Individualising gamification: An investigation of the impact of learning styles and personality traits on the efficacy of gamification using a prediction market

Gamification in Management Education: A Systematic Literature Review

“…Most of the relationships that were observed were statistically relevant, and most empirical articles show the following main relationships: motivation has a positive influence on perceived learning (Attali & Arieli-Attali, 2015;Buckley & Doyle, 2017;C.-H. Chen et al, 2016;de-Marcos et al, 2016;Filsecker & Hickey, 2014;Gennari et al, 2017;Hanus & Fox, 2015;Ibanez, Di-Serio, & Delgado-Kloos, 2014;Simões et al, 2013), attitudes (Codish & Ravid, 2015;Domínguez et al, 2014;Hanson-Smith, 2016;Kuo & Chuang, 2016;Mekler et al, 2017;Schoech et al, 2013), and flow (Ahmed & Sutton, 2017;Betts et al, 2013;Browne et al, 2014; OPEN ACCESS Cózar-Gutiérrez & Sáez-López, 2016;Ding et al, 2017;Hamari et al, 2016). In turn, flow has a positive influence on perceived learning (Ahmed & Sutton, 2017;Betts et al, 2013;Hamari et al, 2016), attitudes (Browne et al, 2014;Ding et al, 2017;Zamora & Aranda, 2017), and motivation (Ahmed & Sutton, 2017;Betts et al, 2013;Browne et al, 2014;Hamari et al, 2016).…”

“…The analysis showed the existence of cause-effect relationships among various constructs, most of which were statistically significant. Table 1 Relationships among gamification's construct Authors Constructs MOT FLO ATT PLE (Ding, Kim, & Orey, 2017;Zamora & Aranda, 2017) X X X X (Browne, Anand, & Gosse, 2014) X X X (Ahmed & Sutton, 2017;Betts, Bal, & Betts, 2013;Hamari et al, 2016) X X X (Adukaite et al, 2017;Birch & Woodruff, 2017;Borras-Gene, Martinez-Nunez, & Fidalgo-Blanco, 2016;de-Marcos, Garcia-Cabot, & Garcia-Lopez, 2017;Domínguez et al, 2013;Hakulinen, Auvinen, & Korhonen, 2015;Hew, Huang, Chu, & Chiu, 2016;Kirillov, Vinichenko, Melnichuk, Melnichuk, & Vinogradova, 2016;Landers & Landers, 2014;Seixas, Gomes, & de Melo Filho, 2016;Su & Cheng, 2015) X X X ( (Alabbasi, 2017;Attali & Arieli-Attali, 2015;Buckley & Doyle, 2017;Bustillo, Rivera, Guzman, & Acosta, 2017;Cadavid & Montoya Gómez, 2015;Cakiroglu, Basibuyuk, Guler, Atabay, & Memis, 2017;Carenys et al, 2017;C.-H. Chen, Liu, & Hwang, 2016;Cheong, Filippou, & Cheong, 2014;Chubarkova, Sadchikov, Suslova, Tsaregorodtsev, & Milova, 2016;Chun, Youm, & Oh, 2015;de-Marcos et al, 2016;Dias, 2017;Evans, 2016;Fernandez-Mesa, Olmos-Penuela, & Alegre, 2016;Garcia Gaitero, Costa Roman, & Real Garcia, 2016;…”

Online education in higher education

“…Like any other educational method, gamification also has both supporters and opponents, "as the practice of game learning has outpaced researchers' understanding of its mechanisms and methods; knowledge of how to gamify activities according to the specifics of the educational context is still limited" [10].…”

Strategic Function of Human Resource Management and Crisis Management

“…Deterding (2011) definira igrifikacijo kot »uporabo igralnih elementov za spodbujanje vedenja uporabnikov v ne igralnih kontekstih«. Igrifikacijo lahko razumemo tudi kot zbirko orodij, ki se lahko uporablja za doseganje želenega vedenja (Buckley & Doyle, 2017). Z igrifikacijo si prizadevamo za izboljšanje sodelovanja med uporabniki, večjo motiviranost in uspešnost pri opravljanju določenih nalog in sicer z vključevanjem mehanike iger in drugih elementov, ki naredijo neko nalogo bolj privlačno (Pedreira & drugi, 2015).…”