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GAMIFICATION: AN EMERGING TREND

Sharmistha Dey, Information Systems School, Science and Engineering Faculty, Queensland

University of Technology, Australia, s.dey@qut.edu.au

Rebekah Eden, Information Systems School, Science and Engineering Faculty, Queensland

University of Technology, Australia, rg.eden@qut.edu.au

Abstract

This study presents the results of an archival analysis which highlights that gamification is an

emerging research trend. The archival analysis (conducted for the period 2008-2015) of the

gamification literature published in top tier research outlets resulted in the retrieval of 99 articles, of

which only 35 were relevant. This study identifies (i) the common themes, (ii) the context explored,

and (iii) the gamification element examined. We observe that most research was conducted in the

education context. There have only been a few studies conducted in the organizational context. The

periodic analysis of publications indicates a growing interest in this research domain. Therefore the

results from this archival analysis highlights that research on gamification is at its infancy. Thus the

need and opportunity to investigate this phenomenon is of profound importance.

Keywords: Gamification, game design elements, user engagement, motivation, archival analysis

1 INTRODUCTION

The use of gamification principles is an emerging business trend, promising to engage individuals to

improve their learning experience (Cheong et al. 2013b) and task performance (Mekler et al. 2013) in

a gamified competitive environment. Gamification research is still in its infancy and first appeared in

the digital media industry in 2008 (Ewais et al. 2015). However Google Trends illustrated that the

term only started attracting interest in 2010, which is in agreement with the findings of Hamari et al.

(2014).

Gamification refers to ‘using game design elements in non-gaming contexts’ (Deterding et al. 2011)

used to initiate user contribution behavior and encourage social interactions between users (Hamari et

al. 2013). A common misconception is that gamification pertains to creating and playing games.

Whereas in accordance with Zichermann et al. (2011) (as referenced in (Hein 2013)) gamification is

“about figuring out ways to create alignment with incentives and motivation. You increase

productivity and performance and you can attract a higher-quality employee, next generation of

employees or millennials generation who bring with them their increased technology skills”.

This study aims to identify the gaps in literature pertaining to using game thinking and game

mechanics to solve business problems and engage users in the workplace. In this study we prescribe

to the definition by Oprescu et al. (2014) p. 1 whereby workplace gamification is “the adaptation and

application of game design principles and game interaction elements to workplace processes and

behaviors. Game interaction elements include both game mechanics and game dynamics. Game

mechanics refer to the reward systems and game dynamics refer to the user progression that may lead

to the rewards.”

In addition, this study aims to highlight the importance of the need to investigate gamification in the

workplace and human behavioral factors. Hence our overarching research questions are: “What are

the trends and patterns of gamification research published between 2008-2015?” and “What areas

must be researched to develop a better understanding of the gamification phenomena?” To address the

above questions, we conducted an archival analysis of Information Systems literature with reference to

‘gamification’, related concepts such as serious games, and games were determined to be outside the

scope of the study (described in more detail in the subsequent section). To identify gaps in the

literature this study analyzed top tier journal articles and conference proceedings pertaining to

gamification and categorized articles according to: (i) the overarching theme, (ii) the context explored,

(iii) the gamification element examined, and (iv) an analysis of publication years. This builds on and

extends the seminal work of Hamari et al. (2014) by (i) providing a deeper level of granularity into

the themes of the paper; (ii) reviewing both conceptual and empirical publications; and (iii) illustrating

the trends in IS gamification research between 2008 and 2015.

The archival analysis conducted highlights the dearth of prior research pertaining to gamification.

Therefore this study is extremely beneficial to both research and practice as gamification research is

still in its nascent stage and the impact of gamification has not been researched extensively. This

research-in-progress paper is organized as followed: (i) firstly we detail the archival method utilized;

(ii) subsequently we present our analysis, findings and results; (iii) then we conclude by summarizing

our research findings and presenting the areas for future research.

