Kristian Kiili

Kiili, K., Siuko, J., & Ninaus, M. (2024). Tackling misinformation with games: a systematic literature review. Interactive Learning Environments, 1-16.

Koskinen, A., McMullen, J., Ninaus, M., & Kiili, K. (2023). Does the emotional design of scaffolds enhance learning and motivational outcomes in game‐based learning?. Journal of Computer Assisted Learning, 39(1), 77-93.

Koskinen, A., McMullen, J., Hannula-Sormunen, M., Ninaus, M., & Kiili, K. (2023). The strength and direction of the difficulty adaptation affect situational interest in game-based learning. Computers & Education, 194, 104694.

Kiili, K., Juho, S., Cloude, E., & Dindar, M. (2023). Demystifying the Relations of Motivation and Emotions in Game-Based Learning: Insights from Co-Occurrence Network Analysis. International Journal of Serious Games, 10(4), 93-112.

Huber, S. E., Cortez, R., Kiili, K., Lindstedt, A., & Ninaus, M. (2023). Game elements enhance engagement and mitigate attrition in online learning tasks. Computers in Human Behavior, 149, 107948.

McMullen, J., Koskinen, A., Kärki, T., Lindstedt, A., Määttä, S., Halme, H., ... & Kiili, K. (2023). A game-based approach to promoting adaptive rational number knowledge. Mathematical Thinking and Learning, 1-17.

Ninaus, M., Cortez, R., Hazin, I., Kiili, K., Wortha, S. M., Klein, E., ... & Moeller, K. (2023). The added value of game elements: better training performance but comparable learning gains. Educational technology research and development, 1-23.

De Nicolò, M., Kanatschnig, T., Hons, M., Wood, G., Kiili, K., Moeller, K., ... & Kober, S. E. (2023). Engaging learners with games–Insights from functional near-infrared spectroscopy. Plos one, 18(6), e0286450.

Thoma, G., Bahnmueller, J., Lindstedt, A., Kiili, K., Wortha, S. M., Moeller, K., & Ninaus, M. (2023). Different aspects of fraction understanding are associated selectively with performance on a fraction learning game. Progress in Brain Research, 276, 63-91.

Kuutila, M., Kiili, C., Kupiainen, R., Huusko, E., Li, J., Hosio, S., ... & Kiili, K. (2024). Revealing complexities when adult readers engage in the credibility evaluation of social media posts. Computers in Human Behavior, 151, 108017.

Anttonen, R., Räikkönen, E., Kiili, K., & Kiili, C. (2023). Sixth graders evaluating online texts: self-efficacy beliefs predict confirming but not questioning the credibility. Scandinavian Journal of Educational Research, 1-17.

Greipl, S., Klein, E., Lindstedt, A., Kiili, K., Moeller, K., Karnath, H. O., ... & Ninaus, M. (2021). When the brain comes into play: Neurofunctional correlates of emotions and reward in game-based learning. Computers in Human Behavior, 125, 106946.

Kober, S. E., Wood, G., Kiili, K., Moeller, K., & Ninaus, M. (2020). Game-based learning environments affect frontal brain activity. Plos one, 15(11), e0242573.

Kiili, K. J. M., Lindstedt, A., Koskinen, A., Halme, H., Ninaus, M., & McMullen, J. (2021). Flow Experience and Situational Interest in Game-Based Learning: Cousins or Identical Twins. International Journal of Serious Games, 8(3), 93-114.

Ninaus, M., Kiili, K., Wood, G., Moeller, K., Kober, S. (2020, early access). To Add, or Not to Add Game Elements? - Exploring the Effects of Different Cognitive Task Designs Using Eye Tracking. IEEE Transactions on Learning Technologies, https://doi.org/10.1109/TLT.2020.3031644 

Wortha, S. M., Bloechle, J., Ninaus, M., Kiili, K., Lindstedt, A., Bahnmueller, J., Korbinian, M., & Klein, E. (December, 2020). Neurofunctional plasticity in fraction learning: an fMRI training study. Trends in Neuroscience and Education, 21, 100141.

Ninaus, M., Greipl, S., Kiili, K., Lindstedt, A. Huber, S. Klein, E. Karnath, H.-O., Moeller, K. (December, 2019). Increased emotional engagement in game-based learning – A machine learning approach on facial emotion detection data, Computers & Education, 142, 103641.

McMullen, J., Hannula‐Sormunen, M. M., Kainulainen, M., Kiili, K., & Lehtinen, E. (2019). Moving mathematics out of the classroom: Using mobile technology to enhance spontaneous focusing on quantitative relations. British Journal of Educational Technology, 50(2), 562-573. 

Kiili, K., Ninaus, M., & Moeller, K. (2018). Evaluating the effectiveness of a game-based rational number training - In-game metrics as learning indicators, Computers & Education, 120, 13-28.

Kiili, K., & Ketamo, H. (2018). Evaluating cognitive and affective outcomes of a digital game-based math test. IEEE Transactions on Learning Technologies, 11(2), 255-263.

Ninaus, M., Kiili, K., McMullen, J., & Moeller, K. (2017). Assessing fraction knowledge by a digital game. Computers in Human Behavior, 70, 197-206.

Perttula, A., Kiili, K., Lindstedt, A., & Tuomi, P. (2017). Flow experience in game based learning - a systematic literature review. International Journal of Serious Games, 4(1), 57-72.

Kiili, K., Lainema, T., Freitas, S. D., & Arnab, S. (2014). Flow framework for analyzing the quality of educational games. Entertainment Computing, 5(4), 367-377.

Kiili, K & Perttula, A. (2013). A design framework for educational exergames. In New Pedagogical Approaches in Game Enhanced Learning: Curriculum Integration (pp. 136-158) US: IGI Global.

Kiili, K. (2007). Foundation for Problem-Based Gaming. British Journal of Educational Technology – Special issue on Game-Based Learning, 38(3), 394-404.

Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. The Internet and Higher Education, 8(1), 13-24.