The experience of scientists from the USA, Sweden, Russia and Canada on the use of gamification in the lesson is analyzed. It also discusses the issues of gamification of education, the results of this process and its use as an educational innovation, describes the versatile potential of gamification, as well as programs and platforms that use partially or fully the elements of gamification in the process of creating educational resources.
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Raitskaya, Lilia, and Elena Tikhonova. "Gamification as a Field Landmark in Educational Research." Journal of Language and Education 5, no. 3 (September 30, 2019): 4–10. http://dx.doi.org/10.17323/jle.2019.10688.

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In their editorial review, the JLE editors consider the concept of gamification, its spread in higher education research, and relevance at present. The authors analyse the current Scopus statistics to prove the prominence of the theme for researchers. The JLE scope can be further enriched via more studies on gamification in higher education and games in learning at large. The editorial may prompt the potential authors to proceed with more profound research in gamification learning techniques applicable to education.
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Fazylzianova, G. I., T. Yu Sokolova, and V. V. Balalov. "Gamification Trends in Educational Communications in a Digital Society." Ekonomicheskie i sotsial’no-gumanitarnye issledovaniya, no. 1(29) (2021): 105–10. http://dx.doi.org/10.24151/2409-1073-2021-1-105-110.

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The role and degree of influence of the concept of gamification on the transformation of the content and forms of educational communications within the digital society is shown. approach to solving modern educational goals and objectives, building educational communication strategies in the process of continuous development of new ideas and ways of their implementation. Examples of gamification in digital and non-digital forms of education are given. The potential of game mechanics and gamification tools in hybrid forms of education is considered. An example of the mobile application «Kahoot!» - a service for creating and organizing interactive texts, quizzes and polls, created in the framework of gamification.
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Fijačko, Nino, Lucija Gosak, Nika Debeljak, Pavel Skok, Gregor Štiglic, and Leona Cilar. "Gamification in nursing." Obzornik zdravstvene nege 54, no. 2 (June 23, 2020): 133–52. http://dx.doi.org/10.14528/snr.2020.54.2.2991.

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Introduction: With new generations of students entering the educational system and calling for novel adult learning approaches, such as gamification, traditional didactics seem to be diminishing in importance. The aim of this paper is to introduce gamification as a novel concept in adult learning and to present its impact on nursing education.Methods: Through a combination of 2dSearch, Publish or Perish and PubMed2XL applications and the set criteria, we used the Google Scholar and Medline / PubMed search engines to compile, analyse, and synthesise studies related to gamification in correlation with the educational process in the field of nursing. To assess the level of methodological quality of research, we used the Mixed Methods Appraisal Tool (MMAT).Results: The final analysis included nine studies related to gamification in nursing course units. Most often, game elements in the form of badges and feedback were included. Most research studies reported a positive impact of gamification on nursing students in the form of increased motivation and engagement, with only one survey reporting a negative impact in the form of inappropriateness and inefficiency. The evaluation of the included studies according to the MMAT tool showed a medium level of methodological quality. Discussion and conclusion: Gamification is a relatively new concept in nursing education and represents the potential for a more advanced way of conveying information. In the future, research should be carried out to clarify the concept of gamification and examine the possibilities of its implementation in the educational environment in Slovenia.
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Karmova, M. R. "“Gamification” or Why Modern Education Needs Games on the Example of Students of Sociology and Political Sciences." Humanities and Social Sciences. Bulletin of the Financial University 10, no. 1 (November 3, 2020): 46–50. http://dx.doi.org/10.26794/2226-7867-2020-10-1-46-50.

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Modern educational institutions face serious problems related to the motivation and involvement of students. Gamification or inclusion of game elements in non-game settings allows educational institutions to solve these complex problems. However, if gamification should be useful fo r higher education, we must analyse in more details what gamification is, how it functions and why it can be helpful. This article addresses three key questions, what, how, and why bother, in the study of both potential benefits and pitfalls of gamification.
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Manzano-León, Ana, Pablo Camacho-Lazarraga, Miguel A. Guerrero, Laura Guerrero-Puerta, José M. Aguilar-Parra, Rubén Trigueros, and Antonio Alias. "Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education." Sustainability 13, no. 4 (February 19, 2021): 2247. http://dx.doi.org/10.3390/su13042247.