2 ARCHIVAL METHOD

In order to understand the current state of the literature pertinent to gamification, an archival analysis

of the top Information Systems (IS) journals and conferences from the years 2008 to 2015 was

conducted. The year 2008 was determined to be an applicable scoping consideration as this was when

gamification first started receiving research attention (Ewais et al. 2015). In accordance with Eden et

al. (2012) p. 2 “an archival analysis extends the concepts of a literature review by identifying the

patterns of literature, possible future trends and identifying gaps for studies to focus in future

research.” As previously mentioned, this area of research is still in its infancy and thus provides a

huge opportunity for future research. The archival analysis was performed using the AIS basket of

eight journals (EJIS: European Journal of Information Systems, ISR: Information Systems Research,

JAIS: Journal of the Association of Information Systems, JIT: Journal of Information Technology,

JMIS: Journal of Management Information Systems, JSIS: Journal of Strategic Information Systems,

MISQ: Management Information Systems Quarterly, ISJ: Information Systems Journal) (see Lowry et

al. 2013 for a critical explanation supporting the senior scholars' basket). Furthermore, the review also

included the top AIS conferences (ICIS: International Conference on Information Systems, PACIS:

Pacific Asia Conference on Information Systems, ECIS: European Conference on Information

Systems, and AMCIS: Americas Conference on Information Systems). To retrieve the articles from

the aforementioned sources a search was performed for articles that include but are not limited to the

following terms in the title, abstract, keywords and body of the text: gamification and gamif*.

When performing this archival analysis a key distinction was made in terms of differentiating

gamification from commonly related terms such as games and serious games. This research pertains

solely to gamification which is the use of game elements that are applied to non-game contexts for the

purpose of motivating individuals to perform the desired action (Deterding et al. 2011). Alternatively

serious games is also for the purpose of non-game contexts, however rather than a subset of game

elements being applied, the user is immersed in an actual game, and is quite commonly used for

training (Deterding et al. 2011). Games, on the other hand, are played for fun and entertainment

purposes (Deterding et al. 2011). Recognizing these differences, this archival analysis was scoped to

publications pertaining to gamification. Therefore serious games and games were excluded from the

analysis.

Each of the articles returned by the search was read in full and the relevance of the article was

determined. The relevant articles were then reviewed to identify the theme, context, and gamification

elements that were investigated. Similar to the approach utilized by Gable (2010) and more recently

Rahman et al. (2014) in order to classify the articles into themes and contextual scenarios we

performed an inductive, iterative analysis of the data followed by a deductive classification.

Furthermore, when exploring the gamification design elements we deductively classified the articles

into Kankanhalli et al. (2012) gamification design elements framework. Therefore this archival

analysis used both inductive and deductive approaches when classifying the articles.

3 ANALYSIS AND FINDINGS

The archival analysis of the gamification literature resulted in the retrieval of 99 articles. Out of the 99

retrieved articles, 70 were from conference proceedings, the remainder were from journal outlets.

However review of the articles in the journals identified that none of them were relevant to the context

of gamification, and typically performed to games. Of the 70 articles retrieved from conference

proceeding 35 were identified as relevant (refer to table 1). Interestingly there were no relevant

publications retrieved from the top tier journals. The subsequent sections of this research-in-progress

paper present our analysis into: (i) themes analyzed; (ii) contextual scenarios; (iii) gamification design

elements; and (iv) year of publication. Appendix 1 depicts the classification of each of the relevant

articles.

Conference Total

Retrieved

Total

Eliminated

Total

Relevant

AMCIS 14 9 5

ECIS 22 11 11

ICIS 22 10 12

PACIS 12 5 7

Total 70 35 35

Table 1. Number of Articles Reviewed from Each Outlet

3.1 Thematic and Contextual Analysis

A thematic analysis was performed on the 35 articles, which yielded five key themes, namely: (i)

actual behavior; (ii) intention-to-use; (iii) learning; (iv) success; and (v) user engagement. The articles

that did not fit into this framework were classified into the general theme. Table 2 depicts the

definitions for each of the aforementioned themes. Articles were also categorized into the contexts

investigated. Similar to the thematic analysis, articles were also categorized into the context that was

investigated. The inductive classification of contexts resulted in the identification of six research

contexts: (i) education (e.g. tertiary level), (ii) exercise, (iii) health IS, (iv) online communities (e.g.

blogs), (v) online retail, and (vi) organizational1. Articles which did not pertain directly to a singular

research context, for example a broad literature review on gamification, were categorized into a

seventh category (vii) non-context specific. The results of the thematic and contextual analysis are

presented in Figure 1.

Theme Definition Reference*

Actual

Behavior

The extent to which an individual performs the desired action as intended by

the gamified system. Ajzen (2005)

Intention to

use

The extent to which an individual has formulated conscious plans to

perform the desired behavior as intended by the gamified system.

Venkatesh et al.

