E-kniha (PDF)

E-kniha (Flipbook)

Obsah

Ağaoğlu, A., & Bavli, B. (2023). Yabancı Dil Olarak İngilizcenin Öğretimi: Ölçme ve Değerlendirmede Teknoloji Entegrasyonu. e-International Journal of Educational Research. https://doi.org/10.19160/e-ijer.1124944

Agbewali-Koku, C. E. K., Rahman, Md. A., Hamada, M., Ali, M. A., Oysharja, L. N., & Hossain, M. T. (2022). A systematic review of machine learning techniques in online learning platforms. 2022 IEEE 15th International Symposium on Embedded Multicore/Many-core Systems-on-Chip (MCSoC), 247–250. https://doi.org/10.1109/MCSoC57363.2022.00046

Aiello, M. (2024). The AI revolution and the future of work: Threats and opportunities. Computer, 57(5), 29–34. https://doi.org/10.1109/MC.2024.3374279

Al Madi, N. S., & Khan, J. I. (2015). Is learning by reading a book better than watching a movie? A computational analysis of semantic concept network growth during text and multimedia comprehension. 2015 International Joint Conference on Neural Networks (IJCNN), 1–8. https://doi.org/10.1109/IJCNN.2015.7280761

Alenezi, A. (2023). Teacher perspectives on AI-driven gamification: Impact on student motivation, engagement, and learning outcomes. Information Technologies and Learning Tools, 97(5), 138–148. https://doi.org/10.33407/itlt.v97i5.5437

Allal-Chérif, O. (2022). Intelligent cathedrals: Using augmented reality, virtual reality, and artificial intelligence to provide an intense cultural, historical, and religious visitor experience. Technological Forecasting and Social Change, 178, 121604. https://doi.org/10.1016/j.techfore.2022.121604

Anderljung, M., Barnhart, J., Korinek, A., Leung, J., O’Keefe, C., Whittlestone, J., Avin, S., Brundage, M., Bullock, J., Cass-Beggs, D., Chang, B., Collins, T., Fist, T., Hadfield, G., Hayes, A., Ho, L., Hooker, S., Horvitz, E., Kolt, N., … Wolf, K. (2023). Frontier AI Regulation: Managing Emerging Risks to Public Safety. https://doi.org/10.48550/ARXIV.2307.03718

Andrieu, B. (2025). Athlète philosophe ou philosophe athlète: Quel philosophe du sport ? Praxis Filosófica, (61), e20614727. https://doi.org/10.25100/pfilosofica.v0i61.14727

Anesa, P. (2025). Extended reality, AI, and discursive formations: Educational and professional perspectives. Università degli studi di Bergamo. https://doi.org/10.13122/978-88-97253-11-2

Angosto, S., García-Fernández, J., & Grimaldi-Puyana, M. (2023). A systematic review of intention to use fitness apps (2020–2023). Humanities and Social Sciences Communications, 10(1), 512. https://doi.org/10.1057/s41599-023-02011-3

Apperley, T. H. (2006). Genre and game studies: Toward a critical approach to video game genres. Simulation & Gaming, 37(1), 6–23. https://doi.org/10.1177/1046878105282278

Aristotelés. (2008). Metafyzika (A. Kříž & P. Rezek, Přel.; 3. vyd., V nakl. Petr Rezek 2). Rezek.

Axtell, J., & Sturtevant, W. C. (1980). The Unkindest Cut, or Who Invented Scalping. The William and Mary Quarterly, 37(3), 451. https://doi.org/10.2307/1923812

Aydemir, B., & Yildiz, M. (2024). Conspicuous stigmatized identities in the ancient Olympics: Femininity, slavery, and physical disability. Sportive, 7(1), 69–87. https://doi.org/10.53025/sportive.1440189

Babacan, S., & Dogru Yuvarlakbas, S. (2022). Digitalization in education during the COVID-19 pandemic: Emergency distance anatomy education. Surgical and Radiologic Anatomy, 44(1), 55–60. https://doi.org/10.1007/s00276-021-02827-1

Bahadoor, K., & Hosein, P. (2016). Application for the detection of dangerous driving and an associated gamification framework. 2016 IEEE 4th International Conference on Future Internet of Things and Cloud Workshops (FiCloudW), 276–281. https://doi.org/10.1109/W-FiCloud.2016.63