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Educational gamification consists of the use of game elements and game design techniques in the educational context. The objective of this study is to examine the existing evidence on the impact of educational gamification on student motivation and academic performance in the last five years in order to analyze its distribution over time, educational level, variables, and most used game elements, and know the advantages of its implementation in the classroom. For this, a systematic review is proposed through the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) methodology in three multidisciplinary databases, through an exhaustive search with inclusion and exclusion criteria on quantitative experimental studies that explore gamification in educational centers, which provide information about the most current lines of research. Fourteen studies were included in this review. These used experimental or quasi-experimental designs. Most of them report gamification as a valid learning strategy. The results support the conclusion that educational gamification has a potential impact on the academic performance, commitment, and motivation of students. Therefore, this study implies the need to expand research on the needs and challenges of students when learning with gamified techniques.
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Dissertations / Theses on the topic "Educational Gamification"

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Fiske, Elliot. "Polycommit: Building Better Habits Through Gamification." DigitalCommons@CalPoly, 2018. https://digitalcommons.calpoly.edu/theses/1929.

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Computer-assisted learning is older than Turing machines, and constantly evolves as technology improves. While some teachers are resistant to using technology in the classroom, “e-learning” techniques are becoming more common in almost every school, from K-12 to universities. As technology becomes more widespread, it becomes crucial to examine the various methodologies of computer-assisted learning and find the techniques that are most effective. This paper explores the effectiveness of one such methodology, spaced repetition. This technique applies to homework assignments available to students online. We include an exploration of several existing apps that use this technique, and introduce our own novel app, Polycommit. Polycommit was developed for use with several Cal Poly classes and was deployed during the first half of the Spring 2017 quarter. With careful attention to user feedback, we created a tool that motivated students to form better study habits. While our results do not show statistically significant improvement to student grades, this tool gives insight into how modern technology and gamification can be leveraged to create an engaging app that encourages positive study habits, and gives us a platform to develop future applications concerning gamification.
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Behnke, Kara Alexandra. "Gamification in Introductory Computer Science." Thesis, University of Colorado at Boulder, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3743653.

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This thesis investigates the impact of gamification on student motivation and learning in several introductory computer science educational activities. The use of game design techniques in education offers the potential to make learning more motivating and more enjoyable for students. However, the design, implementation, and evaluation of game elements that actually realize this promise remains a largely unmet challenge. This research examines whether the introduction of game elements into curriculum positively impacts student motivation and intended learning outcomes for entry-level computer science education in four settings that apply similar game design techniques in different introductory computer science educational settings. The results of these studies are evaluated using mixed methods to compare the effects of game elements on student motivation and learning in both formal and non-formal learning environments.

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Phillips, B. Janae. "Beyond Badges: Changing the Gamification Narrative." The University of Arizona, 2015. http://hdl.handle.net/10150/556586.

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Gamification is now a household word, but it remains at the top of the lists of emerging technology and expected trends for the future of instructional design. If this is true, how can we take gamification to a level beyond badges and points? This paper argues that narrative is a key element that has not yet been fully realized in gamification, reviewed through its prior successes in entertainment-education, game-based learning, project-based learning, and digital storytelling. It suggests that Alternate Reality Games may be the true future of gamification as we know it today.
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Abu, Dawood Sumayah Mohammadlutfi. "Students' Attitudes toward Educational Gamification in Online Learning Environments." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505265/.

