**3. Results**

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

under "other" category.

56 Socialization - A Multidimensional Perspective

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

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].

**Author n** 3 authors 125 2 authors 79 1 author 71 4 authors 18 5 authors and above 20 Total 313

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

**Country** *n* **Country** *n* USA 51 Portugal 9 Spain 29 Japan 9 Germany 25 Finland 9 England 22 Romania 7 Korea 18 Austria 6 Australia 15 Holland 6 Canada 13 Greece 6 Brazil 11 Other 77 **Total 313**

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

In this section, results related with studies on gamification area examined in line with the aims of the present research are provided with tables.

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

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

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


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

games is prevalent among adult population. Following the category of adults, students were the second category of research sample frequently used in the studies related with gamification. This result is consistent with other studies including undergraduate students as participants [60, 61]. Researchers need to have technical knowledge and knowledge on software and hardware for gamification and this might be the reason for including university students in the studies [53]. It is seen that voluntary participants (n = 21), customers (n = 5), writers and players (n = 4), patients (n = 4) and civil cervants (n = 4) constitute the research samples of the studies as well. Schouten et al. examined the users' experiences and motivations toward gamification among individuals with low levels of literacy [62]. This study showed that individuals with low educational level are also included in the studies on gamification approach as participants.

[64], Kahoot which is used in question-answer activities in class through mobile devices [65], web design with Khan Academy which provides free learning materials throughout the world and programming languages continue to provide education through mobile devices. Almost all of these applications allow online access. In addition, these environments are preferred since they might ensure positive learning outcomes through selecting appropriate social gam-

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In this study, approaches, theories or models used in the studies are also examined and shown

It is seen that motivational theories are the most frequently used approach in the studies on gamification (n = 131; 41.86%). Other studies also frequently included motivational theories [66–68]. It was also revealed that there are many studies emphasizing game design factors (n = 86; 27.48%). There are also studies in which their theoretical structures are unspecified (n = 44; 14.06%). This might be because of the fact that this is a recent area. It is determined that motivational theories are important indicators for internal and external motivations of students in a course about gamification system provided to engineering students in order to

ification tools for contents which could be provided in social learning platforms [8].

**3.3. Distribution of the studies based on theory/model/strategy**

**Table 5.** Distribution of the studies based on the environments.

**Environments n** Mobile environment 126 Online environment 91 Internet-based environment 32 Social media platform 25 Virtual environment 11 Game-based system 8 Online and offline platform 4 Real environment 3 Sustainable environments 3 Advertisements 2 Other 8 **Total 313**

**3.4. Distribution of game components, dynamics and mechanics**

Distribution of game components, dynamics and mechanics is provided in **Table 7**.

in **Table 6**.

reinforce their entrepreneurship [69].

#### **3.2. Distribution of the studies based on the environments**

Distribution of the studies based on the environment in which the studies were carried out is provided in **Table 5**.

It is seen that mobile environments are the most frequently used environments (n = 126). Following mobile environments, online environments (n = 91), internet-based environments (n = 91) and social media platform (n = 25) are the most frequently used environments.

Educations including Microsoft Ribbon Hero which aims to teach office program in a funny way, ClassDojo which is game-supported class management application that can be used by parents and students [63], Duolingo and Lingualeo which is used for foreign language teaching


**Table 5.** Distribution of the studies based on the environments.

games is prevalent among adult population. Following the category of adults, students were the second category of research sample frequently used in the studies related with gamification. This result is consistent with other studies including undergraduate students as participants [60, 61]. Researchers need to have technical knowledge and knowledge on software and hardware for gamification and this might be the reason for including university students in the studies [53]. It is seen that voluntary participants (n = 21), customers (n = 5), writers and players (n = 4), patients (n = 4) and civil cervants (n = 4) constitute the research samples of the studies as well. Schouten et al. examined the users' experiences and motivations toward gamification among individuals with low levels of literacy [62]. This study showed that individuals with low educational level are also included in the studies on gamification approach as participants.

Distribution of the studies based on the environment in which the studies were carried out is

It is seen that mobile environments are the most frequently used environments (n = 126). Following mobile environments, online environments (n = 91), internet-based environments (n = 91) and social media platform (n = 25) are the most frequently used environments.

