Sistematik Derlemeler ve Meta Analiz
BibTex RIS Kaynak Göster

Yıl 2022, Cilt: 7 Sayı: 2, 151 - 159, 06.07.2022

Kübra Ertan Selay Arkün Kocadere

https://doi.org/10.53850/joltida.1020044
Cited By: 3

Öz

Kaynakça

  • Aboagye, E., Yawson, J. A., & Appiah, K. N. (2020). COVID-19 and E-Learning: The Challenges of Students in Tertiary Institutions. Social Education Research, 2(1), 1-7. https://doi.org/10.37256/ser.212021422
  • Adnan, M., & Anwar, K. (2020). Online learning amid the COVID-19 pandemic: Students' perspectives. Journal of Pedagogical Sociology and Psychology, 2(1), 45-51. https://doi.org/10.33902/JPSP.2020261309
  • 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
  • Álvaro-Tordesillas, A.; Alonso-Rodríguez, M.; Poza-Casado, I., & Galván-Desvaux, N. (2020). Gamification experience in the subject of Descriptive Geometry for Architecture. Educación XX1, 23(1), 373-408, https://doi.org/10.5944/educXX1.23591
  • Antonaci, A., Klemke, R., & Specht, M. (2019) The effects of gamification in online learning environments: a systematic literature review. Informatics, 6(3), Article 32. https://doi.org/10.3390/informatics6030032
  • Atmojo, A. E. P., & Nugroho, A. (2020). EFL Classes Must Go Online! Teaching Activities and Challenges during COVID-19 Pandemic in Indonesia. Register Journal, 13(1), 49-76. https://doi.org/10.18326/rgt.v13i1.49-76
  • Bai, S., Hew, K. F., Sailer, M., & Jia, C. (2021). From top to bottom: How positions on different types of leaderboard may affect fully online student learning performance, intrinsic motivation, and course engagement. Computers & Education, 173, Article 104297. https://doi.org/10.1016/j.compedu.2021.104297
  • Bekele, T. A. (2010). Motivation and Satisfaction in Internet-Supported Learning Environments: A Review. Educational Technology & Society, 13(2), 116–127.
  • Bicen, H., & Kocakoyun, Ş. (2018). Perceptions of students for gamification approach: Kahoot as a case study. International Journal of Emerging Technologies in Learning, 13(2), 72-93. https://doi.org/10.3991/ijet.v13i02.7467
  • Bodily, R., Ikahihifo, T. K., Mackley, B., & Graham, C. R. (2018). “The design, development, and implementation of student-facing learning analytics dashboards.” Journal of Computing in Higher Education, 30(3), 572–598. https://doi.org/10.1007/s12528-018-9186-0
  • Borrás-Gené, O., Martínez-Nuñez, M., & Fidalgo-Blanco, Á. (2016). New Challenges for the motivation and learning in engineering education using gamification in MOOC. International Journal of Engineering Education, 32(1B), 501–512.
  • Bovermann, K., Weidlich, J., & Bastiaens, T. (2018). Online learning readiness and attitudes towards gaming in gamified online learning – a mixed methods case study. International Journal of Educational Technology in Higher Education, 15(1), Article 27. https://doi.org/10.1186/s41239-018-0107-0
  • 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
  • Csikszentmihalyi, M. (1997). Finding flow: The psychology of engagement with everyday life. Basic Books.
  • Çağlar-Özhan, Ş., & Arkün-Kocadere, S. (2020). The effects of flow, emotional engagement, and motivation on success in a gamified online learning environment. Journal of Educational Computing Research, 57(8), 2006-2031. https://doi.org/10.1177/0735633118823159
  • Deci, E., & Ryan, R. (2008). Facilitating Optimal Motivation and Psychological Well- Being Across Life's Domains. Canadian Psychology, 49, 14-23. https://doi.org/10.1037/0708-5591.49.1.14
  • Deterding, S., Dixon, D., Khaled, R. & Nacke, L. (2011). From game design elements to gamefulness: defining gamification. 15th International Academic MindTrek Conference, 9-15. https://doi.org/10.1145/2181037.2181040
  • 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., Martínez-Herráiz, J.J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380-392. https://doi.org/10.1016/j.compedu.2012.12.020
  • Hakulinen, L., Auvinen, T., & Korhonen, A. (2013). Empirical study on the effect of achievement badges in TRAKLA2 online learning environment. Proceedings of Learning and Teaching in Computing and Engineering (LaTiCE) Conference, Macau, 47-54. https://doi.org/10.1109/LaTiCE.2013.34
  • 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
  • Hartnett M. (2016). The importance of motivation in online learning. In Motivation in Online Education. Springer.. https://doi.org/10.1007/978-981-10-0700-2_2
  • 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
  • Hursen, C., & Bas, C. (2019). Use of gamification applications in science education. International Journal of Emerging Technologies in Learning, 14(1), 4-23. https://doi.org/10.3991/ijet.v14i01.8894
  • Keller, J. M. (2008). First principles of motivation to learn and e3‐learning. Distance Education, 29(2), 175-185, https://doi.org/10.1080/01587910802154970
  • Kim, K.-J., & Frick, T. W. (2011). Changes in student motivation during online learning. Journal of Educational Computing Research, 44(1), 1–23. https://doi.org/10.2190/EC.44.1.a