Banik, B. G., & Gullapelly, A. (2025). AI-powered gamification and interactive learning tools for enhancing student engagement. In T. Murugan, K. P., & A. M. Abirami (Ed.), Driving Quality Education Through AI and Data Science (s. 283–310). IGI Global. https://doi.org/10.4018/979-8-3693-8292-9.ch013

Barcenilla, H., & D’Arcy, B. (2021). To sportify or not to sportify? : Unpacking the profiles of sport and lifestyle initiatives for sustainable social development. https://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43209

Barrs, M. (2022). Vygotsky the teacher: A companion to his psychology for teachers and other practitioners. Routledge, Taylor & Francis Group.

Baubonytė, S., Deliautaitė, K., Mejerytė Narkevičienė, K., & Valantinė, I. (2021). The use of sports apps for engaging in physical activity. Baltic Journal of Sport and Health Sciences, 2(121), 28–33. https://doi.org/10.33607/bjshs.v2i121.1085

Bediou, B., Rodgers, M. A., Tipton, E., Mayer, R. E., Green, C. S., & Bavelier, D. (2023). Effects of action video game play on cognitive skills: A meta-analysis. Technology, Mind, and Behavior, 4(1). https://doi.org/10.1037/tmb0000102

Behl, A., Jayawardena, N., Bhardwaj, S., Pereira, V., Del Giudice, M., & Zhang, J. (2024). Examining the failure of gamification in implementing innovation from the perspective of problematization in the retail sectors of emerging economies. Technovation, 129, 102902. https://doi.org/10.1016/j.technovation.2023.102902

Behl, A., Pereira, V., Sindhwani, R., Bhardwaj, S., Papa, A., & Hassan, Y. (2024). Improving Inclusivity of Digitalization for Employees in Emerging Countries Using Gamification. IEEE Transactions on Engineering Management, 71, 13867–13881. https://doi.org/10.1109/TEM.2022.3216553

Berryman, J. W. (with Minor, C. V.). (2017). The complete guide to Godly Play: Volume 2, revised and expanded (2nd ed). Church Publishing Incorporated.

Bezzina, S., & Dingli, A. (2023). Rethinking gamification through artificial intelligence. In X. Fang (Ed.), HCI in Games (Roč. 14046, s. 252–263). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-35930-9_17

Bharath, K. N., Joshi, A. G., Taj, A., Gouda, P. S. S., & Nagamadhu, M. (2025). Evolution and recent advancements of composite materials in sports applications. In Applications of Composite Materials in Engineering (s. 219–228). Elsevier. https://doi.org/10.1016/B978-0-443-13989-5.00009-7

Białecki, A., Gajewski, J., Białecki, P., Phatak, A., & Memmert, D. (2023). Determinants of victory in esports—StarCraft II. Multimedia Tools and Applications, 82(7), 11099–11115. https://doi.org/10.1007/s11042-022-13373-2

Bilgin, E. (2020). A Brief Overview on Gamification History. ResearchGate. https://www.researchgate.net/publication/339594255_A_Brief_Overview_on_Gamification_History.

Billings, A. C. (2024). From gamification to personalization: Sports media, Web 3.0 and the desire for the ultimate fan experience. International Journal of Sports Marketing and Sponsorship. https://doi.org/10.1108/IJSMS-06-2023-0121

Biró, A. (2024). Gamification, GenAI and reinforcement learning as motivational assets in performance sports. 2024 IEEE 18th International Symposium on Applied Computational Intelligence and Informatics (SACI), 000315–000320. https://doi.org/10.1109/SACI60582.2024.10619802

Blok, V. (2022). Technology as mimesis: Biomimicry as regenerative sustainable design, engineering, and technology. Techné: Research in Philosophy and Technology, 26(3), 426–446. https://doi.org/10.5840/techne2023111166

Bogost, I. (2015). Why gamification is bullshit. In S. P. Walz & S. Deterding (Ed.), The Gameful World (s. 65–80). The MIT Press. https://doi.org/10.7551/mitpress/9788.003.0005

Bonini, T., & Treré, E. (2024). Algorithms of resistance: The everyday fight against platform power. The MIT Press.

