Skip to main content

Advertisement

Log in

Gamification of student peer review in education: A systematic literature review

  • Published:
Education and Information Technologies Aims and scope Submit manuscript

Abstract

We present the first systematic review of the use of gamification in educational peer review activities. The goal of this work is to understand how gamification has been used to engage students in peer review activities and to summarize the empirical evidence for its effectiveness. Our main contribution is the presentation of a general model of the peer review process that captures the students’ activities and an examination of the specific actions within this model that have been gamified in the current literature. We also summarize the commonly used game mechanics and the context and year level of courses in which prior research has been conducted, along with the reported effects on student behavior. We find that artifact assessment and artifact creation are the two most commonly gamified actions with respect to our peer review model and that the quantity and quality of both the artifacts and the generated feedback are the most popular reward criteria. In addition, Science, Technology, Engineering and Mathematics (STEM) are the discipline areas in which gamified peer review activities are most often reported. In general, while the existing peer review literature reports mostly positive effects of gamification on student engagement, the range of student actions which have been incentivized remains narrow. Key activities, such as student reflection on the feedback received, have been largely unexplored with respect to gamification and thus present useful avenues for future work.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5
Fig. 6

Similar content being viewed by others

References

  • Adaji, I., & Vassileva, J. (2017). A gamified system for influencing healthy E-commerce shopping habits. WPPG: Fifty Shades of Personalization - Workshop on Personalization in Serious and Persuasive Games and Gameful Interaction, 398–401. https://doi.org/10.1145/3099023.3099110.

  • Agapito, J. L., & Rodrigo, M. M. T. (2018). Investigating the impact of a meaningful gamification-based intervention on novice programmers’ achievement. International conference on artificial intelligence in education (AIED), 3–16. https://doi.org/10.1007/978-3-319-93843-1_1.

  • Alhammad, M. M., & Moreno, A. M. (2018). Gamification in software engineering education: A systematic mapping. Journal of Systems and Software, 141, 131–150. https://doi.org/10.1016/j.jss.2018.03.065.

    Article  Google Scholar 

  • Anderson, A., Huttenlocher, D., Kleinberg, J., & Leskovec, J. (2014). Engaging with massive online courses. International World Wide Web Conference Committee (IW3C2), 687–698. https://doi.org/10.1111/jcal.12165.

  • Antin, J., & Churchill, E. F. (2011). Badges in social media: A social psychological perspective. CHI 2011 Gamification Workshop Proceedings, 1–4.

  • Anvari, F., Richards, D., Hitchens, M., & Tran, H. M. T. (2019). Teaching user centered conceptual design using cross-cultural personas and peer reviews for a large cohort of students. Proceedings of the 41st international conference on software engineering: Software engineering education and training, 62–73. https://doi.org/10.1109/ICSE-SEET.2019.00015.

  • Berkling, K. (2016). Gamification behind the scenes. Computer supported education: 7th international conference, CSEDU 2015 Lisbon, Portugal, May 23–25, 274–292. https://doi.org/10.1007/978-3-319-29585-5_16.

  • Borras-Gene, O., Martiñez-nunez, M., & Fidalgo-Blanco, Á. (2016). New challenges for the motivation and learning in engineering education using gamification in MOOC. International Journal of Engineering Education, 32(1), 501–512 https://repositorio.grial.eu/bitstream/grial/560/1/19_ijee3155ns.pdf.

    Google Scholar 

  • Boticki, I., Baksa, J., Seow, P., & Looi, C. K. (2015). Usage of a mobile social learning platform with virtual badges in a primary school. Computers & Education, 86, 120–136. https://doi.org/10.1016/j.compedu.2015.02.015.

    Article  Google Scholar 

  • Britton, B. K., & Tesser, A. (1991). Effects of time-management practices on college grades. Journal of Educational Psychology, 83(3), 405–410.

    Article  Google Scholar 

  • Brouns, F., Morgado, L., & Fano, S. (2017). Designing massive open online learning processes: The sMOOC pedagogical framework. In Open Education: from OERs to MOOCs (pp. 315–336). Springer-Verlag Berlin Heidelberg. https://doi.org/10.1007/978-3-662-52925-6.

  • Bunchball, I. (2010). Gamification 101: An introduction to the use of game dynamics to influence behavior. White Paper, 9.

  • Conaway, R., & Garay, M. C. (2014). Gamification and service marketing. SpringerPlus, 3(1), 653.

    Article  Google Scholar 

  • De-Marcos, L., García-López, E., & García-Cabot, A. (2016a). On the effectiveness of game-like and social approaches in learning: Comparing educational gaming, gamification & social networking. Computers & Education, 95, 99–113. https://doi.org/10.1016/j.compedu.2015.12.008.

    Article  Google Scholar 

  • De-Marcos, L., García-López, E., García-Cabot, A., Medina-Merodio, J.-A., Domínguez, A., Martínez-Herráiz, J.-J., & Diez-Folledo, T. (2016b). Social network analysis of a gamified e-learning course: Small-world phenomenon and network metrics as predictors of academic performance. Computers in Human Behavior, 60, 312–321. https://doi.org/10.1016/j.chb.2016.02.052.

    Article  Google Scholar 

  • De-Marcos, L., García-Cabot, A., & García-López, E. (2017). Towards the social gamification of e-learning: A practical experiment. International Journal of Engineering Education, 33(1), 66–73.

    Google Scholar 

  • Denny, P. (2013). The effect of virtual achievements on student engagement. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems - CHI ‘13, 763. https://doi.org/10.1145/2470654.2470763.

  • Denny, P., McDonald, F., Empson, R., Kelly, P., & Petersen, A. (2018). Empirical support for a causal relationship between gamification and learning outcomes. Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems, 311:1--311:13. https://doi.org/10.1145/3173574.3173885.

  • Deterding, S., Sicart, M., Nacke, L., O’Hara, K., & Dixon, D. (2011). Gamification. Using game-design elements in non-gaming contexts. CHI ‘11 Extended Abstracts on Human Factors in Computing Systems, 2425–2428. https://doi.org/10.1145/1979742.1979575.

  • Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Journal of Educational Technology & Society, 18(3), 75–88 http://www.jstor.org/stable/jeductechsoci.18.3.75.

    Google Scholar 

  • Dickson, H., Harvey, J., & Blackwood, N. (2019). Feedback, feedforward: Evaluating the effectiveness of an oral peer review exercise amongst postgraduate students. Assessment & Evaluation in Higher Education, 44(5), 692–704. https://doi.org/10.1080/02602938.2018.1528341.

    Article  Google Scholar 

  • Ding, L., Kim, C., & Orey, M. (2017). Studies of student engagement in gamified online discussions. Computers & Education, 115, 126–142. https://doi.org/10.1016/j.compedu.2017.06.016.

    Article  Google Scholar 

  • Ding, L., Er, E., & Orey, M. (2018). An exploratory study of student engagement in gamified online discussions. Computers & Education, 120(January), 213–226. https://doi.org/10.1016/j.compedu.2018.02.007.

    Article  Google Scholar 

  • Dochy, F. J. R. C., & McDowell, L. (1997). Assessment as a tool for learning. Studies in Educational Evaluation, 23(4), 279–298. https://doi.org/10.1016/S0191-491X(97)86211-6.

    Article  Google Scholar 

  • Falchikov, N. (1995). Peer feedback marking: Developing peer assessment. Innovations in Education and Training International, 32(2), 175–187. https://doi.org/10.1080/1355800950320212.

    Article  Google Scholar 

  • Fu, Q.-K., Lin, C.-J., & Hwang, G.-J. (2019). Research trends and applications of technology-supported peer assessment: A review of selected journal publications from 2007 to 2016. Journal of Computers in Education, 6(2), 191–213. https://doi.org/10.1007/s40692-019-00131-x.

    Article  Google Scholar 

  • Gehringer, E., & Peddycord, B. (2013). Grading by experience points: An example from computer ethics. Proceedings - Frontiers in Education Conference, FIE, 1545–1550. https://doi.org/10.1109/FIE.2013.6685097.

  • Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? - a literature review of empirical studies on gamification. Proceedings of the annual Hawaii international conference on system sciences, 3025–3034. https://doi.org/10.1109/HICSS.2014.377.

  • Hamer, J., Ma, K. T. K., & Kwong, H. H. F. (2005). A method of automatic grade calibration in peer assessment. Proceedings of the 7th Australasian Conference on Computing Education-Volume 42, 67–72. http://dl.acm.org.ezproxy.auckland.ac.nz/citation.cfm?id=1082424.1082433

  • Hamer, J., Kell, C., & Spence, F. (2007). Peer assessment using Aropä. Proceedings of the Ninth Australasian Conference on Computing Education-Volume 66, 43–54. http://dl.acm.org.ezproxy.auckland.ac.nz/citation.cfm?id=1273672.1273678

  • Hamnett, H. J., & McKie, A. E. (2019). Developing a procedure for learning and assessing peer review in a forensic science programme. Assessment & Evaluation in Higher Education, 44(5), 787–798. https://doi.org/10.1080/02602938.2018.1536924.

    Article  Google Scholar 

  • Handelsman, M. M., Briggs, W. L., Sullivan, N., & Towler, A. (2005). A measure of college student course engagement. The Journal of Educational Research, 98(3), 184–192.

    Article  Google Scholar 

  • Hew, K. F., Huang, B., Chu, K. W. S., & Chiu, D. K. W. (2016). Engaging Asian students through game mechanics: Findings from two experiment studies. Computers & Education, 92–93, 221–236. https://doi.org/10.1016/j.compedu.2015.10.010.

    Article  Google Scholar 

  • Heylighen, F., Kostov, I., & Kiemen, M. (2013). Mobilization systems: Technologies for motivating and coordinating human action. The New Development Paradigm: Education, Knowledge Economy and Digital Futures. Routledge. Retrieved from http://Pcp.Vub.Ac.Be/Papers/MobilizationSystems.Pdf/.

  • Hopkins, N., Tate, M., Sylvester, A., & Johnstone, D. (2017). Motivations for 21st century school children to bring their own device to school. Information Systems Frontiers, 19(5), 1191–1203. https://doi.org/10.1007/s10796-016-9644-z.

    Article  Google Scholar 

  • Hsu, C. C., & Wang, T. I. (2018). Applying game mechanics and student-generated questions to an online puzzle-based game learning system to promote algorithmic thinking skills. Computers & Education, 121, 73–88. https://doi.org/10.1016/j.compedu.2018.02.002.

    Article  Google Scholar 

  • Huang, B., & Hew, K. F. (2018). Implementing a theory-driven gamification model in higher education flipped courses: Effects on out-of-class activity completion and quality of artifacts. Computers in Education, 125(June), 254–272. https://doi.org/10.1016/j.compedu.2018.06.018.

    Article  Google Scholar 

  • Johnson, D., Deterding, S., Kuhn, K.-A., Staneva, A., Stoyanov, S., & Hides, L. (2016). Gamification for health and wellbeing: A systematic review of the literature. Internet Interventions, 6, 89–106. https://doi.org/10.1016/j.invent.2016.10.002.

    Article  Google Scholar 

  • Khandelwal, S., Sripada, S. K., & Reddy, Y. R. (2017). Impact of gamification on code review process. Proceedings of the 10th Innovations in Software Engineering Conference on - ISEC ‘17, 122–126. https://doi.org/10.1145/3021460.3021474.

  • Kitchenham, B. (2004). Procedures for performing systematic reviews. Keele, UK, Keele University, 33, 1–26 http://www.it.hiof.no/~haraldh/misc/2016-08-22-smat/Kitchenham-Systematic-Review-2004.pdf.

    Google Scholar 

  • Koivisto, J., & Hamari, J. (2019). The rise of motivational information systems: A review of gamification research. International Journal of Information Management, 45, 191–210. https://doi.org/10.1016/j.ijinfomgt.2018.10.013.

    Article  Google Scholar 

  • Kumar, J. (2013). Gamification at work: Designing engaging business software. International conference of design, user experience, and usability, 528–537.

  • Kyewski, E., & Krämer, N. C. (2018). To gamify or not to gamify? An experimental field study of the influence of badges on motivation, activity, and performance in an online learning course. Computers & Education, 118, 25–37. https://doi.org/10.1016/j.compedu.2017.11.006.

    Article  Google Scholar 

  • Landers, R. N., Collmus, A. B., & Williams, H. (2019). The greatest battle is within ourselves: An experiment on the effects of competition alone on task performance. International Journal of Human-Computer Studies, 127, 51–61. https://doi.org/10.1016/j.ijhcs.2018.09.011.

    Article  Google Scholar 

  • Latulipe, C., Long, N. B., & Seminario, C. E. (2015). Structuring flipped classes with lightweight teams and gamification. Proceedings of the 46th ACM Technical Symposium on Computer Science Education - SIGCSE ‘15, 392–397. https://doi.org/10.1145/2676723.2677240.

  • Li, X. (2006). Using peer review to assess coding standards-a case study. Proceedings. Frontiers in Education. 36th Annual Conference, 9–14. https://doi.org/10.1109/FIE.2006.322572.

  • Li, C., Dong, Z., Untch, R. H., & Chasteen, M. (2013). Engaging computer science students through gamification in an online social network based collaborative learning environment. International Journal of Information and Education Technology, 3(1), 72–77. https://doi.org/10.7763/IJIET.2013.V3.237.

    Article  Google Scholar 

  • Luxton-Reilly, A. (2009). A systematic review of tools that support peer assessment. Computer Science Education, 19(4), 209–232. https://doi.org/10.1080/08993400903384844.

    Article  Google Scholar 

  • Macan, T. H., Shahani, C., Dipboye, R. L., & Phillips, A. P. (1990). College students’ time management: Correlations with academic performance and stress. Journal of Educational Psychology, 82(4), 760–768.

    Article  Google Scholar 

  • MacCann, C., Fogarty, G. J., & Roberts, R. D. (2012). Strategies for success in education: Time management is more important for part-time than full-time community college students. Learning and Individual Differences, 22(5), 618–623.

    Article  Google Scholar 

  • Marks, H. M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal, 37(1), 153–184.

    Article  Google Scholar 

  • Maxim, B. R., Brunvand, S., & Decker, A. (2017). Use of role-play and gamification in a software project course. 2017 IEEE Frontiers in Education Conference (FIE), 1–5. https://doi.org/10.1109/FIE.2017.8190501.

  • Miller, K., Lukoff, B., King, G., & Mazur, E. (2018). Use of a social annotation platform for pre-class reading assignments in a flipped introductory physics class. Frontiers in Education, 3, 8. https://doi.org/10.3389/feduc.2018.00008.

    Article  Google Scholar 

  • Moccozet, L., Tardy, C., Opprecht, W., & Leonard, M. (2013). Gamification-based assessment of group work. 2013 international conference on interactive collaborative learning, ICL 2013, September, 171–179. https://doi.org/10.1109/ICL.2013.6644565.

  • Morales, M., & Amado-salvatierra, H. R. (2016). A practical experience on the use of gamification in MOOC courses as a strategy to increase motivation. International Workshop on Learning Technology for Education in Cloud, LTEC 2016 Springer, Cham., CCIS 620, 139–149. https://doi.org/10.1007/978-3-319-42147-6_12.

  • Morschheuser, B., Hamari, J., & Koivisto, J. (2016). Gamification in crowdsourcing: A review. 2016 49th Hawaii international conference on system sciences (HICSS), 4375–4384.

  • Nacke, L. E., & Deterding, S. (2017). The maturing of gamification research. Computers in Human Behavior, 71, 450–454. https://doi.org/10.1016/j.chb.2016.11.062.

    Article  Google Scholar 

  • National Survey of Student Engagement. (2018). NSSE 2018 Codebook U.S. Version. http://nsse.indiana.edu/2018_Institutional_Report/data_codebooks/NSSE 2018 Codebook.pdf.

  • Nicol, D., Thomson, A., & Breslin, C. (2014). Rethinking feedback practices in higher education : A peer review perspective. Assessment & Evaluation in Higher Education, 39(1), 102–122.

    Article  Google Scholar 

  • Ortiz-Rojas, M., Chiluiza, K., & Valcke, M. (2019). Gamification through leaderboards: An empirical study in engineering education. Computer Applications in Engineering Education, 27(4), 777–788. https://doi.org/10.1002/cae.12116.

    Article  Google Scholar 

  • Otake, K., Komuro, M., & Shinozawa, Y. (2015). A proposal of an SNS to support individual practices in a voluntary community. International conference on human-computer interaction. Springer, Cham., CCIS 529, 107–112. https://doi.org/10.1007/978-3-319-21383-5_18.

  • Palomo-Duarte, M., Manuel Dodero, J., & García-Domínguez, A. (2014). Betting system for formative code review in educational competitions. Expert Systems with Applications, 41(5), 2222–2230. https://doi.org/10.1016/j.eswa.2013.09.020.

    Article  Google Scholar 

  • Papadopoulos, P. M., Lagkas, T., & Demetriadis, S. N. (2016). How revealing rankings affects student attitude and performance in a peer review learning environment. International conference on computer supported education (CSEDU 2015), CCIS 583, 225–240. https://doi.org/10.1007/978-3-319-29585-5_13.

  • Pond, K., Ul-Haq, R., & Wade, W. (1995). Peer review: A precursor to peer assessment. Innovations in Education and Training International, 32(4), 314–323. https://doi.org/10.1080/1355800950320403.

    Article  Google Scholar 

  • Rizzardini, R. H., Gütl, C., Chang, V., & Morales, M. (2014). MOOC in Latin America: Implementation and lessons learned. In L. Uden, Y.-H. Tao, H.-C. Yang, & I.-H. Ting (Eds.), The 2nd International Workshop on Learning Technology for Education in Cloud (pp. 147–158). Springer Netherlands. https://doi.org/10.1007/978-94-007-7308-0_16.

  • Rizzardini, R. H., Chan, M. M., & Guetl, C. (2016). An attrition model for MOOCs: Evaluating the learning strategies of gamification. In S. Caballé & R. Clarisó (Eds.), Formative assessment, Learning Data Analytics and Gamification. Academic Press. https://doi.org/10.1016/B978-0-12-803637-2.00014-2.

  • Rojas, J. M., White, T. D., Clegg, B. S., & Fraser, G. (2017). Code defenders: Crowdsourcing effective tests and subtle mutants with a mutation testing game. Proceedings - 2017 IEEE/ACM 39th international conference on software engineering, ICSE 2017, 677–688. https://doi.org/10.1109/ICSE.2017.68.

  • Ruipérez-Valiente, J. A., Muñoz-Merino, P. J., & Kloos, C. D. (2016). An analysis of the use of badges in an educational experiment. Proceedings - Frontiers in Education Conference, FIE, 1–8. https://doi.org/10.1109/FIE.2016.7757424.

  • Seifert, T., & Feliks, O. (2019). Online self-assessment and peer-assessment as a tool to enhance student-teachers’ assessment skills. Assessment & Evaluation in Higher Education, 44(2), 169–185. https://doi.org/10.1080/02602938.2018.1487023.

    Article  Google Scholar 

  • Sevilla-Pavón, A., & Haba-Osca, J. (2017). Learning from real life and not books: A gamified approach to business english task design in transatlantic telecollaboration. Iberica, 33, 235–260 https://www.redalyc.org/pdf/2870/287050576010.pdf.

    Google Scholar 

  • Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E. S. (2014). Student engagement in high school classrooms from the perspective of flow theory. In Applications of flow in human development and education (pp. 475–494). Springer.

  • Sitthiworachart, J., & Joy, M. (2004). Effective peer assessment for learning computer programming. Proceedings of the 9th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, 122–126. https://doi.org/10.1145/1007996.1008030.

  • Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571–581.

    Article  Google Scholar 

  • Søndergaard, H., & Mulder, R. A. (2012). Collaborative learning through formative peer review: Pedagogy, programs and potential. Computer Science Education, 22(4), 343–367.

    Article  Google Scholar 

  • Sripada, S., Reddy, Y. R., & Sureka, A. (2015). In support of peer code review and inspection in an undergraduate software engineering course. 2015 IEEE 28th conference on software engineering education and training, 3–6.

  • Staubitz, T., Willems, C., Hagedorn, C., & Meinel, C. (2017). The gamification of a MOOC platform. IEEE Global Engineering Education Conference, EDUCON, April, 883–892. https://doi.org/10.1109/EDUCON.2017.7942952.

  • Subhash, S., & Cudney, E. A. (2018). Gamified learning in higher education : A systematic review of the literature. Computers in Human Behavior, 87, 192–206. https://doi.org/10.1016/j.chb.2018.05.028.

    Article  Google Scholar 

  • Sunikova, D., Kubincova, Z., Simionescu, S., & Popescu, E. (2017). Peer assessment augmented with digital badges: A first experience report. 2017 16th international conference on information technology based higher education and training, ITHET 2017, 1–5. https://doi.org/10.1109/ITHET.2017.8067799.

  • Tenório, T., Bittencourt, I. I., Isotani, S., Pedro, A., & Ospina, P. (2016). A gamified peer assessment model for on-line learning environments in a competitive context. Computers in Human Behavior, 64, 247–263. https://doi.org/10.1016/j.chb.2016.06.049.

    Article  Google Scholar 

  • Topping, K. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68(3), 249–276.

    Article  Google Scholar 

  • Turner, S. A., Quintana-Castillo, R., Pérez-Quiñones, M. A., & Edwards, S. H. (2008). Misunderstandings about object-oriented design: Experiences using code reviews. ACM SIGCSE Bulletin, 40(1), 97–101.

    Article  Google Scholar 

  • Turner, S., Pérez-Quiñones, M. A., Edwards, S., & Chase, J. (2011). Student attitudes and motivation for peer review in CS2. Proceedings of the 42nd ACM Technical Symposium on Computer Science Education, 347–352.

  • Turnitin. (2019). About PeerMark. https://help.turnitin.com/feedback-studio/turnitin-website/student/peermark/about-peermark.htm?Highlight=peermark

  • Usami, H., Eguchi, H., Ozaki, M., & Adachi, Y. (2015). Development of web learning support system using “my dictionary” in English study. Procedia Computer Science, 60(1), 944–951. https://doi.org/10.1016/j.procs.2015.08.258.

    Article  Google Scholar 

  • Walsh, J. L., Harris, B. H. L., Denny, P., & Smith, P. (2018). Formative student-authored question bank: Perceptions, question quality and association with summative performance. Postgraduate Medical Journal, 94(1108), 97–103. https://doi.org/10.1136/postgradmedj-2017-135018.

    Article  Google Scholar 

  • Wang, M.-T., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12–23.

    Article  Google Scholar 

  • Wang, C. H., Hsu, Y. C., Yeh, P. C., Lin, C. Y., & Lai, I. W. (2016). Edventure: Gamification for collaborative problem design and solving. 2016 15th international conference on information technology based higher education and training, ITHET 2016, 8–12. https://doi.org/10.1109/ITHET.2016.7760719.

  • Winoto, P., & Tang, T. Y. (2015). From market place to collusion detection: Case studies of gamification in education. In T. Reiners & L. C. Wood (Eds.), Gamification in Education and Business (pp. 1–710). Springer International Publishing. https://doi.org/10.1007/978-3-319-10208-5_14.

  • Wohlin, C. (2014). Guidelines for snowballing in systematic literature studies and a replication in software engineering. Proceedings of the 18th international conference on evaluation and assessment in software engineering, 38.

  • Xu, F., Buhalis, D., & Weber, J. (2017). Serious games and the gamification of tourism. Tourism Management, 60, 244–256. https://doi.org/10.1016/j.tourman.2016.11.020.

    Article  Google Scholar 

  • Zichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and mobile apps. “ O’Reilly Media, Inc.”

  • Zimmerling, E., Höllig, C. E., Sandner, P. G., & Welpe, I. M. (2018). Exploring the influence of common game elements on ideation output and motivation. Journal of Business Research, 1–11. https://doi.org/10.1016/j.jbusres.2018.02.030.

Download references

Acknowledgments

This work has been funded by Indonesian Endowment Fund for Education (LPDP) as part of the Ph.D. scholarship.

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Theresia Devi Indriasari.

Additional information

Publisher’s note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Appedix

Appedix

Table 6 Data Extraction Form
Table 7 List of primary studies

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Indriasari, T.D., Luxton-Reilly, A. & Denny, P. Gamification of student peer review in education: A systematic literature review. Educ Inf Technol 25, 5205–5234 (2020). https://doi.org/10.1007/s10639-020-10228-x

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10639-020-10228-x

Keywords

Navigation