{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,11,18]],"date-time":"2025-11-18T15:41:32Z","timestamp":1763480492492,"version":"3.45.0"},"publisher-location":"New York, NY, USA","reference-count":43,"publisher":"ACM","content-domain":{"domain":["dl.acm.org"],"crossmark-restriction":true},"short-container-title":[],"published-print":{"date-parts":[[2025,10,7]]},"DOI":"10.1145\/3757980.3758006","type":"proceedings-article","created":{"date-parts":[[2025,11,17]],"date-time":"2025-11-17T15:36:14Z","timestamp":1763393774000},"page":"22-33","update-policy":"https:\/\/doi.org\/10.1145\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Gamified reflection: How interaction design shapes student engagement with prompts"],"prefix":"10.1145","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-7887-9655","authenticated-orcid":false,"given":"Annique","family":"Smith","sequence":"first","affiliation":[{"name":"University of Pretoria, Pretoria, South Africa and Tampere University, Tampere, Finland"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-5197-146X","authenticated-orcid":false,"given":"Daniel","family":"Fern\u00e1ndez Galeote","sequence":"additional","affiliation":[{"name":"Tampere University, Tampere, Finland"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-2707-8364","authenticated-orcid":false,"given":"Nikoletta Zampeta","family":"Legaki","sequence":"additional","affiliation":[{"name":"Tampere University, Tampere, Finland"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-6573-588X","authenticated-orcid":false,"given":"Juho","family":"Hamari","sequence":"additional","affiliation":[{"name":"Tampere University, Tampere, Finland"}]}],"member":"320","published-online":{"date-parts":[[2025,11,17]]},"reference":[{"key":"e_1_3_3_2_2_2","doi-asserted-by":"publisher","DOI":"10.1145\/2347504.2347531"},{"key":"e_1_3_3_2_3_2","doi-asserted-by":"publisher","DOI":"10.1007\/978-1-4419-5546-3_12"},{"key":"e_1_3_3_2_4_2","doi-asserted-by":"publisher","unstructured":"Maria Bannert Christoph Sonnenberg Christoph Mengelkamp and Elisabeth Pieger. 2015. Short- and Long-Term Effects of Students\u2019 Self-Directed Metacognitive Prompts on Navigation Behavior and Learning Performance. Computers in Human Behavior 52 (Nov. 2015) 293\u2013306. 10.1016\/j.chb.2015.05.038","DOI":"10.1016\/j.chb.2015.05.038"},{"key":"e_1_3_3_2_5_2","unstructured":"Elizabeth\u00a0L. Bjork and Robert\u00a0A. Bjork. 2011. Making Things Hard on Yourself but in a Good Way: Creating Desirable Difficulties to Enhance Learning. Psychology and the real world: Essays illustrating fundamental contributions to society 2 59-68 (2011) 56\u201364."},{"key":"e_1_3_3_2_6_2","volume-title":"Successful Qualitative Research: A Practical Guide for Beginners","author":"Braun Virginia","year":"2013","unstructured":"Virginia Braun and Victoria Clarke. 2013. Successful Qualitative Research: A Practical Guide for Beginners. SAGE, Los Angeles."},{"key":"e_1_3_3_2_7_2","doi-asserted-by":"publisher","unstructured":"Virginia Braun and Victoria Clarke. 2021. One Size Fits All? What Counts as Quality Practice in (Reflexive) Thematic Analysis? Qualitative Research in Psychology 18 3 (July 2021) 328\u2013352. 10.1080\/14780887.2020.1769238","DOI":"10.1080\/14780887.2020.1769238"},{"key":"e_1_3_3_2_8_2","doi-asserted-by":"crossref","unstructured":"Virginia Braun Victoria Clarke and Nikki Hayfield. 2023. Thematic Analysis: A Reflexive Approach. SAGE Publications.","DOI":"10.4135\/9781036232764.n8"},{"key":"e_1_3_3_2_9_2","volume-title":"Man, Play, and Games","author":"Caillois Roger","year":"1961","unstructured":"Roger Caillois. 1961. Man, Play, and Games. The Free Press of Glencoe, Inc., New York."},{"key":"e_1_3_3_2_10_2","doi-asserted-by":"publisher","unstructured":"E.A. Davis. 