Borge, S. (2021). What Is Sport? Sport, Ethics and Philosophy, 15(3), 308–330. https://doi.org/10.1080/17511321.2020.1760922

Braga, J., & Racilan, M. (2020). Games and Gamification. Revista Brasileira de Linguística Aplicada, 20, 693–702. https://doi.org/10.1590/1984-6398202017555

Broch, T. B. (2022). The cultural sociology of sport: A study of sports for sociology? American Journal of Cultural Sociology, 10(4), 535–542. https://doi.org/10.1057/s41290-022-00177-y

Bromhead, N. (2023, červenec 4). First ride with ROUVY: Indoor training meets augmented reality. Bicycling Australia. https://bicyclingaustralia.com.au/news/first-ride-with-rouvy-indoor-training-meets-augmented-reality/

Buda, A., & Pesti, C. (2024). Gamification solution in teacher education. Acta Educationis Generalis, 14(2), 1–15. https://doi.org/10.2478/atd-2024-0008

Burke, B. (2014). Gamify: How gamification motivates people to do extraordinary things. Bibliomotion, books + media.

Caillois, R. (2001). Man, play, and games. University of Illinois Press.

Caldwell, N. (2004). Theoretical frameworks for analysing turn-based computer strategy games. Media International Australia, 110(1), 42–51. https://doi.org/10.1177/1329878X0411000107

Caponetto, I., Earp, J., & Ott, M. (2014). Gamification and Education: A Literature Review. European Conference on Games Based Learning, 1, 50–57. https://www.proquest.com/docview/1674172795/abstract/22ECFE62DF6F41DFPQ/1

Carlsson, B. (2019). ‘Science Slam’ and sportification processes in science. Sport in Society, 22(9), 1623–1637. https://doi.org/10.1080/17430437.2018.1435030

Çeker, E., & Özdamli, F. (2017). What “Gamification” is and what it’s not. European Journal of Contemporary Education, 6(2). https://doi.org/10.13187/ejced.2017.2.221

Clarke, L. (2023). Call for AI pause highlights potential dangers. Science, 380(6641), 120–121. https://doi.org/10.1126/science.adi2240

Clément, V. (2017). Dancing bodies and Indigenous ontology: What does the haka reveal about the Māori relationship with the Earth? Transactions of the Institute of British Geographers, 42(2), 317–328. https://doi.org/10.1111/tran.12157

Codish, D., & Ravid, G. (2015). Detecting playfulness in educational gamification through behavior patterns. IBM Journal of Research and Development, 59(6), 6:1–6:14. https://doi.org/10.1147/JRD.2015.2459651

Colabi, A. M., Sharaei, F., & Alipour, S. (2022). The relationship between Gamification and Sustainability of small and medium enterprise: Explaining the role of digital transformation in open innovation and value co-creation. Journal of Information Technology Management, 14(4). https://doi.org/10.22059/jitm.2022.340460.3045

Conaway, C. (2021). ‘All the world’s a [post-apocalyptic] stage’: The future of Shakespeare in Emily St. John Mandel’s Station Eleven. Critical Survey, 33(2), 1–16. https://doi.org/10.3167/cs.2021.330202

Conway, S. (2016). An earthless world: The contemporary Enframing of sport in digital games. Sport, Ethics and Philosophy, 10(1), 83–96. https://doi.org/10.1080/17511321.2016.1177110

Coriandolo, F. P. (2016). VISIT TO DAMANHUR daily life, thoughts and history of a community of dreamers. DEVODAMA SRL.

Crawford, C. (2007). Chris Crawford on game design (3. print). New Riders.

Cronin, P., Ryan, F., & Coughlan, M. (2008). Undertaking a literature review: A step-by-step approach. British Journal of Nursing, 17(1), 38–43. https://doi.org/10.12968/bjon.2008.17.1.28059

Currie, A. (2021). Misaligned education. Journal of the Philosophy of Sport, 48(3), 332–343. https://doi.org/10.1080/00948705.2021.1951612

Čačka, O. (1999). Psychologie imaginativní výchovy a vzdělávání s příklady aplikace. Doplněk.

Černý, D. (2024). Etika AI: Co je etika a k čemu vlastně je? In Proč se nebát umělé inteligence?: AI pohledem nejen českých odborníků. JOTA.

