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More challenging or more achievable? The impacts of difficulty and dominant goal orientation in leaderboards within educational gamification
16 references·0 citing·45 second hop
More challenging or more achievable? The impacts of difficulty and dominant goal orientation in leaderboards within educational gamification (2022)More challenging or more achievable? The …The Gamification of Learning: a Meta-analysis (2019)The Gamification of Learning:…Gamifying education: what is known, what is believed and what remains uncertain: a critical review (2017)Gamifying education: what is …How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction (2016)How gamification motivates: A…Foundations of Game-Based Learning (2015)Foundations of Game-Based Lea…International Handbook of Emotions in Education (2014)International Handbook of Emo…Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance (2014)Assessing the effects of gami…Gamifying learning experiences: Practical implications and outcomes (2013)Gamifying learning experience…The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice (2006)The Control-Value Theory of A…New Directions in Goal-Setting Theory (2006)New Directions in Goal-Settin…Digital game-based learning (2003)Digital game-based learningBuilding a practically useful theory of goal setting and task motivation: A 35-year odyssey. (2002)Building a practically useful…Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. (2000)Self-determination theory and…The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. (1996)The effects of feedback inter…Goal Orientation in Organizational Research: A Conceptual and Empirical Foundation (1996)Goal Orientation in Organizat…Development and validation of brief measures of positive and negative affect: The PANAS scales. (1988)Development and validation of…A social-cognitive approach to motivation and personality. (1988)A social-cognitive approach t…Handbook of Industrial and Organizational Psychology. (1977)A circumplex model of affect. 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References

  • 2000Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.46,804 cited
  • 1988Development and validation of brief measures of positive and negative affect: The PANAS scales.32,408 cited
  • 1988A social-cognitive approach to motivation and personality.9,745 cited
  • 2002Building a practically useful theory of goal setting and task motivation: A 35-year odyssey.7,759 cited
  • 1996The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory.5,875 cited
  • 2006The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice5,605 cited
  • 2003Digital game-based learning3,104 cited
  • 2016How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction2,059 cited
  • 2006New Directions in Goal-Setting Theory2,059 cited
  • 2013Gamifying learning experiences: Practical implications and outcomes2,013 cited
  • 2014Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance1,927 cited
  • 2015Foundations of Game-Based Learning1,754 cited
  • 2014International Handbook of Emotions in Education1,592 cited

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2019
The Gamification of Learning: a Meta-analysis
1,503 cited
  • 2017Gamifying education: what is known, what is believed and what remains uncertain: a critical review1,450 cited
  • 1996Goal Orientation in Organizational Research: A Conceptual and Empirical Foundation1,217 cited
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