Educations including Microsoft Ribbon Hero which aims to teach office program in a funny way, ClassDojo which is game-supported class management application that can be used by parents and students [63], Duolingo and Lingualeo which is used for foreign language teaching

**3.2. Distribution of the studies based on the environments**

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

**Research sample n** Adults 152 Students 95 Voluntary participants 21 Children 15 Customers 5 Writers/players 4 Patients 4 Civil servants 4 Library users 3 Teachers 3 Sportsmen 3 Twitter community 2 Managers 2 **Total 313**

58 Socialization - A Multidimensional Perspective

provided in **Table 5**.

[64], Kahoot which is used in question-answer activities in class through mobile devices [65], web design with Khan Academy which provides free learning materials throughout the world and programming languages continue to provide education through mobile devices. Almost all of these applications allow online access. In addition, these environments are preferred since they might ensure positive learning outcomes through selecting appropriate social gamification tools for contents which could be provided in social learning platforms [8].

#### **3.3. Distribution of the studies based on theory/model/strategy**

In this study, approaches, theories or models used in the studies are also examined and shown in **Table 6**.

It is seen that motivational theories are the most frequently used approach in the studies on gamification (n = 131; 41.86%). Other studies also frequently included motivational theories [66–68]. It was also revealed that there are many studies emphasizing game design factors (n = 86; 27.48%). There are also studies in which their theoretical structures are unspecified (n = 44; 14.06%). This might be because of the fact that this is a recent area. It is determined that motivational theories are important indicators for internal and external motivations of students in a course about gamification system provided to engineering students in order to reinforce their entrepreneurship [69].

#### **3.4. Distribution of game components, dynamics and mechanics**

Distribution of game components, dynamics and mechanics is provided in **Table 7**.


As it can be seen in **Table 7**, the most frequently used game components used in the studies are goal-duty (n = 105; 25.06%), reward (n = 101; 24.11%) and progression sticks (n = 52; 12.42%). O'Donovan investigated distribution of individuals motivated through gamification based on game components. Results showed that individuals were mostly motivated through progression sticks [55]. Sari and Altun figured out that badges and cups earned by students motivate them to earn more rewards. It is stated that although students compete with each other in order to earn these components, in fact, they compete

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When positive outcomes of using gamification in learning environments are considered, it has been concluded that integration of game components into these designs will positively

Learning areas in which the studies have been conducted are also examined in this study and

According to the results, it is seen that learning areas are activated in mobile learning area (n = 91, 29.08%). These findings are expected since games can be used through mobile devices and adults prefer this area. Mobile learning which is used as a support for learning processes among contemporary methods arises as the first step of every learning approach today [72]. Results showed that there are varieties in terms of learning areas used in the studies. It is also seen that gamification applications are preferred in virtual environment, simulation and augmented reality learning areas (n = 59; 18.85%), public, service, food, transportation and health

**Learning areas n %** Mobile learning 91 29.08 Virtual environments/simulations/augmented reality 59 18.85 Public/service/food/transportation/health 56 17.9 Web-based gamification education 43 13.74 Computer games 17 5.44 Game design/creativity 15 4.8 Computer assisted cooperative learning 14 4.48 Digital environments/games 9 2.88 Social network 3 0.96 Sustainability 3 0.96 Educational sciences 3 0.96 **Total 313 100**

with themselves [70].

affect learners' motivation [71].

results are provided in **Table 8**.

**Table 8.** Distribution based on learning area.

**3.5. Distribution based on learning area**

**Table 6.** Theoretical distribution of the studies.


**Table 7.** Distribution of game components, dynamics and mechanics.

As it can be seen in **Table 7**, the most frequently used game components used in the studies are goal-duty (n = 105; 25.06%), reward (n = 101; 24.11%) and progression sticks (n = 52; 12.42%). O'Donovan investigated distribution of individuals motivated through gamification based on game components. Results showed that individuals were mostly motivated through progression sticks [55]. Sari and Altun figured out that badges and cups earned by students motivate them to earn more rewards. It is stated that although students compete with each other in order to earn these components, in fact, they compete with themselves [70].

When positive outcomes of using gamification in learning environments are considered, it has been concluded that integration of game components into these designs will positively affect learners' motivation [71].