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This study explored undergraduate and graduate students' attitudes toward the pleasurability of educational gamification in online learning environments. The study is a sequential explanatory mixed-methods research that investigated students' attitudes quantitatively, then qualitatively. In the quantitative phase, an online survey, the Pleasurable Learning Experiences scale (PLLEXs), was administrated at one of the largest public southwestern universities in the U.S. (N = 119). The qualitative phase involved conducting eight semi-structured interviews with selected participants. The PLLEXs uses a 4-point Likert scale that encompasses 4 subscales: (a) Preferences for Instructions, (b) Preferences for Instructors' Teaching Styles, (c) Preferences for Activities, and (d) Preferences for Learning Effectiveness. A series of analyses of variances (ANOVAs) were used to identify predictors of students' overall attitudes toward educational gamification. The main findings were: (a) students had strong preferences toward educational gamification with Preferences of Instructions rated the highest subscale and Preferences for Activities rated the lowest subscale, (b) major was a statistically significant predictor of students' attitudes toward educational gamification, (c) international students had statistically significant lower preferences toward educational gamification compared with U.S. domestic students, (c) online learning experiences measured by the number of previous online courses and the number of hours spent weekly on computers for academic-related work were statistically significant predictors of students' attitudes toward educational gamification, (d) instructor's feedback was the most important aspect and online collaboration was the most challenging aspect in online learning environments, and (e) the use of multimedia in LMSs can support or hinder teaching and learning activities.
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Rubindal, Robin. "Educational reading for youths with special needs." Thesis, Luleå tekniska universitet, Institutionen för system- och rymdteknik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-81866.

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Children with intellectual disabilities often struggle with reading, and traditional ways of learning can be frustrating and difficult. This thesis investigates the ability to adapt gaming as a more creative and engaging way for these children to practice sentence structure and reading comprehension. The result is a prototype that makes use of reading scenes mixed with interactive scenes where the user gets to build sentences through different game mechanics such as drag & drop, marking of words and point & click. Depending on what sentence is built, the story changes. The overall evaluation feedback of this prototype is positive and that it has potential but would require further work since reading is a complex activity and the reading levels of children with special needs are very individual.
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Åsberg, Samira. "Social Networks in Education: A Facebook-Based Educational Platform." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-93649.

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Social networking sites are among the most popular daily activities of students these days. Students are mostly using social networking sites for communication and sharing of their experiences. Facebook is an example of a social networking site, which supports additional features such as creating a profile page, creating group pages and supports possibility of implementing different integrated application with Facebook. These features improve the Facebook experience, allowing users to form groups, where they can introduce ideas and concepts, which can be shared and discussed in a structured style. For this thesis we have created a new learning management system by implementing an online educational platform within a Facebook context. This work introduces a new, complementary style of education, where students can improve their knowledge and sociality outside the university in an innovative way. The platform takes advantage of gamification, which introduces game-like elements to concepts such as education and learning management systems, to make them more fun and rewarding. The goal of this thesis is to extend the educational border to an interesting online environment where students can learn, communicate, and examine their knowledge globally in different courses within our application platform in Facebook.
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Jacobs, Jennifer A. "Gamification in an Online Course: Promoting student Achievement through Game-Like Elements." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1468512095.

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Ivarsson, Anette. "Digital teknik och game based learning samt gamification i de yngre åldrarna : En intervjustudie." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-409076.

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The aim of the study was to explore preschool teachers and preschool pre-service teachers approaches to gamification, game based learning and digital technology in early childhood education. The theoretical framework in the study is based on Mishra and Koehler's (2006) Technological Pedagogical and Content Knowledge (TPACK) theory. The method for the study was individual interviews and focus group interview. The results show that the area is relatively unknown to the participants in the study, as their focus when using digital technology is on documentation of preschool activities as well as searching for facts about various subject areas. Personal attitudes and values are of great importance for how digital technology is used in early childhood education. The results also show a lack of knowledge in teaching with digital technology, game based learning and gamification. Further research in the area is needed to support active preschool teachers to develop their didactic approach and to find ways to work with digital technology, game based learning and gamification.
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Manzo, Daniel V. "UNDERSTANDING AND ENGAGEMENT THROUGH DYNAMIC TECHNOLOGY AND GAMIFIED LEARNING ENVIRONMENTS." Digital WPI, 2020. https://digitalcommons.wpi.edu/etd-dissertations/607.

