16. ICT in Education and Training
Paper
Immersion in Digital Games: The Experience of Immersion and the Social Contexts that Provoke It
Birute Vityte, Ona Monkeviciene
Vytautas Magnus University, Lithuania
Presenting Author: Vityte, Birute;
Monkeviciene, Ona
Digital game-based learning (GBL) is being actively researched (Van Eck, 2006; Egenfeldt-Nielsen, Meyer, Sørensen, 2011; Adams, 2009; Plass, Homer, Kinzer, 2015; Kickmeier-Rust et al., 2011). One of the aspects studied is engagement, which one of the key reasons for the application and wide adoption of GBL because it encourages the players to learn and improve. The researchers analyse the immersion of players in the flow state as a positive phenomenon that has aspects worth discussing. According to the researchers, flow state may positively affect learning (Kiili, 2005), the players immersed in the flow are motivated to solve problems and overcome challenges (Egenfeldt-Nielsen, Meyer, Sørensen (2011)), they are highly focused and do not feel the passage of time or fatigue, they stay motivated and self-regulated for a long time, which facilitates learning (Graesser, Chipman, Leeming, Biedenbach, 2009). Meanwhile Marklund and Romin (2020) raise questions about the problematic aspects of flow or immersion: about the loss of self-identity and “wandering” while completing a task, which raises doubts whether reflective thinking is involved because at times the task is lost while playing; and about the influence of social context and personal qualities on learning that can be reduced in the flow state. The researchers (Sinagatullin, 2017; Jeong & Kim, 2011) who investigate addiction to gaming emphasise a similar immersion state that can have a number of negative consequences: players addicted to gaming fail to regulate and plan their time; for them, the use of video games often becomes more important than learning; they can play for hours without pausing; those immersed in games may suffer from back pain due to prolonged sitting in the same position; some develop sleep disorders or neglect personal hygiene; some can develop eating disorders; some children obsessed with gaming suffer from carpal tunnel syndrome; gaming addiction can also have social consequences and provoke unhealthy daily behaviour. Therefore, it is not entirely clear how players experience the immersion state as a complex systemic process and what conditions turn it into a negative cycle that completely absorbs the gamer.
There are multiple studies that analyse individual aspects of immersion and addiction. Brown and Cairns (2004) distinguished three levels of immersion based on the experiences of the players: engagement, engrossment and total immersion, and described several characteristics of immersion. Research by Atan (2024) revealed the negative impact of the gaming addiction on the psychological well-being and health of children. Akaroğlu (2022) studied the impact of parental behaviour on the socio-emotional well-being of players and the development of addiction in them and found that an authoritarian attitude of parents increased the tendency to become addicted; Changho & Ocktae (2017) revealed the influence of being satisfied with one’s relationships with parents, friends, and teachers on the gaming addiction; Morahan-Martin and Schumacher (2000) have shown that lonely gamers find online social interactions attractive and they replace the self-disclosure and intimacy of real-life interactions for them. Lai et al. (2016) identified the predictors of addiction to digital games, which include the frequency and duration of gaming.
The overview of literature shows that the researchers have highlighted certain levels and characteristics of immersion and aspects of the environment that facilitates the development of addiction but no systematic analysis of this phenomenon based on the perspective of the players themselves exists so far. Our study asked the following questions: how do the players experience the immersion state? What processes and contexts are relevant to immersion?
Methodology, Methods, Research Instruments or Sources UsedThe study was based on the classical Glaser`s version of the Grounded Theory. The presentation will cover only a part of the data that emerged during the thesis process, rather than the whole emergent theory. The basis of the classical GT version is the emergence of theory from the data. It is an inductive reasoning method that creates a theory through the systematic collection, synthesis, analysis and conceptualisation of data. The researchers move in their study field without a predefined study problem; the study problem and its resolutions emerge from research data (Glaser, 2018, Glaser, Holton, 2004).
The following data were used: 21 interviews with gamers; 1 focus group with 8th grade students of gymnasium (all of them have played or play digital games); informal correspondence with interview participants.
The data of this study were analysed in the following stages: substantive coding that includes open coding and selective coding, and theoretical coding. Data analysis stages were accompanied by continuous memoing. All steps, i.e. data collection, open coding, theoretical sampling, memoing, conceptualisation, etc. were carried out simultaneously in a cyclic manner, with the author repeatedly returning to the first steps. The stages were repeated until data categories were saturated. The literature review had not been performed until processes that create preconditions for the exclusion of gamers in school emerged and were conceptualised; only then literature was used as one of data sources (Glaser, 1998).