2003. Prompting Middle School Science Students for Productive Reflection: Generic and Directed Prompts. Journal of the Learning Sciences 12 1 (2003) 91\u2013142. 10.1207\/S15327809JLS12014","DOI":"10.1207\/S15327809JLS12014"},{"key":"e_1_3_3_2_11_2","doi-asserted-by":"crossref","unstructured":"Sebastian Deterding. 2015. The Lens of Intrinsic Skill Atoms: A Method for Gameful Design. Human-Computer Interaction 30 3-4 (2015) 294\u2013335.","DOI":"10.1080\/07370024.2014.993471"},{"key":"e_1_3_3_2_12_2","doi-asserted-by":"crossref","unstructured":"John\u00a0H. Flavell. 1979. Metacognition and Cognitive Monitoring: A New Area of Cognitive\u2013Developmental Inquiry. American psychologist 34 10 (1979) 906.","DOI":"10.1037\/0003-066X.34.10.906"},{"key":"e_1_3_3_2_13_2","doi-asserted-by":"publisher","unstructured":"Nadja Gentner and Tina Seufert. 2020. The Double-Edged Interactions of Prompts and Self-efficacy. Metacognition and Learning 15 2 (Aug. 2020) 261\u2013289. 10.1007\/s11409-020-09227-7","DOI":"10.1007\/s11409-020-09227-7"},{"key":"e_1_3_3_2_14_2","doi-asserted-by":"publisher","unstructured":"Lin Guo. 2022. Using Metacognitive Prompts to Enhance Self-Regulated Learning and Learning Outcomes: A Meta-Analysis of Experimental Studies in Computer-Based Learning Environments. Journal of Computer Assisted Learning 38 3 (2022) 811\u2013832. 10.1111\/jcal.12650","DOI":"10.1111\/jcal.12650"},{"key":"e_1_3_3_2_15_2","doi-asserted-by":"publisher","DOI":"10.1002\/9781405165518.wbeos1321"},{"key":"e_1_3_3_2_16_2","doi-asserted-by":"publisher","DOI":"10.1109\/HICSS.2014.377"},{"key":"e_1_3_3_2_17_2","doi-asserted-by":"publisher","DOI":"10.24251\/HICSS.2020.138"},{"key":"e_1_3_3_2_18_2","doi-asserted-by":"publisher","unstructured":"Chia-Lin Hsu and Mu-Chen Chen. 2018. How Does Gamification Improve User Experience? An Empirical Investigation on the Antecedences and Consequences of User Experience and Its Mediating Role. Technological Forecasting and Social Change 132 (July 2018) 118\u2013129. 10.1016\/j.techfore.2018.01.023","DOI":"10.1016\/j.techfore.2018.01.023"},{"key":"e_1_3_3_2_19_2","doi-asserted-by":"publisher","unstructured":"Kai Huotari and Juho Hamari. 2017. A Definition for Gamification: Anchoring Gamification in the Service Marketing Literature. Electronic Markets 27 1 (Feb. 2017) 21\u201331. 10.1007\/s12525-015-0212-z","DOI":"10.1007\/s12525-015-0212-z"},{"key":"e_1_3_3_2_20_2","unstructured":"Genevieve\u00a0M Johnson and Sharon\u00a0M Davies. 2014. Self-Regulated Learning in Digital Environments: Theory Research Praxis. British Journal of Research 1 2 (2014) 1\u201314."},{"key":"e_1_3_3_2_21_2","doi-asserted-by":"publisher","unstructured":"Sotiris Kirginas Anthony Psaltis Dimitris Gouscos and Constantinos Mourlas. 2021. Studying Children\u2019s Experience during Free-Form and Formally Structured Gameplay. International Journal of Child-Computer Interaction 28 (June 2021) 100248. 10.1016\/j.ijcci.2021.100248","DOI":"10.1016\/j.ijcci.2021.100248"},{"key":"e_1_3_3_2_22_2","doi-asserted-by":"publisher","unstructured":"J. Koivisto and J. Hamari. 2019. The Rise of Motivational Information Systems: A Review of Gamification Research. International Journal of Information Management 45 (2019) 191\u2013210. 10.1016\/j.ijinfomgt.2018.10.013","DOI":"10.1016\/j.ijinfomgt.2018.10.013"},{"key":"e_1_3_3_2_23_2","doi-asserted-by":"publisher","unstructured":"K\u00fclli Kori Margus Pedaste \u00c4li Leijen and Mario M\u00e4eots. 2014. Supporting Reflection in Technology-Enhanced Learning. Educational Research Review 11 (Jan. 2014) 45\u201355. 