ČTK. (2025, únor 21). Útočník z Hradce se doznal. Kriminalista: Uskutečnil své fantazijní představy. Deník.cz. https://www.denik.cz/krimi/vrazda-action-hradec-kralove-vysetrovani-doznani-pachatel.html

Dah, J., Hussin, N., Zaini, M. K., Isaac Helda, L., Senanu Ametefe, D., & Adozuka Aliu, A. (2024). Gamification is not Working: Why? Games and Culture, 15554120241228125. https://doi.org/10.1177/15554120241228125

Damanhur Communications. (2018, leden 11). The Game of Life. Damanhur Community Blog. https://www.damanhurblog.com/spirituality/the-game-of-life/

Databáze-her.cz. (2025). Triviador. Databáze-her.cz. https://www.databaze-her.cz/hry/triviador/

De Jesus, G. M., Dias, L. A., Barros, A. K. C., Araujo, L. D. M. D. S., & Schrann, M. M. F. (2024). Do girls wash dishes and boys play sports? Gender inequalities in physical activity and in the use of screen-based devices among schoolchildren from urban and rural areas in Brazil. BMC Public Health, 24(1), 196. https://doi.org/10.1186/s12889-024-17672-1

De Oliveira, T. N. C., De Figueiredo, J. A., & Rodrigues, M. A. F. (2024). A Tamagotchi-Style Game for Interactive Thyroid Cancer Care and Education. 2024 IEEE 12th International Conference on Serious Games and Applications for Health (SeGAH), 1–8. https://doi.org/10.1109/SeGAH61285.2024.10639563

De Sousa Mendes, D., Lima, M. R. D., & Freitas, T. A. R. D. (2021). Gamificación, „no tengo ni idea de lo que es“: Un estudio en la Formación Inicial del Profesorado de Educación Física. Alteridad, 17(1), 12–23. https://doi.org/10.17163/alt.v17n1.2022.01

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer US. https://doi.org/10.1007/978-1-4899-2271-7

Deliyannis, I., Kaimara, P., Maria Poulimenou, S., & Lampoura, S. (2023). Introductory chapter: Games, gamification, and ludification, can they be combined? In I. Deliyannis (Ed.), Gamification—Analysis, Design, Development and Ludification. IntechOpen. https://doi.org/10.5772/intechopen.109101

Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining „gamification“. Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, 9–15. https://doi.org/10.1145/2181037.2181040

Deterding, S., Guckelsberger, C., Lintunen, E. M., & Ady, N. M. (2026). Advancing Self-Determination Theory via computational modelling: The case of competence and optimal challenge. Motivation and Emotion, 50(1), 80–99. https://doi.org/10.1007/s11031-025-10156-8

Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in Education: A Systematic Mapping Study. Journal of Educational Technology & Society, 18(3), 75–88.

Ding, L. (2019). Applying gamifications to asynchronous online discussions: A mixed methods study. Computers in Human Behavior, 91, 1–11. https://doi.org/10.1016/j.chb.2018.09.022

Djaouti, D., Alvarez, J., Jessel, J.-P., & Rampnoux, O. (2011). Origins of Serious Games. In M. Ma, A. Oikonomou, & L. C. Jain (Ed.), Serious Games and Edutainment Applications (s. 25–43). Springer London. https://doi.org/10.1007/978-1-4471-2161-9_3

Domínguez, A., Saenz-de-Navarrete, J., de-Marcos, L., Fernández-Sanz, L., Pagés, C., & Martínez-Herráiz, J.-J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380–392. https://doi.org/10.1016/j.compedu.2012.12.020

Doyle, A. C. (1905). Pes baskervillský (J. Pachmayer, Přel.). Vilímek.

Du, L. (2024). Application of smart wearable devices in sports performance analysis and enhancement. Applied Mathematics and Nonlinear Sciences, 9(1), 20241434. https://doi.org/10.2478/amns-2024-1434

Eden, C. A., Chisom, O. N., & Adeniyi, I. S. (2024). Integrating AI in education: Opportunities, challenges, and ethical considerations. Magna Scientia Advanced Research and Reviews, 10(2), 006–013. https://doi.org/10.30574/msarr.2024.10.2.0039

Edgar, A. (2012). The aesthetics of the Olympic art competitions. Journal of the Philosophy of Sport, 39(2), 185–199. https://doi.org/10.1080/00948705.2012.725903

Edgar, A. (2016). Personal identity and the massively multiplayer online world. Sport, Ethics and Philosophy, 10(1), 51–66. https://doi.org/10.1080/17511321.2016.1168478

Egerton, K. (2025). The gamification of games and inhibited play. Open Philosophy, 8(1), 20250064. https://doi.org/10.1515/opphil-2025-0064

Eliade, M. (1983). The sacred and the profane: The nature of religion. P. Smith.