Research ethics was followed: all participants were informed about the purpose for which their data were collected and their right to withdraw from the study at any stage. The parents of minors were informed in writing about the study purpose and their written consents allowing their children to participate were obtained. All identifying personal information of participants was changed. All participants took part voluntarily and gave their consents. The study complied with the Regulation on the Assessment of Conformity of Scientific Research to the Main Principles of Professional Research and Ethics approved by Vytautas Magnus University Senate (MTAPTPEPVN, 2021).
Conclusions, Expected Outcomes or FindingsThe study revealed gaming immersion experiences and contexts provoking and supporting it.
Gaming immersion experiences: Arousal manifests as excitement, thrill, satisfaction. It emerged as euphoric state described as satisfaction caused by drugs. Desperation manifests as an uncontrollable urge to seek the arousal again and again. It is accompanied by hiding, pretending, lying. Altered perception of time manifests as the acceleration/slowing down/loss of time. Ignoring one’s needs manifests as ignoring one’s bodily needs that could distract from gaming and repetition. Disconnection from reality manifests as disorientation/confusion, altered perception of space/sounds, and fear.
Repetition is the key process supporting the immersion experiences. Main characteristic: easily activated because it reflects human nature (providing security because you know what to expect and convenience because repetition requires less energy). Another characteristic of repetition is intensification: increasing intensity and frequency because of experiences and emotions triggered by repetition. Deepening is another characteristic: repeating the same actions makes the engagement in them easier and abandoning them harder (interruption of repetition feels like violence).
Several contexts affecting immersion emerged in the study. Compelling context. An external social context (home/school), where dominant behavioural patterns (rejection, disinterest, bullying, violence) push players into the repetition. It creates unfavourable emotional atmosphere resulting in intensive immersion cycle, triggering the deepening and intensification and the stability of the entire process. Hype-building context. It involves being intensely controlled by a phenomenon (digital games) and surrendering to what is currently popular and fashionable. It produces highly positive information about the phenomenon, making it even more attractive. Neutralising context is created through external behavioural regulation models (limitation, prohibition, diverting attention, moderation) influencing the intensification and deepening. Limitation and prohibition do not disrupt the immersion cycle but balance the repetition process. Diverting attention and moderation help see digital games as creative tools and change the nature of repetition.
ReferencesAdams, E. (2009). Fundamentals of game design. New Riders.
Akaroğlu G. (2022) Parental Attitudes and Social Emotional Well-Being Predict Digital Game Addiction in Turkish Children, The American Journal of Family Therapy.
Atan A. (2024) The psychological well-being of children who play digital games during the COVID-19 pandemic, International Journal of Early Years Education.
Brown, E., & Cairns, P. (2004). A grounded investigation of game immersion. Iš CHI EA '04: CHI '04 Extended Abstracts on Human Factors in Computing Systems (p. 1297–1300). Association for Computing Machinery.
Changho L. & Ocktae K. (2017) Predictors of online game addiction among Korean adolescents, Addiction Research & Theory, 25:1, 58-66.
Egenfeldt-Nielsen, S., Meyer, B., & Sørensen, B. H. (Red.). (2011). Serious games in education: A global perspective. Aarhus University Press.
Glaser, B. G. (1998). Doing grounded theory: Issues and discussion. Sociology Press.
Glaser, B. G. (2018). Getting started. Grounded Theory Review, 17(1), 3–6. Sociology Press.
Glaser, B. G., & Holton, J. (2004). Remodeling grounded theory. Forum: Qualitative Social Research, 5(2), 1–17.
Graesser, A., Chipman, P., Leeming, F., & Biedenbach, S. (2009). Deep Learning and Emotion in Serious Games. Iš U. Ritterfeld, M. Cody ir P. Vorderer (Red.), Serious Games: Mechanisms and Effects (p. 83–102). Routledge.
Kickmeier-Rust, M., Mattheiss, E., Steiner, C., &Albert, D. (2011). A psycho-pedagogical framework for multi-adaptive educational games. International Journal of Game-Based Learning, 1(1), 45–58.
Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. The Internet and Higher Education, 8(1), 13–24.
Lai, I. H., Kim, D. J., & Jeong, E. J. (2016). Online digital game addiction: How does social relationship impact game addiction. AMCIS 2016: Surfing the IT Innovation Wave - 22nd Americas Conference on Information Systems (pp. 1–8). San Diego, CA.
