Skip to main content
SpringerLink
Log in

What is Gamification in Learning and Education?

  • Chapter
  • First Online:
Gamification in Learning and Education

Part of the book series: Advances in Game-Based Learning ((AGBL))

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 129.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 169.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Aldrich, C. (2005). Learning by doing: A comprehensive guide to simulations, computer games, and pedagogy in e-learning and other educational experiences. San Francisco, CA: Pfeiffer.

    Google Scholar 

  • Anderson, J., & Rainie, L. (2012). Gamification and the internet: Experts expect game layers to expand in the future, with positive and negative results. Games for Health Journal, 1(4), 299.

    Article  Google Scholar 

  • Asch, S. E. (1952). Effects of group pressures upon the modification and distortion of judgments. In G. E. Swanson, T. M. Newcomb, & E. L. Hartley (Eds.), Readings in social psychology (2nd ed.). New York: Holt.

    Google Scholar 

  • Asch, S. E. (1955). Opinions and social pressure. Scientific American, 193(5), 31–35.

    Article  Google Scholar 

  • Barlow, N. (2006). Types of ARG. In IGDA Alternate Reality Games SIG (Ed.), 2006 Alternate Reality Games White Paper (pp.15-20). The International Game Developers Association. Retrieved from http://www.christydena.com/wp-content/uploads/2007/11/igda-alternaterealitygameswhitepaper-2006.pdf

  • Baron, R. S., Vandello, J. A., & Brunsman, B. (1996). The forgotten variable in conformity research: Impact of task importance on social influence. Journal of Personality and Social Psychology, 71(5), 915–927. doi:10.1037//0022-3514.71.5.915

    Article  Google Scholar 

  • Bond, R., & Smith, P. B. (1996). Culture and conformity: A meta-analysis of studies using Asch's (1952b, 1956) line judgment task. Psychological Bulletin, 119, 111–137.

    Article  Google Scholar 

  • Boy Scouts of America. (n.d.). Pearls of wisdom-quotes from Baden-Powell. Retrieved 10 September 2017, from http://www.scouting.org/filestore/pdf/Quotes.pdf

  • Campbell-Meiklejohn, D., Bach, D., Roepstorff, A., Dolan, R., & Frith, C. (2010). How the opinion of others affects our valuation of objects. Current Biology, 20(13), 1165–1170. doi:10.1016/j.cub.2010.04.055

    Article  Google Scholar 

  • Carter, T. J., & Gilovich, T. (2010). The relative relativity of material and experiential purchases. Journal of Personality and Social Psychology, 98(1), 146–159. doi:10.1037/a0017145

    Article  Google Scholar 

  • 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: Envisioning future media environments (pp. 9–15). Tampere, Finland: ACM.

    Chapter  Google Scholar 

  • Djaouti, D., Alvarez, J., Jessel, J. P., & Rampnoux, O. (2011). Origins of serious games. In M. Ma, A. Oikonomou, & L. Jain (Eds.), Serious games and edutainment applications (pp. 25–43). London, England: Springer.

    Chapter  Google Scholar 

  • 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.

    Article  Google Scholar 

  • Dominik, M. (2008). The alternate reality game: Learning situated in the realities of the 21st century. In Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 2358-2363). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/p/28694/

  • Evans, J. S. B. T., & Stanovich, K. E. (2013). Dual-process theories of higher cognition: Advancing the debate. Perspectives on Psychological Science, 8(3), 223–241.

    Article  Google Scholar 

  • Faria, A. J. (1998). Business simulation games: Current usage levels-An update. Simulation & Gaming, 29(3), 295–308.

    Article  Google Scholar 

  • Faria, A. J., & Whiteley, T. R. (1990). An empirical evaluation of the pedagogical value of playing a simulation game in a principles of marketing course. Developments in Business Simulation and Experiential Learning, 17, 53–57.

    Google Scholar 

  • Faria, A. J., & Wellington, W. J. (2004). A survey of simulation game users, former-users, and never-users. Simulation & Gaming, 35(2), 178–207.

    Article  Google Scholar 

  • Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York: Palgrave Macmillan.

    Google Scholar 

  • Gilad, B. (2008). Business war games: How large, small, and new companies can vastly improve their strategies and outmaneuver the competition. Pompton Plains, NJ: Career Press.