Eppmann, R., Bekk, M., & Klein, K. (2018). Gameful experience in gamification: Construction and validation of a gameful experience scale [GAMEX]. Journal of Interactive Marketing, 43, 98–115. https://doi.org/10.1016/j.intmar.2018.03.002

Erben, K. J. (2014). České pohádky (8., upr. vyd). Albatros.

Erdem, B., & Karabatak, M. (2025). Cheating detection in online exams using deep learning and machine learning. Applied Sciences, 15(1), 400. https://doi.org/10.3390/app15010400

Evans, M. P. (2024). The reception and legacy of ancient sport. The Classical Review, 74(2), 632–634. https://doi.org/10.1017/S0009840X24000659

Ewalt, D. M. (2003). Of Dice and Men: The story of Dungeons & Dragons and The People Who Play It. Scribner.

Fabbrizio, A., Fucarino, A., Cantoia, M., De Giorgio, A., Garrido, N. D., Iuliano, E., Reis, V. M., Sausa, M., Vilaça-Alves, J., Zimatore, G., Baldari, C., & Macaluso, F. (2023). Smart devices for health and wellness applied to tele-exercise: An overview of new trends and technologies such as IoT and AI. Healthcare, 11(12), 1805. https://doi.org/10.3390/healthcare11121805

Faiqoh, F., Naim, S., Rahmanudin, D., Hayati, F. A., & Mokodenseho, S. (2022). The effect of reward and punishment policy on the productivity of BPJS health employees kotabumi branch office. Tadbir : Jurnal Studi Manajemen Pendidikan, 6(1), 49. https://doi.org/10.29240/jsmp.v6i1.4223

Fardouly, J., & Vartanian, L. R. (2016). Social media and body image concerns: Current research and future directions. Current Opinion in Psychology, 9, 1–5. https://doi.org/10.1016/j.copsyc.2015.09.005

Ferguson, C. J., & Wang, C. K. J. (2021). Aggressive video games are not a risk factor for mental health problems in youth: A longitudinal study. Cyberpsychology, Behavior, and Social Networking, 24(1), 70–73. https://doi.org/10.1089/cyber.2020.0027

Fink, E., & Eugen. (2016). Play as symbol of the world and other writings. Indiana University Press.

Fischer, H., Heinz, M., & Breitenstein, M. (2018). Gamification of Learning Management Systems and User Types in Higher Education. Proceedings of the 12th European Conference on Games Based Learning, 91–98.

Fischer, H., Lehmann, C., & Heinz, M. (2020). Monsters in the Classroom? How to Promote Gamification Readiness of Educators. https://doi.org/10.34190/EEL.20.026

Frias, F. J. L., & Triviño, J. L. P. (2016). Will robots ever play sports? Sport, Ethics and Philosophy, 10(1), 67–82. https://doi.org/10.1080/17511321.2016.1166393

Gadamer, H.-G. (2003). Truth and method (2., rev. ed). Continuum.

Galvagno, M. (2017). Bibliometric literature review: An opportunity for marketing scholars. Mercati & competività, (4), 7–15. https://doi.org/10.3280/MC2017-004001

Garcia, A. (2017). Privilege, power, and Dungeons & Dragons: How systems shape racial and gender identities in tabletop role-playing games. Mind, Culture, and Activity, 24(3), 232–246. https://doi.org/10.1080/10749039.2017.1293691

García, F., Pedreira, O., Piattini, M., Cerdeira-Pena, A., & Penabad, M. (2017). A framework for gamification in software engineering. Journal of Systems and Software, 132, 21–40. https://doi.org/10.1016/j.jss.2017.06.021

Garg, M., & Goel, A. (2025). Towards fair assessments: A machine learning-based approach for detecting cheating in online assessments. Proceedings of the 15th International Learning Analytics and Knowledge Conference, 104–114. https://doi.org/10.1145/3706468.3706482

