**2. Method**

Content analysis method was used in this study to identify the trends in gamification research. According to Yildirim and Simsek, content analysis is conceptualizing the collected data at first, then organizing the concepts through using themes and interpretting themes [46]. Content analysis is commonly used with frequency analysis technic through digitizing the data. Content analysis is a scientific approach that enables to examine verbal, written and other materials in an objective and systematic way [47]. According to Cohen et al., content analysis is also described as the process of summarizing and describing the basic content of written information and the messages it contains [48]. Content analysis is a reusable, objective and systematic technique in which some words or chapters of a text are summarized under categories, depending on the rules [49].

This review was undertaken and reported according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines (S1 Appendix) and Metaanalysis of Observational Studies in Epidemiology (MOOSE) guidelines for observational studies (S2 Appendix) [50]. In analyzing the research included in the study, PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyzes), which is both a critical and quality-guided guide, was used in combining the results of the evidence-based research. Coded information;


On the other hand, in education there are already processes like playground; students gain points when they achieve the desired learning goal, scores that they earn become grades, and at the end of the academic term they pass to the next level [28, 38]. Playing will allow students to have fun in the learning process [41, 42] or by giving the user an advantage in time management [43] motivation affects the positive direction. Although Samur is a new and popular method with a similar approach, when a limited number of studies conducted in the field of education are examined, it is generally stated that positive results are obtained in the processes involved in this method [44]. With a similar approach Buckley and Doyle are evaluating the fact that it provides individuals with the opportunity to experiment, make mistakes, gain experience and make sure that failure is not an end and that the individual can achieve his goal [28]. According to Landers and Callan, gamification application for the education of students or individuals who wants to develop themselves has not yet become prevalent enough [45]. Findings in the literature also support this notion. It is seen that there are limited number of studies examining achievement, motivation and views of students in gamification approach. Examining studies related with gamification approach and identifying trends in these studies constitute the problem of this study. Therefore, this study is expected to contribute to researchers for future research.

Main aim of this study is to examine the studies related with gamification in Web of Science

Content analysis method was used in this study to identify the trends in gamification research. According to Yildirim and Simsek, content analysis is conceptualizing the collected data at first, then organizing the concepts through using themes and interpretting themes [46]. Content analysis is commonly used with frequency analysis technic through digitizing the data. Content analysis is a scientific approach that enables to examine verbal, written and other materials in an objective and systematic way [47]. According to Cohen et al., content analysis is also described as the process of summarizing and describing the basic content of written information and the messages it contains [48]. Content analysis is a reusable, objective and systematic technique in which some words or chapters of a text are summarized under

This review was undertaken and reported according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines (S1 Appendix) and Metaanalysis of Observational Studies in Epidemiology (MOOSE) guidelines for observational studies (S2 Appendix) [50]. In analyzing the research included in the study, PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyzes), which is both a critical and quality-guided guide, was used in combining the results of the evidence-based

database and identify trends in the area of gamification based on these studies.

**2. Method**

54 Socialization - A Multidimensional Perspective

categories, depending on the rules [49].

• Distribution of Studies based on Years

• Distribution of Publications based on Number of Authors

research. Coded information;


It was decided that the researcher should read all the researchers found in the result of the research. Data collected in the research were first evaluated in MS Excel by entering into meta-analysis programs. Gamification keyword was scanned in full-texts in Web of Science database without year restriction and 313 studies were obtained by November 2015. Web of Science Categories; Computer Science Theory Methods (n = 101), Education Educational Research (n = 83), Engineering Electrical Electronic (n = 82), Computer Science Information Systems (n = 79), Computer Science Interdisciplinary Applications (n = 48). Letter to editor, book reviews and meeting abstract were not included in the research (papers excluded n = 20). Since the number of studies on gamification in Web of Science database increase day by day, the present study included studies published before December 2015 and therefore, 313 studies in total were examined. The flow diagram depicts the flow of information through an up-down approach throughout the different stages of the process. The system is treated first in general terms. Then, the processes in the internal structure of the system shape up to the relationship between the number of defined, included and excluded entries and the reasons for exclusion (refer to S1 Appendix) [50]. Analysis of studies was carried out based on the common views of researchers in order to ensure reliability and validity. In digitization process of the data, if a study included two or more dimensions, frequencies were calculated through covering every dimension separately. Data were interpreted after constituting tables.

