Gamification in Management Education: A Systematic Literature Review

Hounsell, Marcelo da Silva; Rodrigues, Ricardo; Marques, Carlos Peixeira

doi:10.1590/1807-7692bar2019180103

Cited by 44 publications

(24 citation statements)

References 181 publications

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“…In addition, the self-efficacy of an instructor is an important factor. High self-efficacy will encourage users to use the gamified system and vice versa (Adukaite et al 2017 ; da Silva et al 2019 ; Huang and Ren 2020 ; Susanto et al 2017 ). Table 1 shows a summary of the literature pertaining to the adoption of gamified systems in banking, learning, sport, and exercise.…”

Section: Literature Reviewmentioning

confidence: 99%

“…SE was found also to be an essential factor for using the gamified system (Adukaite et al 2017 ; Susanto et al 2017 ). A review study found that SE is a driving variable of gamification (da Silva et al 2019 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Gamification has the potential to enhance the learning and performance of teachers as well as schools (Rodrigues et al 2019a , b ; Al Hayani and Ilhan 2020 ; Alhayani and Abdallah 2020 ). It can increase students' understanding and participation, because it helps in developing problem-solving abilities, enhances the motivation of students, as well as their curiosity, enjoyment, and academic performance (da Silva et al 2019 ; Jabbar et al 2016 ; Toda et al 2019 ; Vanduhe et al 2018 ).…”

Section: Introductionmentioning

confidence: 99%

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RETRACTED ARTICLE: A framework for adopting gamified learning systems in smart schools during COVID-19

Alsamawi

Kurnaz

2021

Appl Nanosci

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The outbreak of COVID 19 has increased the anxiety and stress among teachers and students. This has increased the need for gamified learning systems (GLS) to make the educational process more attractive and increase the engagement as well as the participation of all stakeholders. The use of GLS in teaching and learning has not been deployed effectively in the educational systems in developing countries. The purpose of this study was to examine the predictors of using GLS in Iraqi smart schools. Building on the literature, a framework of GLS is proposed. Data used in this study were collected from 394 teachers and managerial staff in Iraqi smart schools and analysed using Partial Least Square. The findings showed that individuals and organizations are important predictors of using GLS, and their effects on BI are mediated by satisfaction. Readiness and performance expectancy are critical for adopting and using GLS by smart schools. In addition, the findings showed that gamification and self-efficacy are moderating variables. Important implications of the predictability of GLS using a combination of theories as well as the practical suggestions for decision makers to enhance the adoption of GLS among smart schools in Iraq are discussed. In the time of COVID-19, decision makers have suggested increasing gamification features of teaching and learning to reduce anxiety and achieve a better learning process.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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RETRACTED ARTICLE: A framework for adopting gamified learning systems in smart schools during COVID-19

Alsamawi

Kurnaz

2021

Appl Nanosci

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“…For more information about GBL see Pivec 2007;Garris et al 2002. For gamification, see Kapp 2012Marczewski 2015;Werbach, Hunter 2015, and the review of literature of Kasurinen, Knutas 2018;Ardila-Muñoz 2019;Silva et al 2019. 13 Garibaldi, Garibaldi 2017 14 About the problems that teachers have among education students about time conception and how to teach it and the use of chronologies see Santiesteban 2007 and Pages, Santiesteban 2010.…”

Section: Playing and Learning With Chronologies: The Use Of Timeline In The University Classroommentioning

confidence: 99%

A New Way of Teaching Ancient History

Gómez¹,

Rivas²,

Domínguez³

2021

Teaching Classics in the Digital Age

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Fernando Lozano Gómez, Alfonso Álvarez-Ossorio Rivas, and Victor Sánchez Domínguez assess the conclusions of several successive research projects on teaching innovation funded by the University of Seville. Members of the Department of Ancient History developed these projects that are indebted to game based learning. The main goal was to present History in all its complexity, without simple explanations, and to improve the student’s general knowledge of the subject by promoting autonomous learning. The paper presents the new teaching materials created by the members of the project. These include an open access handbook with specific teaching tools, instructions for autonomous learning through historical role-play, and the use of timeline playing cards in the university classroom for learning History.

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“…De acordo com[13], a gamificação pode ser agrupada em quatro conceitos principais que explicam como aplicá-la no contexto educacional, são eles: Motivação (Motivation), Atitudes (Attitudes), Fluxo (Flow) e Aprendizagem (Learning).Cada um desses conceitos podem ser explorados de forma dinâmica e personalizada, atendendo às peculiaridades da escola e/ou do público-alvo.…”

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Gamificação Aplicada à Educação: Uma Análise Bibliométrica Através do MétodoWebibliomining

Pontes

Gonçalves

Izo

et al. 2021

Anais Do XII Computer on the Beach - COTB '21

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Gamification has been widely cited as support for the student’sschool process. This growing interest has attracted the attention ofresearchers in the area. Therefore, a study using theWebibliominingmethod was conducted in order to map the scientific productionrelated to gamification techniques applied in education. The dataof this work were researched in the Scopus (Elsevier) database, consideringthe scientific production in the period from 2011 to 2020.The methodological procedures used a descriptive and exploratoryresearch, with a quantitative approach. The results showed 2.911articles with the terms “Education AND Gamification”. After a bibliometricanalysis, it was found that the “peak” of production was inthe year 2019 with 591 articles, which correspond to a differenceof 137 records in relation to the previous year. The year 2020 wasthe year with the highest number of published articles, with 617records. The USA was responsible for 13,60% of the total publishedarticles. Computer Science was found to be the area with the mostarticles indexed (1.932), corresponding to 66,20%. We sought toselect articles to compose the “starting reference” in a bibliographicresearch on the theme "utilization of gamification in education".

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Gamification in Management Education: A Systematic Literature Review

Cited by 44 publications

References 181 publications

RETRACTED ARTICLE: A framework for adopting gamified learning systems in smart schools during COVID-19

RETRACTED ARTICLE: A framework for adopting gamified learning systems in smart schools during COVID-19

A New Way of Teaching Ancient History

Gamificação Aplicada à Educação: Uma Análise Bibliométrica Através do MétodoWebibliomining

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