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As technology becomes more integrated in the classroom, more research is needed to examine its effects on engagement and learning. It is important that we fully explore how students interact with learning technologies and the affordances that these technologies bring to improve engagement and student learning. In this dissertation, I explored the benefits and drawbacks of using dynamic technology in the classroom as an instructional system, support structure, and assessment tool. Iterative design cycles were used to improve the accessibility and user experience of several dynamic technologies in the classroom. Additionally, the incorporation of gamified elements such as points and leaderboards were explored. Preliminary data suggests that gamified elements could lead to higher engagement and elicit behaviors associated with learning. As a result, a series of 4 randomized controlled trials were conducted that explored the intersection of gamification, engagement, and learning. This dissertation is a compilation of those studies with a focus on the development and improvement of learning platforms through an iterative design process and the incorporation of gamified elements. Based on the findings and implications of these studies, several new technologies were designed, developed, and implemented to include these gamification techniques and provide data for both educators and researchers. Recommendations for potential usage and future research are discussed.
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Mavrommatis, George. "Adaptability and player motivation Through Content Customization: The impact of content customization in educational games." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-15791.

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Serious games can be used for a vast amount of different purposes and they change the way we think, learn, and entertain ourselves. The focus of this paper will be more about learning or educational games and how the adaptation of content through personalized preferences can be of an importance for capturing the user’s interest and retaining their motivation. The aim of this paper is to highlight the importance of the content adaptation of a serious game target group in order to maintain their motivation to achieve the learning outcome. The players of serious games usually have a goal or motivation prior to begin playing a game. Those goals may include the learning of a new language or increasing one's geography or math skills. By adapting the content of a serious game to the level of knowledge of a player or giving the player the opportunity to choose in what field they would like to increase their knowledge in, could be a factor to maintain the player motivation up until the goal of the player is achieved. In this paper, an adaptive educational game has been developed to examine whether a target group with personalized content will indicate a higher motivation to play the game than another group which will be playing the direct version of the game without any personalized content.
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Books on the topic "Educational Gamification"

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Oliveira, Wilk, and Ig Ibert Bittencourt. Tailored Gamification to Educational Technologies. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-32-9812-5.

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Gamification: Concepts, methodologies, tools, and applications. Hershey, PA: Information Science Reference, 2015.

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Tlili, Ahmed, and Maiga Chang, eds. Data Analytics Approaches in Educational Games and Gamification Systems. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-32-9335-9.

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The gamification of higher education: Developing a game-based business strategy in a disrupted marketplace. New York City, NY: Palgrave Macmillan, 2014.

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The gamification of learning and instruction: Game-based methods and strategies for training and education. San Francisco: Pfeiffer, 2012.

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Reiners, Torsten, and Lincoln C. Wood, eds. Gamification in Education and Business. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-10208-5.

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Kim, Sangkyun, Kibong Song, Barbara Lockee, and John Burton. Gamification in Learning and Education. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-47283-6.

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Niman, Neil B. The Gamification of Higher Education. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137331465.

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author, Petroski Andy, ed. Alternate reality games: Gamification for performance. Boca Raton: CRC Press, 2016.

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Bishop, Jonathan. Gamification for human factors integration: Social, education, and psychological issues. Hershey, PA: Information Science Reference, 2014.

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Book chapters on the topic "Educational Gamification"

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Oliveira, Wilk, and Ig Ibert Bittencourt. "Tailoring Gamified Educational Technologies." In Tailored Gamification to Educational Technologies, 33–54. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-32-9812-5_4.

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Pirker, Johanna, and Christian Gütl. "Educational Gamified Science Simulations." In Gamification in Education and Business, 253–75. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-10208-5_13.

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Gajanova, Lubica, and Margareta Nadanyiova. "Gamification in the Educational Process." In Encyclopedia of Educational Innovation, 1–5. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-2262-4_202-1.

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Oliveira, Wilk, and Ig Ibert Bittencourt. "Research Advances on Tailored Gamification." In Tailored Gamification to Educational Technologies, 21–31. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-32-9812-5_3.

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Lukosch, Heide. "Digital Games and Gamification in Learning." In Encyclopedia of Educational Innovation, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-2262-4_134-1.

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Oliveira, Wilk, and Ig Ibert Bittencourt. "Introduction." In Tailored Gamification to Educational Technologies, 1–7. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-32-9812-5_1.