Georgiou, G. P. (2025). Capabilities of GPT-5 across critical domains: Is it the next breakthrough? (Verze 1). arXiv. https://doi.org/10.48550/ARXIV.2508.19259

Girginov, V. (Ed.). (2010). The Olympics: A critical reader. Routledge. https://doi.org/10.4324/9781003416746

Godfrey, R. (2022). The politics of consuming war: Video games, the military-entertainment complex and the spectacle of violence. Journal of Marketing Management, 38(7–8), 661–682. https://doi.org/10.1080/0267257X.2021.1995025

González-González, C. S., & Navarro-Adelantado, V. (2021). The limits of gamification. Convergence, 27(3), Article 3. https://doi.org/10.1177/1354856520984743

Gordon, R. S. C. (2023). Modern luck: Narratives of fortune in the long twentieth century. UCL Press.

Grabowska, A., Zabielski, J., & Senderecka, M. (2024). Machine learning reveals differential effects of depression and anxiety on reward and punishment processing. Scientific Reports, 14(1), 8422. https://doi.org/10.1038/s41598-024-58031-9

Green, C. S., & Bavelier, D. (2006). Effect of action video games on the spatial distribution of visuospatial attention. Journal of Experimental Psychology: Human Perception and Performance, 32(6), 1465–1478. https://doi.org/10.1037/0096-1523.32.6.1465

Grindstaff, L., & Grosglik, R. (2022). Agon and Apron: Hybridizing gender by “sportifying” cooking in MasterChef USA. American Journal of Cultural Sociology, 10(4), 620–656. https://doi.org/10.1057/s41290-022-00165-2

Grix, J., Widdop, P., & Brannagan, P. M. (2025). Counting the ‘capital’ cost of the UK’s elite sport funding focus. International Journal of Sport Policy and Politics, 17(2), 363–374. https://doi.org/10.1080/19406940.2024.2408298

Gupta, T., Tripathi, A., Dubey, A. K., & Chahar, R. (2025). Enhancing the imitation game: A trust-based model for distinguishing human and machine participants. Applied Intelligence, 55(6), 388. https://doi.org/10.1007/s10489-024-06133-2

Gürpınar, B., Sarı, İ., & Yıldırım, H. (2023). Perceived coach-created empowering and disempowering motivational climate and moral behaviour in sport: Mediating role of moral disengagement. Journal of Sports Sciences, 41(9), 820–832. https://doi.org/10.1080/02640414.2023.2240614

Gutoreva, A. (2024). Sharing identity with AI systems: A comprehensive review. Procedia Computer Science, 231, 759–764. https://doi.org/10.1016/j.procs.2023.12.141

Hallifax, S., Serna, A., Marty, J.-C., & Lavoué, É. (2019). Adaptive Gamification in Education: A Literature Review of Current Trends and Developments. In M. Scheffel, J. Broisin, V. Pammer-Schindler, A. Ioannou, & J. Schneider (Ed.), Transforming Learning with Meaningful Technologies (Roč. 11722, s. 294–307). Springer International Publishing. https://doi.org/10.1007/978-3-030-29736-7_22

Hamari, J., & Koivisto, J. (2015). Why do people use gamification services? International Journal of Information Management, 35(4), 419–431. https://doi.org/10.1016/j.ijinfomgt.2015.04.006

Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? A literature review of empirical studies on gamification. 2014 47th Hawaii International Conference on System Sciences, 3025–3034. https://doi.org/10.1109/HICSS.2014.377

Han, B. C. (2017). Psychopolitics: Neoliberalism and new technologies of power. Verso.

