@article{WOS:000441494100032,
abstract = {This paper presents the results of an empirical study conducted on three
different types of gamified learning activities-namely competitive,
collaborative, and adaptive-in lower primary mathematics classes. The
participants were students from two second-grade and one third-grade
classes who used tablet computers and digital learning lessons for
learning mathematics. The study included a non-gamified and competitive,
adaptive, and collaborative gamified conditions, which were integrated
into lesson plans. The collected log data were used to calculate the
changes in performance levels through the dimensions of task completion
and time under each condition, and the data were further analyzed and
compared across conditions. The quantitative analysis results were
triangulated with interview data from the students. Overall, the results
show that gamified activities contributed to increased student
performance levels in math learning. Significantly higher performance
levels appeared in a gamified condition combining competition, a
narrative, and adaptivity with individual performance game elements.
Although the highest performance levels appeared in conjunction with the
most incorrect attempts by the students, the total number of correct
attempts was unaffected. Our findings suggest that whether gamification
works or not is not the result of individual game elements but rather
the consequence of their balanced combination.},
address = {THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND},
author = {Jagust, Tomislav and Boticki, Ivica and So, Hyo-Jeong},
doi = {10.1016/j.compedu.2018.06.022},
issn = {0360-1315},
journal = {COMPUTERS \& EDUCATION},
keywords = {Gamification; Learning technologies; Mobile learni},
month = oct,
pages = {444--457},
publisher = {PERGAMON-ELSEVIER SCIENCE LTD},
title = {{Examining competitive, collaborative and adaptive gamification in young learners' math learning}},
type = {Article},
volume = {125},
year = {2018}
}

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The quantitative analysis results were triangulated with interview data from the students. Overall, the results show that gamified activities contributed to increased student performance levels in math learning. Significantly higher performance levels appeared in a gamified condition combining competition, a narrative, and adaptivity with individual performance game elements. Although the highest performance levels appeared in conjunction with the most incorrect attempts by the students, the total number of correct attempts was unaffected. Our findings suggest that whether gamification works or not is not the result of individual game elements but rather the consequence of their balanced combination.","address":"THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND","author":[{"propositions":[],"lastnames":["Jagust"],"firstnames":["Tomislav"],"suffixes":[]},{"propositions":[],"lastnames":["Boticki"],"firstnames":["Ivica"],"suffixes":[]},{"propositions":[],"lastnames":["So"],"firstnames":["Hyo-Jeong"],"suffixes":[]}],"doi":"10.1016/j.compedu.2018.06.022","issn":"0360-1315","journal":"COMPUTERS & EDUCATION","keywords":"Gamification; Learning technologies; Mobile learni","month":"October","pages":"444–457","publisher":"PERGAMON-ELSEVIER SCIENCE LTD","title":"Examining competitive, collaborative and adaptive gamification in young learners' math learning","volume":"125","year":"2018","bibtex":"@article{WOS:000441494100032,\nabstract = {This paper presents the results of an empirical study conducted on three\ndifferent types of gamified learning activities-namely competitive,\ncollaborative, and adaptive-in lower primary mathematics classes. The\nparticipants were students from two second-grade and one third-grade\nclasses who used tablet computers and digital learning lessons for\nlearning mathematics. The study included a non-gamified and competitive,\nadaptive, and collaborative gamified conditions, which were integrated\ninto lesson plans. The collected log data were used to calculate the\nchanges in performance levels through the dimensions of task completion\nand time under each condition, and the data were further analyzed and\ncompared across conditions. The quantitative analysis results were\ntriangulated with interview data from the students. Overall, the results\nshow that gamified activities contributed to increased student\nperformance levels in math learning. Significantly higher performance\nlevels appeared in a gamified condition combining competition, a\nnarrative, and adaptivity with individual performance game elements.\nAlthough the highest performance levels appeared in conjunction with the\nmost incorrect attempts by the students, the total number of correct\nattempts was unaffected. Our findings suggest that whether gamification\nworks or not is not the result of individual game elements but rather\nthe consequence of their balanced combination.},\naddress = {THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND},\nauthor = {Jagust, Tomislav and Boticki, Ivica and So, Hyo-Jeong},\ndoi = {10.1016/j.compedu.2018.06.022},\nissn = {0360-1315},\njournal = {COMPUTERS \\& EDUCATION},\nkeywords = {Gamification; Learning technologies; Mobile learni},\nmonth = oct,\npages = {444--457},\npublisher = {PERGAMON-ELSEVIER SCIENCE LTD},\ntitle = {{Examining competitive, collaborative and adaptive gamification in young learners' math learning}},\ntype = {Article},\nvolume = {125},\nyear = {2018}\n}\n","author_short":["Jagust, T.","Boticki, I.","So, H."],"key":"WOS:000441494100032","id":"WOS:000441494100032","bibbaseid":"jagust-boticki-so-examiningcompetitivecollaborativeandadaptivegamificationinyounglearnersmathlearning-2018","role":"author","urls":{},"keyword":["Gamification; Learning technologies; Mobile learni"],"metadata":{"authorlinks":{}}},"bibtype":"article","biburl":"https://bibbase.org/f/rTKwnBhyGKSSptYtt/My Collection.bib","dataSources":["DY3AeP9t2QujfB78L","MpTxM7aR49zFotABd"],"keywords":["gamification; learning technologies; mobile learni"],"search_terms":["examining","competitive","collaborative","adaptive","gamification","young","learners","math","learning","jagust","boticki","so"],"title":"Examining competitive, collaborative and adaptive gamification in young learners' math learning","year":2018}