  • Kocadere, S. A & Çağlar, Ş. (2018). Gamification from player type perspective: A case study. Educational Technology & Society, 21(3), 12-22. http://www.jstor.org/stable/26458503
  • Kyewski, E., & Krämer, N. C. (2018). To gamify or not to gamify? An experimental field study of the influence of badges on motivation, activity, and performance in an online learning course. Computers & Education, 118, 25-37. https://doi.org/10.1016/j.compedu.2017.11.006
  • Li, X. & Chu, S.K.W. (2021), Exploring the effects of gamification pedagogy on children’s reading: A mixed‐method study on academic performance, reading‐related mentality and behaviors, and sustainability. British Journal of Educational Technology, 52, 160-178. https://doi.org/10.1111/bjet.13057
  • Lovrić, R., Farčić, N., Mikšić, Š., & Včev, A. (2020). Studying During the COVID-19 Pandemic: A Qualitative Inductive Content Analysis of Nursing Students’ Perceptions and Experiences. Education Sciences, 10(7), Article 188. http://dx.doi.org/10.3390/educsci10070188
  • Medina, E. G. L., & Hurtado, C. P. R. (2017). Kahoot! A digital tool for learning vocabulary in a language classroom. Revista Publicando, 4(12), 441-449. https://revistapublicando.org/revista/index.php/crv/article/view/673/pdf_478
  • Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & The PRISMA Group (2009) Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. PLoS Med 6(7): e1000097. https://doi.org/10.1371/journal.pmed.1000097
  • Nicholson S. (2015) A RECIPE for meaningful gamification. In T. Reiners, & L.C. Wood (Ed.), Gamification in Education and Business (pp. 1-20). Springer. https://doi.org/10.1007/978-3-319-10208-5_1
  • Olsson, M., Mozelius, P., & Collin, J. (2015). Visualisation and gamification of e-learning and programming education. The Electronic Journal of e-Learning, 13(6), 441-454. https://academic-publishing.org/index.php/ejel/article/view/1947
  • Pérez-Álvarez R., Maldonado-Mahauad J., Pérez-Sanagustín M. (2018) Tools to Support Self-Regulated Learning in Online Environments: Literature Review. In: Pammer-Schindler V., Pérez-Sanagustín M., Drachsler H., Elferink R., Scheffel M. (Ed.) Lifelong Technology-Enhanced Learning. EC-TEL 2018. Lecture Notes in Computer Science, vol 11082. Springer, Cham. https://doi.org/10.1007/978-3-319-98572-5_2
  • Pilkington, C. (2018). A playful approach to fostering motivation in a distance education computer programming course: behaviour change and student perceptions. The International Review of Research in Open and Distributed Learning, 19(3), 282-298. https://doi.org/10.19173/irrodl.v19i3.3664
  • Pintrich, P. R., & Schunk, D. H. (2002). Motivation in Education. Englewood Cliffs, NJ.
  • Roberts, L. D., Howell, J. A., & Seaman, K. (2017). Give me a customizable dashboard: Personalized learning analytics dashboards in higher education. Technology, Knowledge and Learning, 22, 317-333. https://doi.org/10.1007/s10758-017-9316-1
  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67. https://doi.org/10.1006/ceps.1999.1020
  • Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69, 371–380. https://doi.org/10.1016/j.chb.2016.12.033
  • Sitra, O., Katsigiannakis, V., Karagiannidis, C., & Mavropoulou, S. (2017). The effect of badges on the engagement of students with special educational needs: A case study. Education and Information Technologies, 22(6), 3037-3046. https://doi.org/10.1007/s10639-016-9550-5
  • Sun, J., & Hsieh, P. (2018). Application of a gamified interactive response system to enhance the intrinsic and extrinsic motivation, student engagement, and attention of English learners. Educational Technology & Society, 21(3), 104-116. https://www.jstor.org/stable/26458511
  • Şahin, Y. L., Karadağ, N., Bozkurt, A., Doğan, E., Kılınç, H., Uğur, S., Gümüş, S., Öztürk, A., & Güler, C. (2017). The use of gamification in distance education: A web-based gamified quiz application. Turkish Online Journal of Qualitative Inquiry, 8(4), 372-395. https://doi.org/10.17569/tojqi.329742
  • Teasley, S. D. (2017). Student facing dashboards: One size fits all?. Technology, Knowledge and Learning, 22, 377-384. https://doi.org/10.1007/s10758-017-9314-3
  • van Roy, R., & Zaman, B. (2018). Need-supporting gamification in education: An assessment of motivational effects over time. Computers & Education, 127, 283-297. https://doi.org/10.1016/j.compedu.2018.08.018
  • Zainuddin, Z., Chu, S. K. W., Shujahat, M., & Perera, C. J. (2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 30, Article 100326. https://doi.org/10.1016/j.edurev.2020.100326
  • Zhu, Y., Zhang, J.H., Au, W., & Yates, G. (2020). University students’ online learning attitudes and continuous intention to undertake online courses: A self-regulated learning perspective. Educational Technology Research and Development, 68, 1485–1519. https://doi.org/10.1007/s11423-020-09753-w

