Bibliography management: BibTeX

Overleaf
May 26, 2023

Contents
1 First Section 1

References 3

1 First Section
The popularity of video games has led to a further application of gamification
in a variety of domains, such as education [1, 2, 3], health [4], and marketing
[5, 6]. Gamification, according to Deterding et al. [7], is incorporating char-
acteristics commonly found in games into contexts that are not traditionally
associated with gaming. Hamari et al. [8] suggest that gamification can be
viewed as a new and developing trend that impacts technology, society, culture,
and the economy, making aspects of real life more similar to those found in
games. According to Hsu et al. [9], gamification is the incorporation of game
design principles and dynamics to engage users in contexts outside of traditional
gaming environments. Thus, Zichermann et al. [10] suggest that gamification
can influence human behaviour because of our innate tendencies to engage in
competition, seek challenges, and interact socially with others. One area where
gamification is gaining traction is in multiplayer games, where players can in-
teract with each other and compete against one another. Kordyaka et al. [11]
gives an instance of how cultural diversity can play a role in online gaming by
highlighting how players with different cultural backgrounds engage in real-time
cooperation and competition in multiplayer games.
Over the past few years, the popularity of multiplayer games has seen a sig-
nificant surge [12], and the use of gamification techniques can enhance the player
experience. Alsawaier [13] and Folmar [14] suggest that incorporating gamifi-
cation into educational experiences can lead to improved learning outcomes,
greater student engagement, and increased motivation and positive behaviour.
The application of gamification as a design technique has surfaced as a means
to increase user motivation [15]. Hanus et al. [16] argue that gamification can
activate a user’s intrinsic motivation by providing motivational affordances, ul-
timately leading to a sustained passion for using the system. Ryan and Deci
[17] characterize characteristically roused exercises as those that people see as
convincing and would participate in without the assumption of unmistakable or
outside remunerations. To maintain the intrinsic motivation of the user, this

1
systematic literature review (SLR) focuses on the use of fun and interactive el-
ements in multiplayer gamification, instances of user challenges in gamification
include leaderboards, scores, the accumulation of in-game currency, and level
progression, which foster a competitive environment among users [18]. By ex-
amining the current state of research in this area, we hope to identify the most
effective techniques for improving player engagement and enjoyment.
A gamification is a powerful tool for motivating and engaging players, and
multiplayer games provide an ideal platform for implementing these techniques.
Motivation refers to the drive or impulse to take action, and within the educa-
tional domain, it is widely recognized as a crucial factor for promoting effective
teaching and learning outcomes [19, 20, 21, 22]. Motivation theory is crucial
for understanding the learning process [23]. Past research has indicated that
student engagement is positively impacted by motivational and learning factors
such as interest, self-efficacy, and self-regulation [24, 25]. Sun and Rueda [26]
also discovered that interest demonstrated a positive correlation with all forms of
engagement, including cognitive, emotional, and behavioural engagement. Re-
search conducted in a gaming context suggests that enjoyment resulting from
the fulfilment of three psychological needs can lead to increased engagement
with the game [27].
The use of gamification in multiplayer games has the potential to enhance
the player experience and increase engagement [28]. However, not all gamifi-
cation techniques are equally effective, and some may even detract from the
player experience. To effectively gamify a non-game system, it is essential,
to begin with, game elements that transform the system into an enjoyable and
playful experience [29]. Gamification shall create an activity which evokes game-
like experiences [30]. According to Dustman et al. [31], gamification can only
achieve its intended outcomes if the front end of the design process is carefully
considered and adequately addressed. While gamification has the potential to
generate increased levels of extrinsic motivation, these effects are often tempo-
rary unless complemented by additional factors from self-determination theory
(SDT), such as autonomy, competence, and relatedness [32]. SDT has been
employed to elucidate the motivations underlying players’ actions [33]. Gami-
fication influences motivation positively by offering competition, challenge, and
socialization elements [34]. Given that motivation is widely regarded as one of
the key determinants of effective teaching and learning, it holds significant im-
portance in educational contexts [19, 35, 21, 22], the application of flow theory
in the development of gamified learning experiences can enhance engagement
and, as a result, lead to a more effective learning experience [23]. This paper
presents a SLR of studies that investigate the use of fun and interactive elements
in multiplayer gamification, with a focus on how these techniques can be used
to promote social interaction, competition, and cooperation between players.
Gamification has become an increasingly popular approach to engage learn-
ers and enhance their motivation and involvement in various learning activities.
In particular, multiplayer gamification is effective in creating a fun and inter-
active learning environment that promotes collaboration and social interaction
among learners. The objective of this SLR is to pinpoint the elements that
enhance the fun and interactivity of multiplayer gaming for gamers. The re-
view will specifically emphasize the practical implications of these factors in
the field of computer-based education.. By examining the existing research on
gamification and multiplayer games, this paper provides insights into how game