Han, T., & Xu, G. (2025). The relationship between learning environment perception, achievement goals, and the undergraduate deep learning approach: A longitudinal mediation model. Journal of Intelligence, 13(2), 19. https://doi.org/10.3390/jintelligence13020019

Hanson-Smith, E. (2016). Games, gaming, and gamification: Some aspects of motivation. TESOL Journal, 7(1), 227–232. https://doi.org/10.1002/tesj.233

Harvey Arce, N. P., & Cuadros Valdivia, A. M. (2020). Adapting competitiveness and gamification to a digital platform for foreign language learning. International Journal of Emerging Technologies in Learning (iJET), 15(20), 194. https://doi.org/10.3991/ijet.v15i20.16135

Harwood, T., & Garry, T. (2015). An investigation into gamification as a customer engagement experience environment. Journal of Services Marketing, 29(6/7), 533–546. https://doi.org/10.1108/JSM-01-2015-0045

Heere, B. (2018). Embracing the sportification of society: Defining e-sports through a polymorphic view on sport. Sport Management Review, 21(1), 21–24. https://doi.org/10.1016/j.smr.2017.07.002

Heidegger, M. (2008). Being and time. HarperPerennial/Modern Thought.

Hellberg, A.-S., & Moll, J. (2023). A point with pointsification? Clarifying and separating pointsification from gamification in education. Frontiers in Education, 8, 1212994. https://doi.org/10.3389/feduc.2023.1212994

Herrington, J., Peterson, R., & Mantei, J. (2010). Computers and play in early childhood: Affordances and limitations. Jl. of Interactive Learning Researc, 21, 139–159.

Hirschfeld, T. (1981). How to master the video games. Bantam.

Hodaň, B. (2006). Sociokulturní kinantropologie I: Úvod do problematiky. Masarykova univerzita.

Hoffmann, C. H. (2025). Is AI intelligent? An assessment of artificial intelligence, 70 years after Turing. Technology in Society, 68, 101893. https://doi.org/10.1016/j.techsoc.2022.101893

Hogenová, A. (2000). Areté: Základ olympijské filozofie. Karolinum.

Hubalovsky, S., Hubalovska, M., & Musilek, M. (2019). Assessment of the influence of adaptive E-learning on learning effectiveness of primary school pupils. Computers in Human Behavior, 92, 691–705. https://doi.org/10.1016/j.chb.2018.05.033

Huizinga, J. (1980). Homo ludens: A study of the play-element in culture. Routledge & Kegan Paul. https://books.google.cz/books?id=HveEzQEACAAJ

Huotari, K., & Hamari, J. (2017). A definition for gamification: Anchoring gamification in the service marketing literature. Electronic Markets, 27(1), 21–31. https://doi.org/10.1007/s12525-015-0212-z

Hurych, E. (2019). Duchovní rozměr pohybu v sekularizující se společnosti: Celkový rámec a vybrané pohledy poutníků a běžců. Masarykova univerzita.

Hurych, E. (2021). Could gamification present a significant topic for the philosophy of sport? Studia sportiva, 15(1), 51–62. https://doi.org/10.5817/StS2021-1-5

Hurych, E. (2022). Esport coby sport – nástin pro možnou systematizaci otázek pro kinantropologické uchopení fenoménu označovaného jako esport. Česká kinantropologie, 26(1–2), 83–98.

Hurych, E., Jirásek, I., Nesti, M., Parry, J., Robinson, S., Sekot, A., Reguli, Z., Bednář, M., Martínková, I., & Hanáček, M. (2013). Spiritualita pohybových aktivit. Masarykova univerzita.

Hymans, D. J. (1996). Let’s play: The contribution of the pretend play of children to religious education in a pluralistic context. Religious Education, 91(3), 368–381. https://doi.org/10.1080/0034408960910307

Hysaj, A. (2021). COVID-19 pandemic and online teaching from the lenses of K-12 STEM teachers in Albania. 2021 IEEE International Conference on Engineering, Technology & Education (TALE), 01–07. https://doi.org/10.1109/TALE52509.2021.9678579

Chesterton, G. K. (1995). Orthodoxy. Ignatius Press.

Idone Cassone, V. (2017). Mimicking gamers: Understanding gamification through Roger Caillois. Games and Culture, 12(4), 340–360. https://doi.org/10.1177/1555412016671063

Ihde, D. (2022). Heidegger’s technologies: Postphenomenological perspectives. Fordham University Press. https://doi.org/10.1515/9780823291724

Imas, Ye., Lukyantseva, H., Pastukhova, V., Svirin, Ya., Skorobogatov, A., Sosnovski, V., & Zavalniuk, V. (2024). Esports as one of the driving factors of the information evolution of humanity. Cherkasy University Bulletin: Biological Sciences Series, (1). https://doi.org/10.31651/2076-5835-2018-1-2024-1-18-28