10.1016\/j.edurev.2013.11.003","DOI":"10.1016\/j.edurev.2013.11.003"},{"key":"e_1_3_3_2_24_2","doi-asserted-by":"publisher","unstructured":"Susan\u00a0J. Lea David Stephenson and Juliette Troy. 2003. Higher Education Students\u2019 Attitudes to Student-centred Learning: Beyond \u2019Educational Bulimia\u2019? Studies in Higher Education 28 3 (Aug. 2003) 321\u2013334. 10.1080\/03075070309293","DOI":"10.1080\/03075070309293"},{"key":"e_1_3_3_2_25_2","doi-asserted-by":"publisher","unstructured":"Liuyufeng Li Khe\u00a0Foon Hew and Jiahui Du. 2024. Gamification Enhances Student Intrinsic Motivation Perceptions of Autonomy and Relatedness but Minimal Impact on Competency: A Meta-Analysis and Systematic Review. Educational technology research and development (Jan. 2024). 10.1007\/s11423-023-10337-7","DOI":"10.1007\/s11423-023-10337-7"},{"key":"e_1_3_3_2_26_2","doi-asserted-by":"publisher","unstructured":"Xiaodong Lin and James\u00a0D. Lehman. 1999. Supporting Learning of Variable Control in a Computer-Based Biology Environment: Effects of Prompting College Students to Reflect on Their Own Thinking. Journal of Research in Science Teaching 36 7 (1999) 837\u2013858. 10.1002\/(SICI)1098-2736(199909)36:7<837::AID-TEA6>3.0.CO;2-U","DOI":"10.1002\/(SICI)1098-2736(199909)36:7<837::AID-TEA6>3.0.CO;2-U"},{"key":"e_1_3_3_2_27_2","doi-asserted-by":"publisher","unstructured":"Derek McClellan Raymond\u00a0J. Chastain and Marci\u00a0S. DeCaro. 2024. Enhancing Learning from Online Video Lectures: The Impact of Embedded Learning Prompts in an Undergraduate Physics Lesson. Journal of Computing in Higher Education 36 3 (Dec. 2024) 852\u2013874. 10.1007\/s12528-023-09379-w","DOI":"10.1007\/s12528-023-09379-w"},{"key":"e_1_3_3_2_28_2","doi-asserted-by":"crossref","unstructured":"Kazuhiro Ohtani and Tetsuya Hisasaka. 2018. Beyond Intelligence: A Meta-Analytic Review of the Relationship among Metacognition Intelligence and Academic Performance. Metacognition and Learning 13 (2018) 179\u2013212.","DOI":"10.1007\/s11409-018-9183-8"},{"key":"e_1_3_3_2_29_2","doi-asserted-by":"publisher","unstructured":"Kavitha Palaniappan and Norah Md\u00a0Noor. 2022. Gamification Strategy to Support Self-Directed Learning in an Online Learning Environment. International Journal of Emerging Technologies in Learning (iJET) 17 03 (Feb. 2022) 104\u2013116. 10.3991\/ijet.v17i03.27489","DOI":"10.3991\/ijet.v17i03.27489"},{"key":"e_1_3_3_2_30_2","doi-asserted-by":"publisher","unstructured":"Elisabeth Pieger and Maria Bannert. 2018. Differential Effects of Students\u2019 Self-Directed Metacognitive Prompts. Computers in Human Behavior 86 (Sept. 2018) 165\u2013173. 10.1016\/j.chb.2018.04.022","DOI":"10.1016\/j.chb.2018.04.022"},{"key":"e_1_3_3_2_31_2","unstructured":"Paul\u00a0R. Pintrich Christopher\u00a0A. Wolters and Gail\u00a0P. Baxter. 2000. 2. Assessing Metacognition and Self-Regulated Learning. (2000)."},{"key":"e_1_3_3_2_32_2","doi-asserted-by":"publisher","DOI":"10.21125\/edulearn.2020.1555"},{"key":"e_1_3_3_2_33_2","doi-asserted-by":"publisher","unstructured":"Gregory Schraw and Rayne\u00a0Sperling Dennison. 1994. Assessing Metacognitive Awareness. Contemporary Educational Psychology 19 4 (Oct. 1994) 460\u2013475. 10.1006\/ceps.1994.1033","DOI":"10.1006\/ceps.1994.1033"},{"key":"e_1_3_3_2_34_2","volume-title":"Interaction Design: Beyond Human-Computer Interaction","author":"Sharp Helen","year":"2019","unstructured":"Helen Sharp, Jennifer Preece, and Yvonne Rogers. 2019. Interaction Design: Beyond Human-Computer Interaction. John Wiley & Sons."},{"key":"e_1_3_3_2_35_2","unstructured":"Nayanika Singh. 2011. Student- Centered Learning (SCL) in Classrooms \u2014 A Comprehensive Overview. Educational Quest 2 2 (2011)."},{"key":"e_1_3_3_2_36_2","unstructured":"Lie\u00a0Ming Tang and Judy Kay. 2014. Gamification: Metacognitive Scaffolding towards Long Term Goals. Personalization Approaches in Learning Environments 63 (2014) 65\u201370."