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Oliveira, Wilk, and Ig Ibert Bittencourt. "Theoretical Foundations." In Tailored Gamification to Educational Technologies, 9–20. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-32-9812-5_2.

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Oliveira, Wilk, and Ig Ibert Bittencourt. "Selecting the Most Suitable Gamification Elements for Each Situation." In Tailored Gamification to Educational Technologies, 55–69. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-32-9812-5_5.

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Oliveira, Wilk, and Ig Ibert Bittencourt. "MeuTutor: Personalizing an Educational Technology Based on Students’ Gamer Types." In Tailored Gamification to Educational Technologies, 71–84. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-32-9812-5_6.

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Oliveira, Wilk, and Ig Ibert Bittencourt. "Conclusions." In Tailored Gamification to Educational Technologies, 85–88. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-32-9812-5_7.

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Conference papers on the topic "Educational Gamification"

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Ibrahim, Hazem, and Walid Ibrahim. "Gamification in Online Educational Systems." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11238.

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The usage of gamification in online educational systems has grown considerably over the last several decades. This has been in response to reports of low completion and retention rates in online educational systems such as MOOCs. The usage of gamification and the application of social and educational networking to online education systems has been found to increase student satisfaction with the system. However, it has been shown that as students become more familiar with the gamified educational system, the initial boost in motivation diminishes. Efforts made in order to increase the personalization of gamified educational system, however, indicated an increase in student motivation over the duration of the course. Suggestions for further work include the usage of smarter leaderboard systems, as well as the potential for personalization in peer to peer online tutoring platforms.
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Dicheva, Darina, Keith Irwin, and Christo Dichev. "Motivational Factors in Educational Gamification." In 2018 IEEE 18th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2018. http://dx.doi.org/10.1109/icalt.2018.00102.

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Buisman, Achilleas L. D., and Marko C. J. D. van Eekelen. "Gamification in educational software development." In the Computer Science Education Research Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2691352.2691353.

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Denden, Mouna, Ahmed Tlili, Fathi Essalmi, and Mohamed Jemni. "Educational Gamification Based on Personality." In 2017 IEEE/ACS 14th International Conference on Computer Systems and Applications (AICCSA). IEEE, 2017. http://dx.doi.org/10.1109/aiccsa.2017.87.

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Alejandre-Marco, José Luis, and Ana Allueva-Pinilla. "ROBOTICS WORKSHOP FOR EDUCATIONAL GAMIFICATION." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2300.

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Lobacheva, N. "Gamification of the Educational Process in Higher Education Institutions." In International Scientific and Practical Conference on Education, Health and Human Wellbeing (ICEDER 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/iceder-19.2020.24.

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Chapman, Jared, and Peter Rich. "Identifying Motivational Styles in Educational Gamification." In Hawaii International Conference on System Sciences. Hawaii International Conference on System Sciences, 2017. http://dx.doi.org/10.24251/hicss.2017.157.

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Nguyen, Lan Thi Mai, Linh Thi My Nguyen, and Gary Tan. "Gamification in Business Education." In ICMET '20: 2020 the 2nd International Conference on Modern Educational Technology. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3401861.3401867.

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Peixoto, Mariana, and Carla Silva. "A gamification requirements catalog for educational software." In SAC 2017: Symposium on Applied Computing. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3019612.3019752.

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Rinaldi, Daniel, Ridi Ferdiana, and Selo. "Literature Review on Gamification for Educational Content." In International Conference on Creative Economics, Tourism & Information Management. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009866101390146.

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Reports on the topic "Educational Gamification"

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Araya, Roberto, Elena Arias Ortiz, Nicolás L. Bottan, and Julian P. Cristia. Does Gamification in Education Work?: Experimental Evidence from Chile. Inter-American Development Bank, May 2019. http://dx.doi.org/10.18235/0001721.

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Araya, Roberto, Elena Arias Ortiz, Nicolas L. Bottan, and Julian P. Cristia. Does Gamification in Education Work?: Experimental Evidence from Chile. Inter-American Development Bank, July 2019. http://dx.doi.org/10.18235/0001777.

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