    Google Scholar 

  • Gilliam, M., Jagoda, P., Fabiyi, C., Lyman, P., Wilson, C., Hill, B., & Bouris, A. (2017). Alternate reality games as an informal learning tool for generating STEM engagement among underrepresented youth: A qualitative evaluation of the source. Journal of Science Education and Technology, 26(3), 295–308.

    Article  Google Scholar 

  • Gneezy, U., & Rustichini, A. (2000). A fine is a price. The Journal of Legal Studies, 29(1), 1–17. doi:10.1086/468061

    Article  Google Scholar 

  • Hakulinen, L., Auvinen, T., & Korhonen, A. (2013). Empirical study on the effect of achievement badges in TRAKLA2 online learning environment. In Proceedings of Learning and Teaching in Computing and Engineering (LaTiCE) Conference (pp. 47–54). Macau: IEEE. doi:10.1109/LaTiCE.2013.34

    Google Scholar 

  • Jackson, J. R. (1959). Learning from experience in business decision games. California Management Review, 1(2), 92–107.

    Article  Google Scholar 

  • Kahneman, D. (2011). Thinking, fast and slow. New York: Farrar, Straus and Giroux.

    Google Scholar 

  • Kumar, B., & Khurana, P. (2012). Gamification in education-learn computer programming with fun. International Journal of Computers and Distributed Systems, 2(1), 46–53.

    Google Scholar 

  • Li, W., Grossman, T., & Fitzmaurice, G. (2012, October). GamiCAD: A gamified tutorial system for first time autocad users. In Proceedings of the 25th annual ACM symposium on user interface software and technology (pp. 103–112). Cambridge, MA: ACM.

    Google Scholar 

  • Mackie, D. M. (1987). Systematic and nonsystematic processing of majority and minority persuasive communications. Journal of Personality and Social Psychology, 53, 41–52.

    Article  Google Scholar 

  • Mayo, M. J. (2009). Video games: A route to large-scale STEM education? Science, 323(5910), 79–82. doi:10.1126/science.1166900

    Article  Google Scholar 

  • McGonigal, J. (2011). Reality is broken: Why games make us better and how they can change the world. New York, NY: Penguin.

    Google Scholar 

  • Michael, D., & Chen, S. (2005). Serious games: Games that educate, train, and inform. Mason, OH: Course Technology, Cengage Learning PTR.

    Google Scholar 

  • Milgram, S. (1992). In J. Sabini & M. Silver (Eds.), Individual in a social world (Second ed.). New York: McGraw-Hill.

    Google Scholar 

  • Nah, F. F. H., Zeng, Q., Telaprolu, V. R., Ayyappa, A. P., & Eschenbrenner, B. (2014). Gamification of education: A review of literature. In F. H. H. Nah (Ed.), Proceedings of 1st International Conference on Human-Computer Interaction in Business (pp. 401–409). Crete, Greece: LNCS Springer.

    Google Scholar 

  • Nicolao, L., Irwin, J., & Goodman, J. (2009). Happiness for sale: Do experiential purchases make consumers happier than material purchases? Journal of Consumer Research, 36(2), 188–198. doi:10.1086/597049

    Article  Google Scholar 

  • Olbrish, K. (2011). The ABC’s of ARGs: Alternate reality games for learning. eLearn Magazine. Retrieved from https://elearnmag.acm.org/archive.cfm?aid=2019544

  • Pine, B. J., & Gilmore, J. H. (1998). Welcome to the experience economy. Boston, MA: Harvard Business School Press. Retrieved from https://hbr.org/1998/07/welcome-to-the-experience-economy

  • Pine, B. J., & Gilmore, J. H. (1999). The experience economy: Work is theatre & every business a stage. Boston, MA: Harvard Business School Press.

    Google Scholar 

  • Prensky, M. (2001). Digital game-based learning. New York: McGraw-Hill.

    Google Scholar 

  • Quinn, C. N. (2005). Engaging learning: Designing e-learning simulation games. San Francisco, CA: Pfeiffer.

