**4. Discussion and conclusion**

Designers could view users' experience in a wider context through gamification concept and constitute an effective learning environment with using motivational components in environments in which there is a competition, cooperation and social interaction [73]. Gamification will become more prevalent when it is begun to be used in different areas and there would be various attempts in this area when the potential of gamification is realized.

The present research is aimed to examine the studies conducted in the area of gamification. It was revealed that studies in the area of gamification have begun in 2011 and increased through the years. When studies in Web of Science database are examined based on countries, it is seen that studies have been conducted in 39 different countries. These countries were identified as USA, Spain, Germany, England and Korea. It was also indicated that gamification are actively used in Australia, USA, India, Canada and Holland. Brazil and France follow this rapid development [51]. When trends in gamification search in 2016 are examined, it was revealed that Singapore and South Africa are the first two countries [33]. This also shows that gamification approach would be a trend topic in different regions over time and different studies would be conducted in this area.

Furthermore, it was figured out that number of proceedings presented in conferences are higher when compared to other types of publication. Researchers indicated that gamification concept has been the discussion topic of conferences since 2010 and this might be the reason for this result [52]. It is expected that number of different types of publication for educational purposes would increase. It was revealed that there are 8 master thesis and 1 doctorate thesis in the area of gamification until January 2016 in YOK thesis center of Turkey [74]. It is considered that this rate will increase at the end of 2016.

According to the results, it is seen that quantitative studies are more preferred when compared to other type of research methods. Karatas indicated that there are insufficient number of quantitative and qualitative studies in the area of gamification [53]. It is expected that paradigms of the studies will become more salient. It is considered that studies examining game designs appropriate for gamification approach would be conducted more frequently in the future. In addition, it is expected that number of studies including achievement tests as quantitative studies will also increase.

When distribution based on research sample is examined, it is seen that studies related with gamification have mostly been conducted with adults. Since playing games is prevalent among adults, the accuracy of this result is accepted. Gokkaya revealed that since gamification 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 sample shows that gamification might be used in every age group and 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

Designers could view users' experience in a wider context through gamification concept and constitute an effective learning environment with using motivational components in environments in which there is a competition, cooperation and social interaction [73]. Gamification will become more prevalent when it is begun to be used in different areas and there would be

The present research is aimed to examine the studies conducted in the area of gamification. It was revealed that studies in the area of gamification have begun in 2011 and increased through the years. When studies in Web of Science database are examined based on countries, it is seen that studies have been conducted in 39 different countries. These countries were identified as USA, Spain, Germany, England and Korea. It was also indicated that gamification are actively used in Australia, USA, India, Canada and Holland. Brazil and France follow this rapid development [51]. When trends in gamification search in 2016 are examined, it was revealed that Singapore and South Africa are the first two countries [33]. This also shows that gamification approach would be a trend topic in different regions over time and different

Furthermore, it was figured out that number of proceedings presented in conferences are higher when compared to other types of publication. Researchers indicated that gamification concept has been the discussion topic of conferences since 2010 and this might be the reason for this result [52]. It is expected that number of different types of publication for educational purposes would increase. It was revealed that there are 8 master thesis and 1 doctorate thesis in the area of gamification until January 2016 in YOK thesis center of Turkey [74]. It is consid-

According to the results, it is seen that quantitative studies are more preferred when compared to other type of research methods. Karatas indicated that there are insufficient number of quantitative and qualitative studies in the area of gamification [53]. It is expected that paradigms of the studies will become more salient. It is considered that studies examining game designs appropriate for gamification approach would be conducted more frequently in the future. In addition, it is expected that number of studies including achievement tests as

When distribution based on research sample is examined, it is seen that studies related with gamification have mostly been conducted with adults. Since playing games is prevalent among adults, the accuracy of this result is accepted. Gokkaya revealed that since gamification

various attempts in this area when the potential of gamification is realized.

areas will also shape in every application.

**4. Discussion and conclusion**

62 Socialization - A Multidimensional Perspective

studies would be conducted in this area.

ered that this rate will increase at the end of 2016.

quantitative studies will also increase.

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 them into education environment.

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 lose their motivations.

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 level of difficulty through providing rewards and scores.

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 reality learning areas, public, service, food, transportation and health sector. Although the number of studies are low, there are studies in learning areas such as science, food, interactive teaching, marketing, simulations, medicine and transportation. This shows that area of gamification is not limited to technology. Different learning areas show that gamification concept could be used in all learning areas. Karatas stated that gamification might be used in different learning areas. Since gamification concept might differ from game to game, learning areas would also be shaped in every application [53]. It is expected that appropriate designs for different learning areas would increase in future research.

**Section/topic # Checklist item Reported on** 

background; objectives; data sources; study eligibility criteria, participants, and interventions; study appraisal and synthesis methods; results; limitations; conclusions and implications of key findings; systematic review registration number.

with reference to participants, interventions, comparisons,

accessed (e.g., Web address), and, if available, provide registration information including registration number.

follow-up) and report characteristics (e.g., years considered, language, publication status) used as criteria for eligibility,

of coverage, contact with study authors to identify additional

database, including any limits used, such that it could be

eligibility, included in systematic review, and, if applicable,

forms, independently, in duplicate) and any processes for obtaining and confirming data from investigators.

(e.g., PICOS, funding sources) and any assumptions and

12 Describe methods used for assessing risk of bias of individual studies (including specification of whether this was done at the study or outcome level), and how this information is to be

studies) in the search and date last searched.

Title 1 Identify the report as a systematic review, meta-analysis, or

Structured summary 2 Provide a structured summary including, as applicable:

Rationale 3 Describe the rationale for the review in the context of what is already known.

Objectives 4 Provide an explicit statement of questions being addressed

Protocol and registration 5 Indicate if a review protocol exists, if and where it can be

Eligibility criteria 6 Specify study characteristics (e.g., PICOS, length of

giving rationale.

Search 8 Present full electronic search strategy for at least one

Study selection 9 State the process for selecting studies (i.e., screening,

included in the meta-analysis).

Data collection process 10 Describe method of data extraction from reports (e.g., piloted

Data items 11 List and define all variables for which data were sought

Summary measures 13 State the principal summary measures (e.g., risk ratio, difference in means).

simplifications made.

used in any data synthesis.

repeated.

Information sources 7 Describe all information sources (e.g., databases with dates

outcomes, and study design (PICOS).

both.

**TITLE**

**ABSTRACT**

**INTRODUCTION**

**METHODS**

Risk of bias in individual

studies

**page #**

65

1

A Review of Research on Gamification Approach in Education

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

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1, 2

2, 3

NA

3

3, 4

3, 4

3, 4

3, 4

3, 4

NR

NR

This study will be a guide for researchers to integrate different game components into education environments, constitute independent learning areas and learning environments including different theories and conduct research in this area.