Cohen's kappa statistical technic was used to calculate the relationship between category classification carried out by researchers and high level of inter-rater reliability was obtained (.96). Distribution of the articles based on years is provided in **Graph 1**.

As it can be seen in **Graph 1**, research in gamification area have begun in 2011 and increased through the years. Therefore, it is not possible to observe academic studies on gamification before 2011. Eighty-two studies were obtained in 2015 since studies including December 2015 might not be added into the system.

**Graph 1.** Distribution of studies based on years.

Number of authors in the studies is demonstrated in **Table 1**.

As it can be seen in **Table 1**, articles have been mostly written by 3 authors (n = 125), 2 authors (n = 76) and 1 author (n = 71). It is seen that number of studies conducted by 4 or 5 authors are lower. Distribution of studies on gamification based on countries is provided in **Table 2**. Countries with less than 6 publications are not included in **Table 2**. All of them were shown under "other" category.

Distribution of studies based on type of publication is provided in **Table 3**.

**Type of publication n %** Proceeding 164 52.4 Article 149 47.61 **Total 313 100**

Distribution of studies based on paradigms is shown in **Graph 2**.

tem could be integrated into a certain learning [56–59].

**Table 3.** Distribution of studies based on type of publication.

aims of the present research are provided with tables.

**Graph 2.** Distribution of studies based on paradigms.

**3.1. Distribution of the studies based on research sample**

Distribution of the studies based on research sample is provided in **Table 4**.

**3. Results**

According to **Table 3**, number of proceedings (n = 164) presented in conferences with a rate of 52.4% is really high. Researchers explained that gamification concept has been the discussion topic of conferences since 2010 and this might be the reason for this result [52]. Karatas examined studies covering gamification approach for education and indicated that there are

A Review of Research on Gamification Approach in Education

http://dx.doi.org/10.5772/intechopen.74131

57

According to **Graph 2**, 163 studies used quantitative method. Studies using mixed methods are the second with 59 number of studies. Since it is a trend topic, it is seen that there are 28 review studies. In pedagogical terms, most of the researchers examined gamification approach especially on ensuring integration [54, 55]. This might be the reason for high number of review studies. Other studies also discussed environments in which gamification sys-

In this section, results related with studies on gamification area examined in line with the

According to the results provided in **Table 4**, it is seen that studies related with gamification have mostly been conducted with adults. This result might be related with the fact that playing

few number of master and doctorate thesis since this area is newly recognized [53] .

When studies in Web of Science are examined based on countries, it is seen that there are 39 different countries in which the studies were carried out. It was figured out that 51 of the studies were conducted in USA, 29 of them in Spain, 25 of them in Germany, 22 of them in England, 18 of them in Korea, 15 of them in Australia, 13 of them in Canada and 11 of them in Brazil.

It was determined that gamification is actively used in Australia, USA, India, Canada and Holland in 2013. Brazil and France followed this rapid development [51]. According to the results of Google Trends (2016) since January, it is seen that Singapore, South Africa, Holland, Denmark, Australia, Sweden and India are interested in gamification approach. This shows that studies might change based on countries throughout the years [33].


**Table 1.** Distribution of publications based on number of authors.


**Table 2.** Distribution of studies based on countries.

Distribution of studies based on type of publication is provided in **Table 3**.

According to **Table 3**, number of proceedings (n = 164) presented in conferences with a rate of 52.4% is really high. Researchers explained that gamification concept has been the discussion topic of conferences since 2010 and this might be the reason for this result [52]. Karatas examined studies covering gamification approach for education and indicated that there are few number of master and doctorate thesis since this area is newly recognized [53] .


**Table 3.** Distribution of studies based on type of publication.

Distribution of studies based on paradigms is shown in **Graph 2**.

According to **Graph 2**, 163 studies used quantitative method. Studies using mixed methods are the second with 59 number of studies. Since it is a trend topic, it is seen that there are 28 review studies. In pedagogical terms, most of the researchers examined gamification approach especially on ensuring integration [54, 55]. This might be the reason for high number of review studies. Other studies also discussed environments in which gamification system could be integrated into a certain learning [56–59].

**Graph 2.** Distribution of studies based on paradigms.