Marklund, B. B., & Romin, R. (2020). Bad game, good learning: Examining the contradictions of digital game-based learning.
Morahan-Martin, J., & Schumacher, P. (2000). Incidence and correlates of pathological Internet use among college students. Computers in Human Behavior, 16(1), 13–29. doi:10.1016/S0747-5632(99)00049-7
Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of Game-Based Learning. Educational Psychologist, 50, 258–283.
Sinagatullin, I. M. (2017). Shifting the classical paradigm: The impact of information technology on contemporary education. International Journal of Educational Reform, 26(1), 2–13.
Van Eck, R. (2006). Digital game-based learning: It's not just the digital natives who are restless. EDUCAUSE Review, 41(2), 16–30.
16. ICT in Education and Training
Paper
Digital Literacy through Games: A Participatory Assessment Study of the Impact of a Minecraft-Based Learning Resource for Computer Science lessons
Katarina Mićić1, Katarina Veljković2, Jolien van Uden3, Milan Stančić1
1University of Belgrade, Faculty of Philosophy; 2First Kragujevac Gymnasium, Serbia; 3European Training Foundation
Presenting Author: Mićić, Katarina
The European key competences framework distinguishes digital literacy among the eight key competences in education (EU, 2006), which is why policy makers and practitioners in Europe and beyond put a great effort in introducing changes that will support the development of these skills (Punie et al, 2017). Digital literacy consists of “knowledge, skills, values and awareness that are required when using ICT and digital media to perform tasks, solve problems, communicate, manage information, collaborate, create and share content, build knowledge effectively, efficiently, appropriately, critically, creatively, autonomously, flexibly, ethically, reflectively for work, leisure, participation, learning, socializing, consuming, and empowerment” (Ferrari, 2012). This competence is required for a full participation in the contemporary society, and it is getting more and more important as requests for using digital resources are expending rapidly in many jobs and other activities, which was especially notable during the pandemic (Kovács Cerović et al, 2021).
Recent Eurostat (2021) data show that about 50% of individuals in the European area have basic overall digital skills, ranging from 25% in Albania to 80% in Scandinavian countries. The latest IEA International Computer and Information Literacy report showed that 1 in 5 students worldwide did not have a functional working knowledge of computers at the end of lower secondary education, with wider differences observed within countries than between countries (Fraillon et al., 2021).
The urging need to ensure a stimulative learning environment for supporting the development of students’ digital literacy prompts teachers to come up with innovative teaching solutions. One such solution comes from a general upper secondary school in Serbia and was awarded with the European Training Foundation Innovative teaching and learning award in 2022 under the “Creating New learning” initiative. A Computer science teacher together with her students have created a game-based learning resource, called “The Escape room”, that corresponds to lower secondary Computer Science curriculum. The resource covers the seven topics of digital literacy: 1. Search the Internet; 2. Reliability of information on the internet and copyright, 3. Online identity; 4. Safety on the Internet; 5. Safe use of digital devices; 6. E-mail and working with shared documents; 7. Open data. The game is set on the Minecraft platform and uses the principles of the escape room game where a player goes through the room, explores a topic by reading information points, and has to answer questions to exit the room and move to the next one.
Previous studies dealing with game-based teaching resources haven’t provided conclusive evidence on whether they are beneficial to learning. A thorough review suggests that game-based resources support motivation for learning (Divjak & Tomić, 2011), however a recent meta-analysis revealed varying findings on their impacts on learning gains, with both positive and negative effects observed, and outcomes being influenced by factors like ease of use or cognitive workload (Zhonggen, 2021). In addition, a study investigating the impact of the experience of enjoyment while playing a game on learning gains found no connection between the two (Iten & Petko, 2016).
The current study was supported by the European Training Foundation initiative “Creating New Learning” and looked into the effects of the Escape room practice. The study took place in two elementary schools and involved three Computer science teachers – the one who developed the practice and two teachers who tried out the practices with their students, as well as researchers who led the study. Considering the ambiguity of previous findings, the study had two goals: 1. to assess whether the Escape room practice improves the motivation for learning, and 2. to assess whether the Escape room practice contributes to learning gains.
Methodology, Methods, Research Instruments or Sources UsedThe study used mix methods and was participatory (Bergold & Thomas, 2012), meaning that all decisions were made jointly by the teachers and the researchers, and that the teachers participated in interpretation of findings.
