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Subject: GamificationWoS Q: Q2

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    Article
    Citation - WoS: 7
    Citation - Scopus: 10
    Improving Sleep-Wake Behaviors Using Mobile App Gamification
    (Elsevier Sci Ltd, 2022) Ilhan, Ayse Ezgi; Sener, Bahar; Hacihabiboglu, Huseyin
    Gamification can be used to encourage people to perform challenging tasks. Gamification can also be useful in altering unwanted habits and enhancing subjective well-being. Everyday health is affected by sleep-wake habits to a significant extent. Therefore, we can come across gamified products and mobile applications related to subjective well-being and sleep/wake activities. This paper presents a study investigating whether gamification can be used to affect sleep-wake behaviors in a positive way. The paper presents a quantified relationship between wake-up, go-to-sleep, work (start) hours and gamified features. For this purpose, a gamified mobile alarm clock application called the Sleepy Bird was designed, created and tested in a user study. The study included twenty-six participants in an A-B experimental set-up: thirteen participants using a gamified version and thirteen participants using a non-gamified version of the app for two weeks. The participants who used the non-gamified version had a poorer motivation to begin their day at the required times in comparison to those who used the gamified version. It was also observed that gamification made favorable modifications to participants' sleep-wake behaviors.
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    Article
    Citation - WoS: 1
    Citation - Scopus: 1
    Enhancing Web Development Education With Game-Based and Gamification Learning: A Study of Engagement, Motivation, and Performance
    (IEEE-Inst Electrical Electronics Engineers inc, 2025) Ojonuba, Suzan Ejura; Turkmen, Guzin; Toker, Sacip
    Web development is a dynamic and complex subject in the computer science field that can be challenging to learn among higher education students. We investigated the impact of game-based learning and gamification on students' engagement, motivation, and performance in a web development course in this study. We tested 60 university students, who were expected to learn from a novice or beginner level. The experimental group used a gamified system, while the control group used a non-gamified system. All game elements in this study were grounded in self-determination theory (SDT), which suggests that intrinsic motivation increases when learners feel autonomous, competent, and connected, and flow theory, which emphasizes that when challenge and skill are balanced, learners are more likely to experience a state of flow. Quantitative and qualitative data were both collected and analyzed. Results showed that the gamified system positively impacted students' performance, compared to the non-gamified system. Interestingly, there was no significant difference in the engagement and motivation of the students. The findings of this study suggest that while the game elements addressed students' psychological needs, gamified learning outcomes depend not only on the inclusion of these game elements but also on individual learner differences such as prior game experience, learners' expectations of the gamified system and how well the designed system sustains engagement over time to overcome the novelty effect. In conclusion, these findings have significant implications for web development education and suggest that game-based learning and gamification are promising approaches for web development education.