(2008)

Learning The application of gamification to facilitate individuals acquiring

knowledge, problem solving, and analytical skills

Cheong et al.

(2013b)

Success A measure of the extent to which the gamified system is considered valuable

by end-users.

Yoganathan et

al. (2013)

User

Engagement

“A user’s response to an interaction [with a gamified system] that gains,

maintains, and encourages their attention, particularly when they are

intrinsically motivated”

Jacques (1996)

p. 103

General Application of gamification as a component of a larger research project

*Note: some of the definitions were contextualised based on the non-context specific definitions provided by the

scholars in the reference column.

Table 2. Definition of Themes

1 We acknowledge that there may be some potential overlaps present between the contexts studied. However to ensure rigor,

both authors classified the articles, and any discrepancies pertaining to the classification were resolved until a unanimous

decision was reached.

Figure 1 Contextual Thematic Analysis

In relation to contexts, one of the most prevalent contexts investigated was education (n=8) which is

somewhat expected given the perceptions that digital natives need to be stimulated in educational

settings, and one way of creating interest is through gamifying the learning experience. The other most

common context was the organizational context (n=8). With the notion of a user traditionally

pertaining to an individual using information systems in the workplace (Yoo 2010), it is surprising

that more studies have not been conducted in an organization setting. The next most studied context

was online communities (n=7) followed by exercise (n=5), non-context specific (n=4), health

information systems (n=2) and online retail (n=1).

In terms of themes improving user engagement through the utilization of gamification principles has

been the most widely investigated (n=12), followed by the application of gamified techniques to

improve learning outcomes (n=9). Limited research attention has been devoted to examining: an

individual’s resultant behavior from gamified system use (n=5); an individual’s intention-to-use a

gamified system (n=4); and the success of a gamified system (n=1).

Analysis of the articles categorized into the user engagement theme highlighted that the predominant

research topics pertained to content generation (Li et al. 2012; Mutter et al. 2014; Mutter et al. 2015)

and user engagement in an organizational setting (Schacht et al. 2014; Suh 2015; Wu et al. 2015a).

Both Li et al. (2012) and Mutter et al. (2014) investigated the effect of gamified elements on

knowledge generation in online communities. Li et al. (2012) efforts focused predominantly on the

effects of badges and found that the awarding of badges associated with negative connotations

positively influenced user engagement. Furthermore Mutter et al. (2014) identified that immediately

prior to being awarded a badge the quantity of an individual’s contribution increased but the quality

decreased. Additionally Schacht et al. (2014) investigated how gamification influenced the

dissemination and utilization of knowledge within organizations. Whereas Lounis et al. (2014) and

Shang et al. (2013) examined how different gamification elements influenced the participation of

individuals. Similarly Thiebes et al. (2014) and Codish et al. (2014) both examined the antecedents of

user engagement. Thiebes et al. (2014) examined the impact of motivation in an organizational setting,

whereas Codish et al. (2014) analysed the perceived playfulness of the gamified system in and

educational environment. Alternatively Kankanhalli et al. (2012) detailed future research questions

that are yet to be examined in online user engagement literature. Additionally (Bui et al. 2015b)

performed a comprehensive literature review and identified a conceptual model of the short and long

term impacts of gamification with emphasis placed on user engagement.

One of the most notable contributions categorized in the learning theme was the utilization of design

science principles to formulate a gamified IT artefact referred to as Quick Quiz, which was designed

with the goal of enhancing student learning effectiveness (Cheong et al. 2013b). Through performing

surveys Cheong et al. (2013a) identified that the Quick Quiz had a positive influence on learning

effectiveness, engagement and enjoyment. Similarly El-Masri et al. (2015) also used design science

and developed seven design principles for a gamified learning platform. Other researchers identified

that gamification can make learning more enjoyable (Filippou et al. 2014), enhance learning

performance (Wu et al. 2014), and foster collaboration (Romero et al. 2012). Furthermore, drawing on

goal orientation literature Teh et al. (2013) proposed a conceptual model to facilitate lifelong learning.

In addition learning was not solely constrained to the context of tertiary education, it was also

examined in an organizational training context (Helms et al. 2015).

In total five articles were classified as actual behaviour. The articles typically examined how specific

gamification elements influenced a user’s behaviour. There were a broad range of behaviours

investigated including: exercise (Wu et al. 2015b; Yoganathan et al. 2014), health-related (Ewais et al.