The study relied on a quasi-experimental design (Todorović, 2008) which enabled a reliable assessment of the practice effects through comparison of experimental and control group results. The participating students were in grades 5 to 8. At the beginning of the study, all students undertook a digital literacy test. To make the experimental and control group similar in terms of their initial digital literacy, allocation of the classes was based on the classes’ average digital literacy scores. In each of the four grades, half of the (whole) classes were assigned to control group and other half to experimental group. Across the four grades, there were 18 classes in the experimental group with a total of 217 students, and 18 control group classes with a total of 201 students.
Over the course of five weeks, the experimental group classes had their Computer science lessons conducted with the Escape room, while the control group classes had their lessons the usual way which included frontal teaching, discussions, students’ presentation, and problem-based learning - depending on the grade and a lesson.
Data was collected from 360 students whose parents gave consent. To assess effects on motivation for learning, after each lesson students filled out a short questionnaire assessing their intrinsic motivation. The questionnaire had seven items (e.g., “I think this activity was quite enjoyable”) followed by a 10-point scale and was based on the Self-determination theory (Ryan & Deci, 2020). This data was analysed using paired-samples t-test. Group effects were estimated on both school level and the whole sample level, thus checking for the moderating effect of a teacher.
To assess the effects of the practice on learning outcomes, after the five weeks all students undertook another digital literacy test. Data from this instrument were analysed by using repeated measures analysis of variance and inspecting time X group interactions. The moderating effect of the teacher was also investigated.
To make interpretation of quantitative results more reliable and to gather additional insight, the study also included a qualitative method. Additional data were collected through interviews with the two teachers and two focus group discussions with students. These data were analysed on the basis of the thematic analysis (Braun & Clarke, 2012).
Conclusions, Expected Outcomes or FindingsThe results showed that the practices contributed to boosting motivation, while it didn’t have impact on learning. However, the practice’s effects on the intrinsic motivation measure were moderated by the grade and the teacher, indicating the importance of contextual factors in the implementation of the practice. In school A, students from the experimental group from grades 6 to 8 reported higher motivation than the control group students (p<.05), while grade 5 students from the control group were more motivated than their experimental group counterparts (p<.05). Being that five graders from this school had the lowest initial digital literacy scores, this finding suggest that a certain starting level of digital literacy is necessary for the practice to be effects. Contrary, the use of the practice by insufficiently skilled students could have negative effects, probably by affecting their perceived competence during the learning activity. School B, which had technical obstacles that caused interruptions and prevented an autonomous use of the game by students, had mixed results. The practice had impact on motivation in grades 5 and 8 (p<.05), while no difference was found in grades 6 and 7 (p>.05).
The practice didn’t show effects on learning outcomes measured by the digital literacy test in school A (p between .159 and .922). However, in school B, where students experienced technical difficulties while using the game, the control group had better achievement on the posttest measure than their experimental group counterparts (p<.05). This finding stressed the importance of ensuring the proper technical conditions prior to implementing the practice.
Students’ and teachers’ insights revealed enablers and barriers to the practice implementation and supported fine nuancing of the quantitative findings, thus enlightening the mechanisms through which the practice impacted learning, which is applicable to other ICT based teaching resources as well.
ReferencesBraun, V., & Clarke, V. (2012). Thematic analysis. American Psychological Association.
Bergold, J., & Thomas, S. (2012). Participatory research methods: A methodological approach in motion. Historical Social Research/Historische Sozialforschung, 191-222.
European Parliament and the Council of the European Union (2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning. Official Journal of the European Union, L394/10.
Eurostat (2021). Digital literacy in the EU: An overview. https://data.europa.eu/en/publications/datastories/digital-literacy-eu-overview
Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Duckworth, D. (2020). Preparing for life in a digital world: IEA international computer and information literacy study 2018 international report (p. 297). Springer Nature.
Ferrari, A. (2012). Digital Competence in Practice: An Analysis of Frameworks. Seville: JRC-IPTS.
Divjak, B., & Tomić, D. (2011). The impact of game-based learning on the achievement of learning goals and motivation for learning mathematics-literature review. Journal of information and organizational sciences, 35(1), 15-30.
Iten, N., & Petko, D. (2016). Learning with serious games: Is fun playing the game a predictor of learning success?. British Journal of Educational Technology, 47(1), 151-163.
Kovács Cerović, T., Mićić, K., & Vračar, S. (2022). A leap to the digital era—what are lower and upper secondary school students’ experiences of distance education during the COVID-19 pandemic in Serbia?. European journal of psychology of education, 37(3), 745-764.
Punie, Y., editor(s), Redecker, C., European Framework for the Digital Competence of Educators: DigCompEdu, EUR 28775 EN, Publications Office of the European Union, Luxembourg, 2017
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary educational psychology, 61, 101860.
Todorović, D. (2008). Metodologija psiholoških istraživanja. Centar za primenjenu psihologiju, Beograd.
Zhonggen, Y. (2019). A meta-analysis of use of serious games in education over a decade. International Journal of Computer Games Technology, 2019.
16. ICT in Education and Training
Paper
Tailored Gamification in Education: A Systematic Literature Review
Yujia Hong1, Nadira Saab1, Wilfried Admiraal2
1Leiden University, Netherlands,; 2Oslo Metropolitan University, Norway
Presenting Author: Hong, Yujia
Compared with the one-size-fits-all gamification, tailored gamification highlights the importance of individual differences for learning and motivates students by modifying game elements to match their personal user profiles. Yet, it is a challenge for teachers and curriculum designers to use it in practice, since a limited number of studies in this field currently discuss ‘how to tailor’ in the educational settings. The systematic review examined research on tailored gamification for learning based on 43 peer-reviewed articles published between 2013 and 2023. The study aims to investigate tailored gamification for learning by considering the types of student information for creating user profiles, approaches to tailor, and game elements used when tailoring. The details related to student information, tailored approaches and game elements are depicted in tables. According to the taxonomy of Missaoui and Maalel (2021), student information in gamified contexts were grouped as ‘learner information’ (e.g., learning goal and skill), personal information (e.g., demographic data and personality trait), and player information (e.g., player type and preference). The tailored approaches were categorized as personalization, adaption and recommendation by adopting the taxonomies of Klock, et al. (2020). Then we applied the ways of Toda et al. (2019) to categorize game elements for tailored gamification in education into five types, namely, personal, social, ecological, performance, and fictional game elements.
Apart from student learning, personal, and player information, we found that contextual information students in can also differentiate students and should be included into their user profiles when tailoring gamification. Additionally, tailored approaches in the studies that were reviewed included personalization, adaption, recommendation, with user modeling as their basis. Twenty-three game elements in five categories were employed in tailored gamification when using these types of tailored approaches. These results indicated that, students’ user profiles relied on their player information more often, than on their learning and personal information, one main reason for which was that there existed the most existing typologies to identify students’ player types. Second, only a few articles in this review study integrated different aspects of student information to build user profiles and most of them ignored the complexity of human characteristics and needs. Third, most studies modeled users by exploring the types of student information in their profiles, rather than conducting the tailored gamifying classes. In the real learning contexts, personalization and adaption were more commonly reported than recommendation. Moreover, a variety of game element categories reflect multiple aspects of a tailored gamifying system, and each tailored approach has their own preferred types of game elements, respectively.
Researchers should explore more student information and apply multiple types of them when building user profiles in tailored gamification systems and teachers should consider students’ learning contexts and give them instant scaffolding when using gamified systems. Second, to bridge the gap between preparation and implementation, we suggest future researchers conduct design-based studies to develop and evaluate tailored gamification as part of teachers’ instructional practice. Additionally, experimental designs with non-tailored gamification classes as comparisons might help to examine the student outcomes in a rigorous way. Since all game element clusters are important for enhancing student motivation during gamified classes, we would therefore encourage more empirical research on the impact of using all the game element clusters when tailoring gamification for learning.
These findings provide a holistic picture of how to tailor gamification for learning to motivate students. Teachers and curriculum designers can benefit from this study to consider appropriate student information used in user profiles, and tailored approaches during both the class design and implementation, and select appropriate game elements by understanding their game elements when adopting different tailored approaches.
Methodology, Methods, Research Instruments or Sources UsedThe methodology is the systematic literature review. The principles of the PRISMA statement (Moher et al., 2009) will be used as a guideline to conduct and report this review work. This literature research is conducted with electronic databases in a research university library in the Netherlands and uses the snowballing method to retrieve relevant literature as necessary supplements.
This study aims to examine tailored gamification with the consideration of individual differences in educational settings to expand the current body of knowledge in this area. Based on this research purpose, the keywords for searching consist of the synonyms of tailor (e.g., personalize) and variants for gamification (e.g., gamified) and education (e.g., school, learning, and teaching). Besides, the papers will be included from 2013 onwards because from then, tailored gamification began to be emphasized in educational settings (Klock et al., 2018).
The selected papers should be (a) focusing on tailored gamification (e.g., not the general gamified technique or not irrelevant with gamification) (b) written in English (c) records with full access (d) available in full text (e) primary studies (e.g., not surveys or systematic mappings or reviews) (f) peer-reviewed articles (g) in educational settings (h) published from 2013 to date. This period is chosen due to from 2013 onward, tailored gamification began to be studied (Klock et al., 2018) and the scope reaches the year 2023 to collect state-of-the-art research data on this topic.
The details related to student information, tailored approaches and game elements are depicted in tables. Based on the findings of the selected articles, each article has been coded by (1) instruments (2) student information types (3) typologies in Table 1. Table 2 displayed the tailored approaches categorized by adopting the taxonomies of Klock, et al. (2020) as user modeling (basis), personalization, adaption, and recommendation. To illustrate the different processes of these approaches, a four-step tailored framework employed by Shute et al. (2012) was used. Each article in Table 2 has been coded by (a) author/year, (b) country, (c) discipline, (d) educational level, (e) tailored approach, (f) capture, (g) analyze, (h) select, (i) present. Among them, the (h) select step related to the game elements was explained separately in Table 3. Then in order to illustrate different functions of game elements used in tailored gamification for learning, we categorized them into five types, namely, personal, social, ecological, performance, and fictional, according to Toda et al. (2019).
Conclusions, Expected Outcomes or FindingsFor researchers, this study distinguished fifteen types of student information stored in user profiles and twelve data instruments for collecting these information. Students’ user-profile was mostly dependent on their player types, learning behavior and performance in class. Besides, this study categorized three approaches to tailor gamification in education and characterized game elements with various functions used in this area. This review extends the previous focus on the types of tailored approaches for gamified learning such as personalization in Aljabali and Ahmad (2018). Furthermore, what game elements existed and what functions they had in tailored gamification are illustrated in this study, which helps cover the research limitations of Hallifax et al. (2019) and Bennani et al. (2020). Future researchers are suggested to conduct more empirical studies to compare the motivating effect between tailored and non-tailored gamification, and also between personalization, adaption and recommendation approaches. More types of student information need to be considered, especially the contexts they are in, since humans have diverse characteristics.
Practical implications are given as well. Teachers should introduce tailored gamification comprehensively along with illustrative examples (e.g., videos of tailored gamification lessons) before their class, because tailored gamification is a new technology and has not been widely adopted for learning. Furthermore, the implementation of three tailored approaches relies heavily on user modeling to create individuals’ user profiles. Therefore, students’ acceptance of collecting their personal data is of great importance for teaching effectiveness. During the class, teachers should pay close attention to students’ behavior and performance and provide scaffolding to them when they encounter problems with the use of gamified systems, to facilitate the smooth running of the tailored process. Apart from students’ human aspects (e.g., player type, learning style), teachers should consider students’ learning contexts, especially for out-of-class learning.
ReferencesAljabali, R. N., & Ahmad, N. (2018). A review on adopting personalized gamified experience in the learning context. IEEE Conference on e-Learning, e-Management and e-Services, 61-66.
Bennani, S., Maalel, A., & Ghezala, H. B. (2020). AGE-Learn: Ontology-based representation of personalized gamification in E-learning. Procedia Computer Science, 176, 1005-1014.
Hallifax, S., Serna, A., Marty, J. C., & Lavoué, É. (2019). Adaptive gamification in education: A literature review of current trends and developments. European Conference on Technology Enhanced Learning, 294-307.
Klock, A. C. T., Pimenta, M. S., & Gasparini, I. (2018). A systematic mapping of the customization of game elements in gamified systems. Brazilian Symposium on Computer Games and Digital Entertainment, 11-18.
Klock, A. C. T., Gasparini, I., Pimenta, M. S., & Hamari, J. (2020). Tailored gamification: A review of literature. International Journal of Human-Computer Studies, 144.
Missaoui, S., & Maalel, A. (2021). Student’s profile modeling in an adaptive gamified learning environment. Education and Information Technologies, 26(5), 6367–6381.
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & PRISMA Group*. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. Annals of Internal Medicine, 151(4), 264-269.
Shute, V. J., & Zapata-Rivera, D. (2012). Adaptive educational systems. Adaptive technologies for training and education, 7(27), 1-35.
Toda, A. M., Klock, A. C., Oliveira, W., Palomino, P. T., Rodrigues, L., Shi, L., Bittencourt, lg., Gasparini, I., Isotani, S., & Cristea, A. I. (2019). Analysing gamification elements in educational environments using an existing Gamification taxonomy. Smart Learning Environments, 6(1), 1-14.
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