    Google Scholar 

  • Randel, J. M., Morris, B. A., Wetzel, C. D., & Whitehill, B. V. (1992). The effectiveness of games for educational purposes: A review of recent research. Simulation & Gaming, 23(3), 261–276. Retrieved from doi:10.1177/1046878192233001.

  • Reeves, B., & Read, J. L. (2009). Total engagement: How games and virtual worlds are changing the way people work and businesses compete. Boston, MA: Harvard Business Press.

    Google Scholar 

  • Schneider, W., & Shiffrin, R. M. (1977a). Controlled and automatic human information processing: 1. Detection, search, and attention. Psychological Review, 84, 1–66.

    Article  Google Scholar 

  • Schneider, W., & Shiffrin, R. M. (1977b). Controlled and automatic human information processing: 2. Perceptual learning, automatic attending and a general theory. Psychological Review, 84, 127–190.

    Article  Google Scholar 

  • Sitzmann, T. (2011). A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology, 64(2), 489–528.

    Article  Google Scholar 

  • Smith, A. L., & Baker, L. (2011). Getting a clue: Creating student detectives and dragon slayers in your library. Reference Services Review, 39(4), 628–642.

    Article  Google Scholar 

  • Stanovich, K. E. (1999). Who is rational? Studies of individual differences in reasoning. Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Su, C., & Cheng, C. (2015). A mobile gamification learning system for improving the learning motivation and achievements. Journal of Computer Assisted Learning, 31(3), 268–286. doi:10.1111/jcal.12088

    Article  Google Scholar 

  • Thaler, R. H., & Sunstein, C. R. (2008). Nudge: Improving decisions about health, wealth, and happiness. New Haven, CT: Yale University Press.

    Google Scholar 

  • Tversky, A., & Kahneman, D. (1974). Judgment under uncertainty: Heuristics and biases. Science, 185(4157), 1124–1131. doi:10.1126/science.185.4157.1124

    Article  Google Scholar 

  • Ulrich, F., & Helms, N. H. (2017). Creating evaluation profiles for games designed to be fun: An interpretive framework for serious game mechanics. Simulation & Gaming. doi:10.1177/1046878117709841

  • van Grove, J. (2011). Gamification: How competition is reinventing business, marketing & everyday life. Retrieved from http://mashable.com/2011/07/28/gamification/#jwRDwxY4Okqq

  • Van Boven, L., & Gilovich, T. (2003). To do or to have?: That is the question. Journal of Personality and Social Psychology, 85(6), 1193–1202. doi:10.1037/0022-3514.85.6.1193

    Article  Google Scholar 

  • Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Philadelphia, PA: Wharton Digital Press.

    Google Scholar 

  • Wilson, T. D. (2002). Strangers to ourselves: Discovering the adaptive subconscious. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Yildirim, I. (2017). The effects of gamification-based teaching practices on student achievement and students’ attitudes toward lessons. The Internet and Higher Education, 33, 86–92.

    Article  Google Scholar 

  • Zichermann, G., & Linder, J. (2013). The gamification revolution: How leaders leverage game mechanics to crush the competition. New York, NY: McGraw Hill.

    Google Scholar 

  • Zyda, M. (2005). From visual simulation to virtual reality to games. Computer, 38(9), 25–32. doi:10.1109/MC.2005.297

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of System & Management Engineering, Kangwon National University, Chuncheon-si, Kangwon-do, Korea (Republic of)

    Sangkyun Kim

  2. The Center for Instructional Technology Solutions in Industry and Education (CITSIE), Virginia Tech, Blacksburg, Virginia, USA

    Kibong Song

  3. School of Education, Virginia Tech, Blacksburg, Virginia, USA

    Barbara Lockee & John Burton

Authors
  1. Sangkyun Kim
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Kibong Song
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Barbara Lockee
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. John Burton
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

Copyright information

© 2018 Springer International Publishing AG

About this chapter

Cite this chapter

Kim, S., Song, K., Lockee, B., Burton, J. (2018). What is Gamification in Learning and Education?. In: Gamification in Learning and Education. Advances in Game-Based Learning. Springer, Cham. https://doi.org/10.1007/978-3-319-47283-6_4

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-47283-6_4

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-47282-9

  • Online ISBN: 978-3-319-47283-6

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation