Sherriff, M., & Floryan, M. (2016, June), Achievement Unlocked: Investigating Which Gamification Elements Motivate Students  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26500

\bibitem{asee_peer_26500}
  Sherriff, M., \& Floryan, M. (2016, June), \emph{Achievement Unlocked: Investigating Which Gamification Elements Motivate Students}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.26500

Mark Sherriff and Mark Floryan.  "Achievement Unlocked: Investigating Which Gamification Elements Motivate Students".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://strategy.asee.org/26500 Internet.  14 May, 2024

\bibitem{asee_peer_26500}
  Mark Sherriff and Mark Floryan.
  "Achievement Unlocked: Investigating Which Gamification Elements Motivate Students".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://strategy.asee.org/26500 Internet.  14 May, 2024

@INPROCEEDINGS{asee_peer_26500
author = "Mark Sherriff and Mark Floryan"
title = "Achievement Unlocked: Investigating Which Gamification Elements Motivate Students"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/26500}
number = {10.18260/p.26500}
}

TY  - CPAPER
AB  - Gamification has been used in many different ways to motivate individuals to wholly participate in some activity. One such venue has been in the gamification of learning to promote student interest. In this paper, we describe our efforts to investigate which aspects of gamification students find the most motivating. We present our gamification platform, GamerCard, which was used for four semesters in an upper-level game design course at our institution. We found that some gamification elements that are often thought to be motivating for participants had little to no effect on our course, while elements that specifically targeted making the student’s standing in the course more transparent were the most effective.
AU  - Mark Sherriff
AU  - Mark Floryan
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Achievement Unlocked: Investigating Which Gamification Elements Motivate Students
UR  - https://strategy.asee.org/26500
DO  - 10.18260/p.26500
ER  -