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Repeated measure analysis of variance on test scores and analyses of open questions found that the participants significantly improved their critical thinking skills and dispositions through the gamified platform with the experimental instruction in a blended learning environment. The findings suggest that providing clear goals, challenges and quests, feedback, competition and cooperation, actual grading and visible status, access\/ unlocking content, onboarding time restrictions, freedom of choice, and new identities and roles, as well as avoidance of over-justification, contributes to achieving a \u201cmeaningful gamification\u201d experience, which may further lead to self-determined learning in critical thinking.<\/jats:p>","DOI":"10.4018\/ijgbl.2017040104","type":"journal-article","created":{"date-parts":[[2017,3,24]],"date-time":"2017-03-24T14:16:48Z","timestamp":1490365008000},"page":"47-62","source":"Crossref","is-referenced-by-count":22,"title":["Meaningful Gamification for Journalism Students to Enhance Their Critical Thinking Skills"],"prefix":"10.4018","volume":"7","author":[{"given":"Ling-Yi","family":"Huang","sequence":"first","affiliation":[{"name":"Nanfang College of Sun Yet-sen University, Department of Literature and Media Studies, Guangzhou, China"}]},{"given":"Yu-Chu","family":"Yeh","sequence":"additional","affiliation":[{"name":"National Chengchi University, Institute of Teacher Education, Research Center for Mind, Brain & Learning, Taipei, Taiwan"}]}],"member":"2432","reference":[{"key":"IJGBL.2017040104-0","year":"1990","journal-title":"Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction (ERIC document ED 315-42)"},{"key":"IJGBL.2017040104-1","unstructured":"Beck, T. 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