},{"key":"e_1_3_3_2_37_2","doi-asserted-by":"crossref","unstructured":"Weimin Toh and David Kirschner. 2020. Self-Directed Learning in Video Games Affordances and Pedagogical Implications for Teaching and Learning. Computers & Education 154 (2020) 103912.","DOI":"10.1016\/j.compedu.2020.103912"},{"key":"e_1_3_3_2_38_2","volume-title":"Learner-Centered Teaching: Five Key Changes to Practice (2 ed.)","author":"Weimer Maryellen","year":"2013","unstructured":"Maryellen Weimer. 2013. Learner-Centered Teaching: Five Key Changes to Practice (2 ed.). Jossey-Bass, San Francisco."},{"key":"e_1_3_3_2_39_2","doi-asserted-by":"publisher","unstructured":"Nannan Xi and Juho Hamari. 2019. Does Gamification Satisfy Needs? A Study on the Relationship between Gamification Features and Intrinsic Need Satisfaction. International Journal of Information Management 46 (June 2019) 210\u2013221. 10.1016\/j.ijinfomgt.2018.12.002","DOI":"10.1016\/j.ijinfomgt.2018.12.002"},{"key":"e_1_3_3_2_40_2","doi-asserted-by":"publisher","unstructured":"Ya Xiao and Khe\u00a0Foon Hew. 2024. Personalised Gamification Enhances Student Participation but Produces Mixed Effects on Emotional and Cognitive Engagements: A Systematic Review. Interactive Learning Environments (Jan. 2024) 1\u201327. 10.1080\/10494820.2023.2299977","DOI":"10.1080\/10494820.2023.2299977"},{"key":"e_1_3_3_2_41_2","doi-asserted-by":"publisher","unstructured":"M.-H. Yen S. Chen C.-Y. Wang H.-L. Chen Y.-S. Hsu and T.-C. Liu. 2018. A Framework for Self-Regulated Digital Learning (SRDL). Journal of Computer Assisted Learning 34 5 (2018) 580\u2013589. 10.1111\/jcal.12264","DOI":"10.1111\/jcal.12264"},{"key":"e_1_3_3_2_42_2","doi-asserted-by":"publisher","unstructured":"Qing Yu and Kun Yu. 2023. The Effects of Gamified Flipped Classroom on Student Learning: Evidence from a Meta-Analysis. Interactive Learning Environments 0 0 (May 2023) 1\u201316. 10.1080\/10494820.2023.2209791","DOI":"10.1080\/10494820.2023.2209791"},{"key":"e_1_3_3_2_43_2","doi-asserted-by":"publisher","unstructured":"Zamzami Zainuddin Samuel Kai\u00a0Wah Chu Muhammad Shujahat and Corinne\u00a0Jacqueline Perera. 2020. The Impact of Gamification on Learning and Instruction: A Systematic Review of Empirical Evidence. Educational Research Review 30 (2020) 100326. 10.1016\/j.edurev.2020.100326","DOI":"10.1016\/j.edurev.2020.100326"},{"key":"e_1_3_3_2_44_2","doi-asserted-by":"publisher","unstructured":"Nil\u00fcfer Zeybek and Elif Sayg\u0131. 2024. Gamification in Education: Why Where When and How?\u2014A Systematic Review. Games and Culture 19 2 (March 2024) 237\u2013264. 10.1177\/15554120231158625","DOI":"10.1177\/15554120231158625"}],"event":{"name":"Mindtrek '25: 28th International Academic Mindtrek","acronym":"Mindtrek '25","location":"Tampere Finland"},"container-title":["Proceedings of the 28th International Academic Mindtrek"],"original-title":[],"link":[{"URL":"https:\/\/dl.acm.org\/doi\/pdf\/10.1145\/3757980.3758006","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2025,11,18]],"date-time":"2025-11-18T15:28:35Z","timestamp":1763479715000},"score":1,"resource":{"primary":{"URL":"https:\/\/dl.acm.org\/doi\/10.1145\/3757980.3758006"}},"subtitle":["Gamification and Metacognitive Reflection"],"short-title":[],"issued":{"date-parts":[[2025,10,7]]},"references-count":43,"alternative-id":["10.1145\/3757980.3758006","10.1145\/3757980"],"URL":"https:\/\/doi.org\/10.1145\/3757980.3758006","relation":{},"subject":[],"published":{"date-parts":[[2025,10,7]]},"assertion":[{"value":"2025-11-17","order":3,"name":"published","label":"Published","group":{"name":"publication_history","label":"Publication History"}}]}}