Clara Salame, Guillaume Javaux, Laury Sellem, Emilie Viennois, Fabien Szabo de Edelenyi, Cédric Agaësse, Alexandre De Sa, Inge Huybrechts, Fabrice Pierre, Xavier Coumoul, Chantal Julia, Emmanuelle Kesse-Guyot, Benjamin Allès, Léopold K Fezeu, Serge Hercberg, Mélanie Deschasaux-Tanguy, Emmanuel Cosson, Sopio Tatulashvili, Benoit Chassaing, Bernard Srour, Mathilde Touvier
Food additive emulsifiers and the risk of type 2 diabetes: analysis of data from the NutriNet-Santé prospective cohort study
The lancet. Diabetes & endocrinology
gamification education developing approach increasing learners motivation engagement incorporating game design elements educational environments growing popularity gamification yet mixed success application educational contexts current review aiming shed realistic light research field focusing empirical evidence rather potentialities beliefs preferences accordingly critically examines advancement gamifying education discussion structured around used gamification mechanisms gamified subjects type gamified learning activities study goals emphasis reliability validity reported outcomes improve understanding offer realistic picture progress gamification education consistent presented evidence examine outcomes reported papers obtained gamification education still growing phenomenon review reveals insufficient evidence exists support longterm benefits gamification educational contexts ii practice gamifying learning outpaced researchers understanding mechanisms methods iii knowledge gamify activity accordance specifics educational context still limited review highlights need systematically designed studies rigorously tested approaches confirming educational benefits gamification gamified learning become recognized instructional approach