#### **3.5. Distribution based on learning area**

**Theoretical approaches** *n %* Motivation theory 131 41.86 Game design factors 86 27.48 Unspecified 44 14.06 Main characteristics of game learning 27 8.63 Learning theory 9 2.88 Flow theory 8 2.56 Technology acceptance model 3 0.96 Mechanics, dynamics, esthetics 3 0.96 Alternative learning-model 1 0.32 Self-determination theories 1 0.32 **Total 313 100**

**Game components** *n %* Goal-duty 105 25.06 Reward 101 24.11 Progression stick 52 12.42 Cup 35 8.36 Feedback 32 7.64 Success 19 4.54 Badge 12 2.87 Virtual goods 9 2.15 Experience 9 2.15 Leader board 8 1.91 Promotion 6 1.44 Score 6 1.44 Quiz 5 1.2 Cooperation 5 1.2 Sustainability 4 0.96 Difficulty 3 0.72 Event detection 3 0.72 Fantasy and control 2 0.48 Entertainment 2 0.48 Richness of data 1 0.24 **Total 419 100**

**Table 7.** Distribution of game components, dynamics and mechanics.

**Table 6.** Theoretical distribution of the studies.

60 Socialization - A Multidimensional Perspective

Learning areas in which the studies have been conducted are also examined in this study and results are provided in **Table 8**.

According to the results, it is seen that learning areas are activated in mobile learning area (n = 91, 29.08%). These findings are expected since games can be used through mobile devices and adults prefer this area. Mobile learning which is used as a support for learning processes among contemporary methods arises as the first step of every learning approach today [72]. Results showed that there are varieties in terms of learning areas used in the studies. It is also seen that gamification applications are preferred in virtual environment, simulation and augmented reality learning areas (n = 59; 18.85%), public, service, food, transportation and health


**Table 8.** Distribution based on learning area.

sector (n = 56; 17.9%). Different learning areas show that gamification concept could be used in all learning areas. Since gamification concept might differ from game to game, learning areas will also shape in every application.

supports learning at work as a practical solution for qualified personnel requirement, it is an ideal method for obtaining positive outcomes in especially adult education [9]. Following adults, students are also frequently included in the studies. This result is consistent with other studies including undergraduate students as participants [60, 61]. Diversity in research sam-

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Results showed that mobile environments are the most frequently used environments in the studies related with gamification. Gamification applications are supported by mobile devices and this might be the reason for these results. It is also seen that online, internet-based environments and social media platforms are also used in the studies. Educations including Microsoft Ribbon Hero which aims to teach office program in a funny way, ClassDojo which is game-supported class management application that can be used by parents and students [63], Duolingo and Lingualeo which is used for foreign language teaching [64], Kahoot which is used in question-answer activities in class through mobile devices [65], web design with Khan Academy which provides free learning materials throughout the world and programing languages continue to provide education through mobile devices. Almost all of these applications allow online access. These applications are commonly preferred since they allow users to share their status or scores in social media after activity. Therefore, it is essential to determine different activities which will affect success in online environments and integrate

It is seen that motivational theories are the most frequently used approach in the studies on gamification. Although it is known that motivational theories are mostly preferred, it must be also noted that gamification could include many different disciplines. Karatas indicated that future research would not only benefit from motivational theories, they might include different theories related with game, learning and behavioral sciences [53]. It can be said that gamification should be provided to students appropriate for their levels so they would not

It is determined that the most frequently used game components in the studies are goal-duty, reward and progression sticks. O'Donovan investigated distribution of individuals motivated through gamification based on game components [55]. Results showed that individuals were mostly motivated through progression sticks. Reinforcing structure of game components might be the reason for this result. When positive outcomes of using gamification in learning environments are considered, it has been concluded that integration of game components into these designs would positively affect learners' motivation [71]. When studies in the area of gamification increase, usage rates among game components would change. It is considered that different game components will be integrated into education based on learning environments and areas in future research. Applications might be prepared for lessons with advanced

Furthermore, results showed that learning area concentrates on mobile learning area. Results showed that there are varieties in terms of learning areas used in the studies. It is seen that gamification applications are also preferred in virtual environment, simulation and augmented

ple shows that gamification might be used in every age group and area.

them into education environment.

level of difficulty through providing rewards and scores.

lose their motivations.
