https://www.scipedia.com/wd/index.php?action=history&feed=atom&title=Putz_et_al_2018aPutz et al 2018a - Revision history2026-05-08T14:41:57ZRevision history for this page on the wikiMediaWiki 1.27.0-wmf.10https://www.scipedia.com/wd/index.php?title=Putz_et_al_2018a&diff=205606&oldid=prevScipediacontent: Scipediacontent moved page Draft Content 415943665 to Putz et al 2018a2021-02-03T16:33:27Z<p>Scipediacontent moved page <a href="/public/Draft_Content_415943665" class="mw-redirect" title="Draft Content 415943665">Draft Content 415943665</a> to <a href="/public/Putz_et_al_2018a" title="Putz et al 2018a">Putz et al 2018a</a></p>
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</td></tr></table>Scipediacontenthttps://www.scipedia.com/wd/index.php?title=Putz_et_al_2018a&diff=205605&oldid=prevScipediacontent: Created page with " == Abstract == For a sustainable future, the shift to eco-friendly transport modes, such as railway and inland waterway transport, is necessary. One requirement is to create..."2021-02-03T16:33:24Z<p>Created page with " == Abstract == For a sustainable future, the shift to eco-friendly transport modes, such as railway and inland waterway transport, is necessary. One requirement is to create..."</p>
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== Abstract ==<br />
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For a sustainable future, the shift to eco-friendly transport modes, such as railway and inland waterway transport, is necessary. One requirement is to create knowledge among decisions makers about these transport modes. Furthermore, the educational sector faces serious problems concerning students’ motivation. Gamification represents a new tool of active learning to increase students’ motivation and improve their learning results. The goal of this paper is to investigate the effects of gamification on knowledge, attitude, and behavioural intention to use with regard to sustainable transport education. Therefore, a longitudinal experiment with 384 logistics students was conducted comparing the results of gamified and non-gamified workshops which were done with future logistics &amp; supply chain managers. Non-parametric statistical tests were used to test for significant effects. The results suggest that gamification is an effective measure to increase students’ knowledge as well as their intention to use sustainable transport. Concerning attitude, the findings show mixed results.<br />
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== Original document ==<br />
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The different versions of the original document can be found in:<br />
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* [https://zenodo.org/record/1451346 https://zenodo.org/record/1451346] under the license http://creativecommons.org/licenses/by-nc-nd/4.0/legalcode<br />
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* [http://dx.doi.org/10.5281/zenodo.1451346 http://dx.doi.org/10.5281/zenodo.1451346],<br />
: [https://zenodo.org/record/1451346 https://zenodo.org/record/1451346] under the license http://creativecommons.org/licenses/by-nc-nd/4.0/legalcode<br />
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* [https://zenodo.org/record/1451346 https://zenodo.org/record/1451346],<br />
: [http://dx.doi.org/10.5281/zenodo.1451345 http://dx.doi.org/10.5281/zenodo.1451345] under the license http://creativecommons.org/licenses/by-nc-nd/4.0/legalcode<br />
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DOIS: 10.5281/zenodo.1451345 10.5281/zenodo.1451346</div>Scipediacontent