|
| Author(s) and year | Research methods | Major findings |
|
| Bonvin and Sanchez, 2017 | Experiments based on playing analytics detecting engaged-behaviors | This study aims to characterize the social component of learners’ engagement through playful experiences in Classcraft. This work is grounded on the idea that players’ engagement encompasses four components (environmental, social, self-component, and action). Based on playing analytics to monitor learners’ behaviour, the results have demonstrated that Classcraft can enhance environmental, social, self-component, and action engagement and that social engagement varies across time, classroom, or gender. |
| Bretherton, Sim, and Read, 2016 | Experiential learning activities assessing learners’ behaviours | This study examines the appropriateness of Classcraft for integration into primary classrooms within a UK context. Game design can positively influence classroom management in the primary school classroom. |
| Ceballos and Parody, 2018 | Experiential learning lasting two semesters | Based on Classcraft, learners have obtained higher mean mark in the second semester than that in the first semester. Besides, the gamification activities can enhance critical thinking, communication, collaboration, and creativity. Overall, Classcraft can positively influence course participants’ performance by fostering motivation. |
| Climent and Martinez, 2018 | Experiential learning activities | The implementation of Classcraft can improve grammatical and lexical contents like adjectives, gender flexion, use of personal data, or construction of simple sentences. The flexibility of gamification activities allows learners and instructors to work with intercultural, sociocultural, or affective components. |
| Eugenio and Ocampo, 2019 | Researches based on the learning theory | As a learner-centered gamification platform, Classcraft involves motivating game elements that enhance learners’ behaviours, consistent with the behaviourism learning theory. Learners’ self-assessment and instructor’s assessment make Classcraft efficient in evaluating learning capacity. |
| Ferriz-Valero, Osterlie, Martinez, and Garcia-Jaen, 2020 | Experiments involving the comparison between experiment and control groups | The experiment results have demonstrated that Classcraft can contribute to an increase in academic performance and external regulation. The findings have suggested that gamified implementation is beneficial for academic performance at the university stage, even though intrinsic motivation does not significantly change. |
| Freire and Carvalho, 2019 | Experiments involving the comparison between experiment and control groups | The experiment results have revealed that Classcraft can improve learners’ academic achievement by engaging them in playful learning processes. The results reflect the advantages of using technology and the gamification of the teaching strategies in pedagogical practices. |
| Garcia-Garcia, Serrano, and Escrig, 2016 | Experimental proposal | This study proposes an experimental proposal aiming to enhance learners’ motivation from vocational programmes at upper education studies by means of game-based learning (GBL) methodologies. Classcraft is a learning management system (LMS) tool allowing learners to achieve motivation by receiving rewards or penalties according to their behaviours or obtained results. |
| Grande-de-Peado, Baelo, Garcia-Martin, and Abella-Garcia, 2020 | Systematic literature review | Review results have revealed that educators tend to incorporate elements of RPGs in applications like learning management systems (e.g., Classcraft even though this trend do not seem to have had a very significant impact). Although there is an interest in role-playing games in education, especially in Spain, but their potential is still to be developed. |
| Haris and Sugito, 2015 | Researches involving observation, questionnaires, and interviews | This study is based on the modified model of the unified theory of acceptance and use of technology (UTAUT). The research results have revealed that Classcraft can positively influence e-learning motivation, facilitating conditions and behavioural intention. |
| Márquez and Torralbo, 2021 | Experimental proposal | This proposal focuses on the effects of Classcraft on English learning, with the aim of alleviating the disinterest and general apathy before the challenge of learning the grammar of the Anglo-Saxon language. The gamification platform can promote teamwork and the use of information and communication technologies in situations that require the translation and interpretation of texts. |
| Papadakis and Kalogiannakis, 2018 | Experiments involving the comparison between experiment and control groups | Gamification can create inspiring learning environments conducive to large increases in learners’ interest in programming. Classcraft can provide fun learning experiences and promote teamwork. The experiment results have revealed that Classcraft can enhance learners’ engagement. |
| Poy and Garcia, 2019 | Experiential learning activities | Classcraft based on idealized images and fantastic environments is a powerful multiplier factor conducive to cognitive and attitudinal stimulation in learners. Instructors can conduct visual learning activities by introducing role-playing characters based on the combination of gameful designs. Aesthetics and creativity of these elements can enhance learners’ apprentice to boost interactive skills in the learning experience. |
| Rivera-Trigueros and Sánchez-Pérez, 2020a | Review | The implementation of Classcraft can enhance English-medium instruction in higher education. Classcraft can positively influence learners’ engagement, academic performance, motivation, and participation. |
| Rivera-Trigueros and Sánchez-Pérez, 2020b | Experiments involving the comparison between pre- and posttest results | The research results have demonstrated that the gamification platform Classcraft can significantly improve learners’ motivation. Classcraft can involve and engage learners in the English as a Foreign language (EFL) classroom. |
| Sanchez, Young, and Jouneau-Sion, 2017 | Feedback from experiments and questionnaires | The experiment results have revealed that Classcraft can enhance motivation about scholarly work and engagement in class work. Although behavioral problems have not disappeared completely, computer access enables learners to enjoy interactions without disturbing the courses. Classcraft can increase learners’ exposure to the classes metaphorized as battles combining collaboration and competition. As metaphorization changes classroom interactions, Classcraft can transform classroom situation, meanings of learners’ behaviours, and learners’ experiences, reflecting the core features of ludicization. |
| Sipone, Abella-García, Rojo, and dell’Olio, 2021 | Comparison of learners’ knowledge about sustainable mobility before and after the implementation of Classcraft based on questionnaire | The experience has shown that by using the gamified Classcraft can enhance all aspects of sustainable mobility. Classcraft inspire learners to actively change and refine their class behaviours that can positively influence their comprehension of new concepts about the social and economic components of sustainable mobility. |
| Torres, Durant, and Paredes, 2019 | Evaluation research | Classcraft involving game elements that complement the educational practice activities enables learners to interact through personalized avatars. The research results have revealed that Classcraft can improve learners’ and instructors’ motivation and commitment. |
|