2015), sustainable car sharing practices (Bui et al. 2015a), and innovative contributions (Hofferbert et

al. 2015). Yoganathan et al. (2014) drew upon cognitive load theory and proposed a conceptual model

where the social presence in the gamified fitness app influenced user engagement and cognitive load

which in turn influenced an individual to perform the physical activity.

Four publications examined an individual’s intention to use gamification. Two of which built upon the

Theory of Planned Behavior and examined the context of a gamified exercise service (Hamari et al.

2013; Kari et al. 2014). The third also extended the theory of planned behaviour and developed a

conceptual model which also incorporated the means-end chain model to explain how gamification

features influenced an individual’s intention to purchase products. Alternatively Cvijikj et al. (2015)

used the unified theory of acceptance and use of technology to explain an individual’s intention to use

a mobile application which consisted of gamified principles.

Only one publication examined the success of a gamified system, which is surprising as system

success has been a key domain of the IS discipline for the past three decades (Sedera et al. 2013). The

publication drew upon social cognitive theory to propose factors that would influence the success of a

gamified exercise service (Yoganathan et al. 2013). Interestingly no studies examined the success of

gamification in the context of an organizational environment. This finding may be indicative of the

rise of ubiquitous computing and that the notion of a user is transforming, yet it also highlights the

dearth of studies pertaining to gamification in the organizational context.

Articles were classified into the general theme when the reference to gamification was part of a larger

research project pertaining to a different phenomenon of interest. For example Wahle et al. (2014)

examined the adherence of individuals to treatments and emphasized that gamification services may

have a positive influence on adherence to treatments and success of interventions. Alternatively

Tilvawala et al. (2013) compared how digital natives2 and digital immigrants3 rated the importance of

different software functionalities in the organizational context and identified that both digital natives

and digital immigrants rated the entertainment aspects (associated with gamification) as not important.

2 Digital Natives are defined by Vodanovich et al. (2010) as “users who have grown up in a digital world” 3 Digital Immigrants are defined by Vodanovich et al. (2010) as “those who were not born into the digital world – they are

users of information systems who started using systems at some stage in their adult lives.

3.2 Gamification Design Elements Analysis

Kankanhalli et al. (2012) defined seven gamification design elements which are: (i) points, (ii) virtual

badges, (iii) leaderboards, (iv) levels and status, (v) quests and challenges, (vi) progression, and (vii)

viral loops (refer to table 2). Utilizing Kankanhalli et al. (2012) classification of gamification design

elements we analyzed the articles to uncover the elements that have been investigated (refer to figure

2). Unlike the classification of literature above where an article could only be classified into a single

category, an article could potentially discuss the impact of multiple design elements and therefore

could be categorized into more than one classification. Furthermore some articles may not have

specified a gamified design element and therefore would not be categorized.

Design Element Description

Points Users can earn different types of points by participation and performance

Virtual Badge Users can collect badges that visually indicate their achievements as they accomplish

specific tasks and missions

Leaderboard A leaderboard enables users to compare their own performance with others and

stimulates competition

Level and Status Level typically shows progress in the game. Level may be indicated by a numeric value or a

user’s status such as “novice” or “expert”

Quests and

Challenges

Quests and challenges guide users to perform pre-defined tasks. They help

inexperienced users to learn how to move forward

Progression A visual tool that displays the advancement of users and the remaining work to

reach a goal. It motivates users to accomplish a pre-determined goal

Viral Loop The steps a user goes through between entering the site to inviting the next set of new users.

In most social games, users can play better by inviting and working together with others

Table 2. Gamification Design Elements. Extracted from (Kankanhalli et al. 2012 p. 3)

“Gamification a New Paradigm For Online User Engagement”

Figure 2. Analysis of Game Design Elements

The most widely explored gamification design elements were points (n=20), followed by leaderboards

and virtual badges (n=16), progression (n=11), level and status (n=10), challenges and quests (n=9).

Our analysis only yielded one publication that pertained to the viral loop (n=0), which was actually

Kankanhalli et al. (2012) literature review. Whilst many scholars have analyzed the gamification

elements that were specified in Kankanhalli et al. (2012) research, Wu et al. (2014) have emphasized

the necessity of game dynamics such as self-expression and competition to prevent users from

becoming disinterested. Furthermore Shang et al. (2013) have identified a different set of motivational

design elements, which are: (i) coping-escape, (ii) fantasy, (iii) skill development, (iv) omnipotence-

power, (v) recreation, (vi) competition, and (vii) social activities and predicted them to positively

influence consumers’ purchase decisions in an online retail setting. At this stage, Shang et al. (2013)

research is still conceptual in nature, however it provides a novel approach to examining gamification.

Gamification design elements are central to not only the gamification system but also its potential

outcomes. Therefore it is surprising that seven articles did not focus on any particular element. Whislt

seven might seem like a small amount it actually represents twenty percent of this sample of

gamification publications.

3.3 Periodic Analysis: Publication Trends

In accordance with Google Trends gamification started experiencing interest in late 2010. Yet, in

figure 3 it is evident that gamification did not start receiving academic interest in the outlets examined

until 2012, in which only 4 publications were relevant. Since then the topic has received growing

interest with 7 articles being published in 2013, 10 articles in 2014, and 15 articles in 2015. Analysis

of Figure 4 highlights that the popularity of gamification articles has been increasing in a near linear

fashion. This clearly depicts the infancy of gamification literature and illustrates the necessity and

opportunity for future research to be performed.

Figure 3. Periodic Analysis of Publications

4 DISCUSSION: AREAS FOR FUTURE RESEARCH

Due to the limited amount of research in the IS discipline pertaining to gamification, the examination

of gamification provides a unique opportunity to conduct a wide variety of further research. It is

clearly evident that none of the key themes have reached saturation point. Thus more work could be

performed into investigating: (1) the impact of gamification on user engagement, (2) the way a users’

behavior changes with reference to gamification, (3) empirical evidence to substantiate the impact of

gamification on users, (4), gamification and motivational factors, (5) the use of gamification at

workplace to motivate users, (6) the impact of gamification on digital natives, and (7) an

organization’s decision to adopt gamification.

Furthermore analysis of the articles identified that most gamification studies have examined mobile

applications or alternative network application (e.g. chatrooms). However there was a lack of research

conducted on gamification of business processes in organizations using large and complex information

systems (e.g. Enterprise Resource Planning (ERP) systems). ERP systems are one of the key enablers

in technology business transformations. Gamification initiatives are gaining popularity in large

organizations, using ERP systems to drive some of the critical organizational decisions, with an aim to

engage and encourage users to achieve the desired outcomes (Mandot et al. 2013). Therefore future

research could also be targeted towards (8) gamification of ERP systems processes. The outcomes of

the gamification of ERP systems could also be (9) compared and contrasted with other system types,

which could help facilitate an organizations investment decision on what systems to gamify.

Whilst some research has compared and contrasted digital natives and digital immigrants. Additional

research could be performed into understanding (10) whether digital immigrants and digital natives

differ in their opinion of gamification, their intention to use gamified services, and the impact that

gamification provides them. Further research should also consider (11) the impact that gamification

has on different employee cohorts and user type.

Gamification design elements are fundamental to the concept of gamification. Whilst, most studies did

examine the gamification elements, in some cases they failed to play a substantial role in the formation

of hypothesis or propositions. Additional research should then be conducted into (12) how each game

element influences both motivational and behavioural outcomes. With this information organizations

will be able to develop more effective gamification strategies.

From a methodological standpoint, a substantial amount of the conference articles reviewed were

research-in-progress papers, therefore a number of the articles only presented conceptual frameworks

or preliminary findings as opposed to detailed empirical analysis. Whilst these conceptual

contributions are inherently valuable, there exists a huge opportunity to conduct empirical research to

advance the understanding of the domain.

5 CONCLUSION

This study has identified that both gamification and gamification in the workplace are emerging

research trends in the Information Systems discipline. In the 2008 to 2015 time period only 35 articles

pertained to gamification in leading IS conferences. Whilst a number of different conceptual

frameworks have been produced to explain the impact of gamification on user engagement, there is

still a lack of rigorous empirical evidence. In conducting this archival analysis we identified

substantial gaps in the literature that demand future research attention.

Most of the current research on gamification emphasizes the use of game elements and users’

motivational triggers. However it fails to explain how these factors interact. Additionally the current

literature lacks a framework that explains how the process of gamification can change human behavior

towards achieving a specific business objective.

This study identified eight articles that referred to gamification in an organizational context. This

highlights the need for further research to be conducted into examining gamification in the workplace.

It is an emerging trend for organizations to engage, train and motivate employees through the

utilization of gamification principles. However, very little has been performed in relation to research

in this area. This emerging trend will continue to grow therefore emphasizing a strong need to

investigate the factors and impacts related to this phenomenon.

This archival analysis will not only benefit academic research through the identification of research

trends and areas for future research, but will also benefit organisations. Organisations could use the

findings of the future research to design ways to motivate or train users by using gamification.

Organisations could then benefit by studying the impact of gamification on users in relation to their

performance in a particular area/task/process.

One limitation of this archival analysis is that the journals and conference proceedings investigated

were limited to solely to the Information Systems domain. With gamification being such a broad

reaching topic, we plan to extend this archival analysis to other disciplines, such as health, education,

and business.

In addition, we also plan to devote future research attention towards examining how the users’

behavior changes as a result of engaging with gamification principles. Specifically it is our objective

to further explore the influence of gamification in the context of complex information systems. In

doing so we will conduct empirical research to examine the contemporary organizational environment

by considering digital immigrants and digital natives.

6 APPENDIX

Appendix 1: Categorization of Articles

Reference Theme Context Gamification

Elements

Methodology

Act

ual

Beh

avio

ur

Inte

nti

on

to U

se

Lea

rnin

g

Su

cces

s

Use

r E

ng

agem

ent

Gen

eral

Ed

uca

tio

n

Ex

erci

se

Hea

lth

IS

On

lin

e C

om

mu

nit

y

On

lin

e R

etai

l

Org

aniz

atio

n

No

n-c

on

tex

t S

pec

ific

Lea

der

bo

ard

Lev

el a

nd

Sta

tus

Po

ints

Pro

gre

ssio

n

Qu

ests

an

d C

hal

len

ges

Vir

al L

oo

p

Vir

tual

Bad

ge

Oth

ers

Qu

anti

tati

ve

Qu

alit

ativ

e

Co

nce

ptu

al

Kankanhalli et al.

(2012)

X X X X X X X X X X

Li et al. (2012) X X X X X

Romero et al.

(2012)

X X X X X

Cheong et al.

(2013a)

X X X X X X

Cheong et al.

(2013b)

X X X X X X

Hamari et al. (2013) X X X X X X

Shang et al. (2013) X X X X

Teh et al. (2013) X X X X X

(Tilvawala et al.

2013)

X X X

Yoganathan et al.

(2013)

X X X X

Codish et al. (2014) X X X X X X X X

Filippou et al.

(2014)

X X X

Kari et al. (2014) X X X

Lounis et al. (2014) X X X X X X X X X X

Mutter et al. (2014) X X X X

Schacht et al. (2014) X X X X X X X

Thiebes et al. (2014) X X X X X X X X X X

Wahle et al. (2014) X X X

Appendix 1 Continued: Categorization of Articles

Reference Theme Context Gamification

Elements

Methodology

Act

ual

Beh

avio

r

Inte

nti

on

to U

se

Lea

rnin

g

Su

cces

s

Use

r E

ng

agem

ent

Gen

eral

Ed

uca

tio

n

Ex

erci

se

Hea

lth

IS

On

lin

e C

om

mu

nit

y

On

lin

e R

etai

l

Org

aniz

atio

n

No

n-C

on

tex

t S

pec

ific

Lea

der

bo

ard

Lev

el a

nd

Sta

tus

Po

ints

Pro

gre

ssio

n

Qu

ests

an

d C

hal

len

ges

Vir

tual

Lo

op

Vir

tual

Bad

ge

Oth

ers

Qu

anti

tati

ve

Qu

alit

ativ

e

Co

nce

ptu

al

Wu et al. (2014) X X X X X X X

Yoganathan et al.

(2014)

X X X

Bui et al. (2015a) X X X X X

Bui et al. (2015b) X X X X X X X X X

Cruz et al. (2015) X X X

Cvijikj et al. (2015) X X X X

Ernst et al. (2015) X X X X X

Ewais et al. (2015) X X X X X X

El-Masri et al.

(2015)

X X X X X

Helms et al. (2015) X X X X X X X

Hofferbert et al.

(2015)

X X X X X X X X X

Mutter et al. (2015) X X X X

Schlagenhaufer et

al. (2015)

X X X X X X

Suh (2015) X X X X X X X

Tomaselli et al.

(2015)

X X X X X X X

Wu et al. (2015b) X X X X X X

Wu et al. (2015a) X X X X

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