Deploying Gamification Design to Promote Student Interaction in an Online Course
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Publisher
Springer International Publishing
Link
https://link.springer.com/content/pdf/10.1007/978-3-319-17461-7_182
Reference56 articles.
1. Ahn, S. J., Johnsen, K., & Ball, C. (2019). Points-based reward systems in gamification impact children’s physical activity strategies and psychological needs. Health Education & Behavior, 46(3), 417–425. https://doi.org/10.1177/1090198118818241
2. Aldemir, T., Ataş, A. H., & Celik, B. (2019). A systematic design model for gamified learning environments: GELD model. In Design, motivation, and frameworks in game-based learning (pp. 30–56). IGI Global. https://doi.org/10.4018/978-1-5225-6026-5.ch002
3. 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
4. Armstrong, M. B., & Landers, R. N. (2017). An evaluation of gamified training: Using narrative to improve reactions and learning. Simulation & Gaming, 48(4), 513–538. https://doi.org/10.1177/1046878117703749
5. Attali, Y., & Arieli-Attali, M. (2015). Gamification in assessment: Do points affect test performance? Computers & Education, 83, 57–63. https://doi.org/10.1016/j.compedu.2014.12.012
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