Gamification Design to Increase Motivation in Online Learning Environments: A Systematic Review

Yıl 2022, Cilt: 7 Sayı: 2, 151 - 159, 06.07.2022

Kübra Ertan Selay Arkün Kocadere

https://doi.org/10.53850/joltida.1020044
Cited By: 3

Öz

Lack of learner motivation is one of the problems that can be encountered in online learning settings. Gamification can be offered as a possible solution to the motivational problems in online learning environments. In this regard, this study aims to give a general idea of gamification studies focusing on motivation in online learning and to provide practical suggestions on designing gamification. In order to access relevant studies, Web of Science Core Collection database was reviewed. In total, 90 articles in SSCI index journals have been systematically analyzed and 10 of them meeting the inclusion criteria were reviewed in detail. While one of those studies revealed no significant effect of gamification on motivation, the rest of them showed that gamification is effective in fostering students’ motivation. This review provides a general overview about the effect of gamification on motivation and suggestions for future implications such as including badges or points to show competence, using competitive and collaborative elements together, preparing different types of leaderboards, providing students with immediate and automated feedback, giving students challenges suitable for their skills, developing adaptive gamification systems for different learner needs, and eliminating technical problems.

Anahtar Kelimeler

Game design elements Gamification Motivation Online learning

Kaynakça

  • Aboagye, E., Yawson, J. A., & Appiah, K. N. (2020). COVID-19 and E-Learning: The Challenges of Students in Tertiary Institutions. Social Education Research, 2(1), 1-7. https://doi.org/10.37256/ser.212021422
  • Adnan, M., & Anwar, K. (2020). Online learning amid the COVID-19 pandemic: Students' perspectives. Journal of Pedagogical Sociology and Psychology, 2(1), 45-51. https://doi.org/10.33902/JPSP.2020261309
  • 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
  • Álvaro-Tordesillas, A.; Alonso-Rodríguez, M.; Poza-Casado, I., & Galván-Desvaux, N. (2020). Gamification experience in the subject of Descriptive Geometry for Architecture. Educación XX1, 23(1), 373-408, https://doi.org/10.5944/educXX1.23591
  • Antonaci, A., Klemke, R., & Specht, M. (2019) The effects of gamification in online learning environments: a systematic literature review. Informatics, 6(3), Article 32. https://doi.org/10.3390/informatics6030032
  • Atmojo, A. E. P., & Nugroho, A. (2020). EFL Classes Must Go Online! Teaching Activities and Challenges during COVID-19 Pandemic in Indonesia. Register Journal, 13(1), 49-76. https://doi.org/10.18326/rgt.v13i1.49-76
  • Bai, S., Hew, K. F., Sailer, M., & Jia, C. (2021). From top to bottom: How positions on different types of leaderboard may affect fully online student learning performance, intrinsic motivation, and course engagement. Computers & Education, 173, Article 104297. https://doi.org/10.1016/j.compedu.2021.104297
  • Bekele, T. A. (2010). Motivation and Satisfaction in Internet-Supported Learning Environments: A Review. Educational Technology & Society, 13(2), 116–127.
  • Bicen, H., & Kocakoyun, Ş. (2018). Perceptions of students for gamification approach: Kahoot as a case study. International Journal of Emerging Technologies in Learning, 13(2), 72-93. https://doi.org/10.3991/ijet.v13i02.7467
  • Bodily, R., Ikahihifo, T. K., Mackley, B., & Graham, C. R. (2018). “The design, development, and implementation of student-facing learning analytics dashboards.” Journal of Computing in Higher Education, 30(3), 572–598. https://doi.org/10.1007/s12528-018-9186-0