2
mechanics, rewards, interactivity, and other factors can be leveraged to create
engaging learning experiences that promote active participation and positive
learning outcomes. The findings of this study have important implications for
educators and researchers interested in using gamification as a tool for enhancing
computing education.
This document is an example of BibTeX using in bibliography management.
Three items are cited: The LATEX Companion book [36], the Einstein journal
paper [37], and the Donald Knuth’s website [38]. The LATEX related items are
[36, 38].

References
[1] S. Erümit and T. Yılmaz, “Gamification design in education: What might
give a sense of play and learning? technology,” Knowledge and Learning,
vol. 4, no. December 2022, p. 1039–1061.
[2] F. Paraskeva, S. Mysirlaki, and A. Papagianni, “Multiplayer online games
as educational tools: Facing new challenges in learning,” Comput Educ,
vol. 54, 2, p. 498–505.
[3] A. M. Toda, R. M. Carmo, A. P. Silva, I. I. Bittencourt, and S. Isotani, “An
approach for planning and deploying gamification concepts with social net-
works within educational contexts,” Int J Inf Manage, vol. 46, p. 294–303.

[4] I. E. Kanat, T. Sathananda Siloju, and A. S. Vinze, “Gamification of emer-

gency response training: A public health example,” in IEEE ISI 2013 - 2013
IEEE International Conference on Intelligence and Security Informatics:
Big Data, Emergent Threats, and Decision-Making in Security Informatics,
p. 134–136.

[5] A. S. Krishen, Y. K. Dwivedi, N. Bindu, and K. Kumar, “A broad overview

of interactive digital marketing: A bibliometric network analysis,” Journal
of Business Research, vol. 131, p. 183–195.
[6] M. Olsson, J. Hogberg, E. Wastlund, and A. Gustafsson, “In-store gami-
fication: Testing a location-based treasure hunt app in a real retailing en-
vironment,” in Proceedings of the Annual Hawaii International Conference
on System Sciences, IEEE Computer Society, 1634–1641.
[7] S. Deterding, D. Dixon, R. Khaled, and L. Nacke, “From game design ele-
ments to gamefulness: Defining “gamification,” in Proceedings of the 15th
international academic MindTrek conference: Envisioning future media en-
vironments, ACM, p. 341.
[8] J. Hamari, “Gamification,” in The Blackwell Encyclopedia of Sociology,
p. 1–3, Oxford, UK: John Wiley Sons, Ltd.
[9] C. L. Hsu and M. C. Chen, “How does gamification improve user expe-
rience? an empirical investigation on the antecedences and consequences
of user experience and its mediating role,” Technol Forecast Soc Change,
vol. 132, p. 118–129.

3
[10] G. Zichermann and C. Cunningham, Gamification by design: Implementing
game mechanics in web and mobile apps. O’Reilly Media, Inc.”.
[11] B. Kordyaka, S. Park, J. Krath, and S. Laato, “Exploring the relation-
ship between offline cultural environments and toxic behavior tendencies in
multiplayer online games,” ACM Transactions on Social Computing.
[12] N. P. Cechetti, E. A. Bellei, D. Biduski, J. P. M. Rodriguez, M. K. Roman,
and A. C. B. De Marchi, “Developing and implementing a gamification
method to improve user engagement: A case study with an m-health appli-
cation for hypertension monitoring,” Telematics and Informatics, vol. 41,
pp. 126–138, 2019.
[13] R. S. Alsawaier, “The effect of gamification on motivation and engage-
ment,” The International Journal of Information and Learning Technology,
vol. 35, 1, p. 56–79.
[14] D. Folmar, Game it up!: Using gamification to incentivize your library.
Rowman Littlefield.
[15] D. Dicheva, C. Dichev, G. Agre, and G. Angelova, “Gamification in ed-
ucation: A systematic mapping study,” J Educ Techno Soc, vol. 18, 3,
p. 75–88.
[16] M. D. Hanus and J. Fox, “Assessing the effects of gamification in the class-
room: A longitudinal study on intrinsic motivation, social comparison,
satisfaction, effort, and academic performance,” Comput Educ, vol. 80,
p. 152–161.
[17] R. M. Ryan and E. L. Deci, “Intrinsic and extrinsic motivation from a
self-determination theory perspective: Definitions, theory, practices, and
future directions,” Contemp Educ Psychol, vol. 61.
[18] B. Kim, “Gamification in education and libraries,” Libr Technol Rep,
vol. 51, 2, p. 20–28.
[19] Çakroğlu, B. Başbüyük, M. Güler, M. Atabay, and B. Y. Memiş, “Gami-
fying an ict course: Influences on engagement and academic performance,”
Comput Human Behav, vol. 69, p. 98–107.
[20] C. Dichev and D. Dicheva, “Gamifying education: what is known, what
is believed and what remains uncertain: a critical review,” International
journal of educational technology in higher education, vol. 14, 1, p. 1–36.
[21] J. Lawlor, K. Marshall, and B. Tangney, “Bridge21–exploring the potential
to foster intrinsic student motivation through a team-based, technology-
mediated learning model,” Technology, Pedagogy and Education, vol. 25, 2,
p. 187–206.
[22] C. C. Williams-Pierce, “Five key ingredients for improving student moti-
vation.”
[23] R. Leitão, M. Maguire, S. Turner, and L. Guimarães, “A systematic eval-
uation of game elements effects on students’ motivation. educ inf technol
(dordr) 27, 1.”

4
[24] R. Bates and S. Khasawneh, “Self-efficacy and college students’ perceptions
and use of online learning systems,” Comput Human Behav, vol. 23, 1,
p. 175–191.

[25] H. Kanuka, “An exploration into facilitating higher levels of learning

in a text-based internet learning environment using diverse instructional
strategies,” Journal of Computer-Mediated Communication, vol. 10, 3.
JCMC1032.

[26] J. C.-Y. Sun and R. Rueda, “Situational interest, computer self-efficacy

and self-regulation: Their impact on student engagement in distance edu-
cation,” British journal of educational technology, vol. 43, 2, p. 191–204.
[27] E. A. Boyle, T. M. Connolly, T. Hainey, and J. M. Boyle, “Engagement in
digital entertainment games: A systematic review,” Comput Human Behav,
vol. 28, 3, p. 771–780.
[28] H. Yang and D. Li, “Health management gamification: Understanding
the effects of goal difficulty, achievement incentives, and social networks
on performance,” Technological Forecasting and Social Change, vol. 169,
p. 120839, 2021.

[29] V. Kasinathan, A. Mustapha, C. K. Fu, M. F. C. A. Rani, and S. Manikam,

“Gamification concept for encouraging lecture attendance,” Indonesian
Journal of Electrical Engineering and Computer Science, vol. 1, no. Oc-
tober 2019, p. 482–490.
[30] M. Sailer, J. U. Hense, S. K. Mayr, and H. Mandl, “How gamification
motivates: An experimental study of the effects of specific game design ele-
ments on psychological need satisfaction,” Comput Human Behav, vol. 69,
p. 371–380.
[31] W. A. Dustman, S. King-Keller, and R. J. Marquez, “Development of gam-
ified, interactive, low-cost, flexible virtual microbiology labs that promote
higher-order thinking during pandemic instruction,” J Microbiol Biol Educ,
vol. 22, 1.
[32] S. Nicholson, “A recipe for meaningful gamification,” Gamification in edu-
cation and business, p. 1–20.
[33] I. Buil, S. Catalán, and E. Martı́nez, “Encouraging intrinsic motivation in
management training: The use of business simulation games,” International
Journal of Management Education, vol. 17, 2, p. 162–171.
[34] E. Najjar and R. Salhab, “Gamification in the learning process,” Interna-
tional journal of online and biomedical engineering, vol. 18, 1, p. 148–153.

[35] C. Dichev and D. Dicheva, “Gamifying education: what is known, what

is believed and what remains uncertain: a critical review,” International
Journal of Educational Technology in Higher Education.
[36] M. Goossens, F. Mittelbach, and A. Samarin, The LATEX Companion. Read-
ing, Massachusetts: Addison-Wesley, 1993.

5
[37] A. Einstein, “Zur Elektrodynamik bewegter Körper. (German) [On the
electrodynamics of moving bodies],” Annalen der Physik, vol. 322, no. 10,
pp. 891–921, 1905.

[38] D. Knuth, “Knuth: Computers and typesetting.”