  • Borrás-Gené, O., Martínez-Nuñez, M., & Fidalgo-Blanco, Á. (2016). New Challenges for the motivation and learning in engineering education using gamification in MOOC. International Journal of Engineering Education, 32(1B), 501–512.
  • Bovermann, K., Weidlich, J., & Bastiaens, T. (2018). Online learning readiness and attitudes towards gaming in gamified online learning – a mixed methods case study. International Journal of Educational Technology in Higher Education, 15(1), Article 27. https://doi.org/10.1186/s41239-018-0107-0
  • 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
  • Csikszentmihalyi, M. (1997). Finding flow: The psychology of engagement with everyday life. Basic Books.
  • Çağlar-Özhan, Ş., & Arkün-Kocadere, S. (2020). The effects of flow, emotional engagement, and motivation on success in a gamified online learning environment. Journal of Educational Computing Research, 57(8), 2006-2031. https://doi.org/10.1177/0735633118823159
  • Deci, E., & Ryan, R. (2008). Facilitating Optimal Motivation and Psychological Well- Being Across Life's Domains. Canadian Psychology, 49, 14-23. https://doi.org/10.1037/0708-5591.49.1.14
  • Deterding, S., Dixon, D., Khaled, R. & Nacke, L. (2011). From game design elements to gamefulness: defining gamification. 15th International Academic MindTrek Conference, 9-15. https://doi.org/10.1145/2181037.2181040
  • 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., Martínez-Herráiz, J.J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380-392. https://doi.org/10.1016/j.compedu.2012.12.020
  • Hakulinen, L., Auvinen, T., & Korhonen, A. (2013). Empirical study on the effect of achievement badges in TRAKLA2 online learning environment. Proceedings of Learning and Teaching in Computing and Engineering (LaTiCE) Conference, Macau, 47-54. https://doi.org/10.1109/LaTiCE.2013.34
  • 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
  • Hartnett M. (2016). The importance of motivation in online learning. In Motivation in Online Education. Springer.. https://doi.org/10.1007/978-981-10-0700-2_2
  • 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
  • Hursen, C., & Bas, C. (2019). Use of gamification applications in science education. International Journal of Emerging Technologies in Learning, 14(1), 4-23. https://doi.org/10.3991/ijet.v14i01.8894
  • Keller, J. M. (2008). First principles of motivation to learn and e3‐learning. Distance Education, 29(2), 175-185, https://doi.org/10.1080/01587910802154970
  • Kim, K.-J., & Frick, T. W. (2011). Changes in student motivation during online learning. Journal of Educational Computing Research, 44(1), 1–23. https://doi.org/10.2190/EC.44.1.a
  • Kocadere, S. A & Çağlar, Ş. (2018). Gamification from player type perspective: A case study. Educational Technology & Society, 21(3), 12-22. http://www.jstor.org/stable/26458503
  • Kyewski, E., & Krämer, N. C. (2018). To gamify or not to gamify? An experimental field study of the influence of badges on motivation, activity, and performance in an online learning course. Computers & Education, 118, 25-37. https://doi.org/10.1016/j.compedu.2017.11.006
  • Li, X. & Chu, S.K.W. (2021), Exploring the effects of gamification pedagogy on children’s reading: A mixed‐method study on academic performance, reading‐related mentality and behaviors, and sustainability. British Journal of Educational Technology, 52, 160-178. https://doi.org/10.1111/bjet.13057
  • Lovrić, R., Farčić, N., Mikšić, Š., & Včev, A. (2020). Studying During the COVID-19 Pandemic: A Qualitative Inductive Content Analysis of Nursing Students’ Perceptions and Experiences. Education Sciences, 10(7), Article 188. http://dx.doi.org/10.3390/educsci10070188
  • Medina, E. G. L., & Hurtado, C. P. R. (2017). Kahoot! A digital tool for learning vocabulary in a language classroom. Revista Publicando, 4(12), 441-449. https://revistapublicando.org/revista/index.php/crv/article/view/673/pdf_478
  • Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & The PRISMA Group (2009) Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. PLoS Med 6(7): e1000097. https://doi.org/10.1371/journal.pmed.1000097
  • Nicholson S. (2015) A RECIPE for meaningful gamification. In T. Reiners, & L.C. Wood (Ed.), Gamification in Education and Business (pp. 1-20). Springer. https://doi.org/10.1007/978-3-319-10208-5_1
  • Olsson, M., Mozelius, P., & Collin, J. (2015). Visualisation and gamification of e-learning and programming education. The Electronic Journal of e-Learning, 13(6), 441-454. https://academic-publishing.org/index.php/ejel/article/view/1947
  • Pérez-Álvarez R., Maldonado-Mahauad J., Pérez-Sanagustín M. (2018) Tools to Support Self-Regulated Learning in Online Environments: Literature Review. In: Pammer-Schindler V., Pérez-Sanagustín M., Drachsler H., Elferink R., Scheffel M. (Ed.) Lifelong Technology-Enhanced Learning. EC-TEL 2018. Lecture Notes in Computer Science, vol 11082. Springer, Cham. https://doi.org/10.1007/978-3-319-98572-5_2
  • Pilkington, C. (2018). A playful approach to fostering motivation in a distance education computer programming course: behaviour change and student perceptions. The International Review of Research in Open and Distributed Learning, 19(3), 282-298. https://doi.org/10.19173/irrodl.v19i3.3664
  • Pintrich, P. R., & Schunk, D. H. (2002). Motivation in Education. Englewood Cliffs, NJ.
  • Roberts, L. D., Howell, J. A., & Seaman, K. (2017). Give me a customizable dashboard: Personalized learning analytics dashboards in higher education. Technology, Knowledge and Learning, 22, 317-333. https://doi.org/10.1007/s10758-017-9316-1
  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67. https://doi.org/10.1006/ceps.1999.1020
  • Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69, 371–380. https://doi.org/10.1016/j.chb.2016.12.033
  • Sitra, O., Katsigiannakis, V., Karagiannidis, C., & Mavropoulou, S. (2017). The effect of badges on the engagement of students with special educational needs: A case study. Education and Information Technologies, 22(6), 3037-3046. https://doi.org/10.1007/s10639-016-9550-5
  • Sun, J., & Hsieh, P. (2018). Application of a gamified interactive response system to enhance the intrinsic and extrinsic motivation, student engagement, and attention of English learners. Educational Technology & Society, 21(3), 104-116. https://www.jstor.org/stable/26458511
  • Şahin, Y. L., Karadağ, N., Bozkurt, A., Doğan, E., Kılınç, H., Uğur, S., Gümüş, S., Öztürk, A., & Güler, C. (2017). The use of gamification in distance education: A web-based gamified quiz application. Turkish Online Journal of Qualitative Inquiry, 8(4), 372-395. https://doi.org/10.17569/tojqi.329742
  • Teasley, S. D. (2017). Student facing dashboards: One size fits all?. Technology, Knowledge and Learning, 22, 377-384. https://doi.org/10.1007/s10758-017-9314-3
  • van Roy, R., & Zaman, B. (2018). Need-supporting gamification in education: An assessment of motivational effects over time. Computers & Education, 127, 283-297. https://doi.org/10.1016/j.compedu.2018.08.018
  • Zainuddin, Z., Chu, S. K. W., Shujahat, M., & Perera, C. J. (2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 30, Article 100326. https://doi.org/10.1016/j.edurev.2020.100326
  • Zhu, Y., Zhang, J.H., Au, W., & Yates, G. (2020). University students’ online learning attitudes and continuous intention to undertake online courses: A self-regulated learning perspective. Educational Technology Research and Development, 68, 1485–1519. https://doi.org/10.1007/s11423-020-09753-w
Toplam 47 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Research Article
Yazarlar

Kübra Ertan 0000-0001-5393-9415

Selay Arkün Kocadere 0000-0003-4984-6456

Yayımlanma Tarihi 6 Temmuz 2022
Gönderilme Tarihi 7 Kasım 2021
Yayımlandığı Sayı Yıl 2022 Cilt: 7 Sayı: 2

Kaynak Göster

APA Ertan, K., & Arkün Kocadere, S. (2022). Gamification Design to Increase Motivation in Online Learning Environments: A Systematic Review. Journal of Learning and Teaching in Digital Age, 7(2), 151-159. https://doi.org/10.53850/joltida.1020044

Cited By

Gamification is not Working: Why?
Games and Culture
https://doi.org/10.1177/15554120241228125
About the methods of the students competences analysis in distance and blended learning
Informatics and education
https://doi.org/10.32517/0234-0453-2023-38-6-59-67
Identifying Potential Gamification Elements for A New Chatbot for Families With Neurodevelopmental Disorders: User-Centered Design Approach
JMIR Human Factors
https://doi.org/10.2196/31991
 Kapak Resmi İndir

Journal of Learning and Teaching in Digital Age 2023. © 2023. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. 19195

Journal of Learning and Teaching in Digital Age. Tüm hakları saklıdır, 2023. ISSN:2458-8350