Indrawati, I., Marzuki, M., Syafi’urrohman, S., & Malik, A. R. (2021). Investigating the effect of reward and punishment on the student’s learning achievement and discipline. Linguistic, English Education and Art (LEEA) Journal, 4(2), 337–350. https://doi.org/10.31539/leea.v4i2.1860

Ingham, A. G. (2004). The sportification process: A biographical analysis framed by the work of Marx, Weber, Durkheim and Freud. In R. Giulianotti (Ed.), Sport and Modern Social Theorists (s. 11–32). Palgrave Macmillan UK. https://doi.org/10.1057/9780230523180_2

Izhikevich, E., Conway, J., & Seth, A. (2015). Game of Life. Scholarpedia, 10(6), 1816. https://doi.org/10.4249/scholarpedia.1816

Jedličková, A. (2024). Ethical approaches in designing autonomous and intelligent systems: A comprehensive survey towards responsible development. AI & SOCIETY. https://doi.org/10.1007/s00146-024-02040-9

Jianu, E. M., & Vasilateanu, A. (2017). Designing of an e-learning system using adaptivity and gamification. 2017 IEEE International Systems Engineering Symposium (ISSE), 1–4. https://doi.org/10.1109/SysEng.2017.8088270

Jirásek, I. (2005). Filosofická kinantropologie: Setkání filosofie, těla a pohybu. Univerzita Palackého.

Jirásek, I. (2008). Hra jako průnik sakrálního a profánního. In Hry 2008: Sborník příspěvků s tématikou her v programech tělovýchovných procesů (s. 120–124). Plzeň: Katedra tělesné a sportovní výchovy Západočeské univerzity.

Jirásek, I. (2019). Zážitková pedagogika: Teorie holistické výchovy (v přírodě a volném čase). Portál.

Jirásek, I. (2023). Hierophany and Sport. Religions, 14(9), 1102. https://doi.org/10.3390/rel14091102

Jirásek, I. (2026). Schola ludus není zábava: Křehká síla hravosti mezi školkou a sněhem. Juvenilia pedagogica 2026, Trnava, Slovensko. https://pdf.truni.sk/katedry/kps/juvenilia-paedagogica-2026

Jirásek, I., & Hurych, E. (2013). Homo ludens—Spiritualita jako prvek přirozené lidské hravosti. In Spiritualita pohybových aktivit (s. 95–110). Masarykova univerzita.

Jirásek, I., & Kohe, G. Z. (2015). Readjusting Our Sporting Sites/Sight: Sportification and the Theatricality of Social Life. Sport, Ethics and Philosophy, 9(3), 257–270. https://doi.org/10.1080/17511321.2015.1065433

Jiříková, B. (2010). Poetika v písňových textech Michala Horáčka [Bakalářská práce, Masarykova univerzita]. Informační systém Masarykovy univerzity. https://is.muni.cz/auth/th/rdedo/

Johnson, D., Deterding, S., Kuhn, K.-A., Staneva, A., Stoyanov, S., & Hides, L. (2016). Gamification for health and wellbeing: A systematic review of the literature. Internet Interventions, 6, 89–106. https://doi.org/10.1016/j.invent.2016.10.002

Jones, C., & Bergen, B. (2024). Does GPT-4 pass the Turing test? Proceedings of the 2024 Conference of the North American Chapter of the Association for Computational Linguistics: Human Language Technologies (Volume 1: Long Papers), 5183–5210. https://doi.org/10.18653/v1/2024.naacl-long.290

Jud, M., & Thalmann, S. (2025). AI in digital sports coaching – a systematic review. Managing Sport and Leisure, 1–17. https://doi.org/10.1080/23750472.2024.2449016

Kabát, M., Kovalčík, J., Kukumbergová, A., & Richtr, R. (2022). Pen & Paper & Xerox: Early History of Tabletop RPGs in Czechoslovakia. Acta Ludologica, 5(1), 102–117.

Kapp, K. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. Pfeiffer.

Kapp, K. (2014, březen 19). Gamification: Separating fact from fiction. Chief Learning Officer. https://www.chieflearningofficer.com/2014/03/19/gamification-separating-fact-from-fiction/

Kasper, K. (2019). Sports training principles. Current Sports Medicine Reports, 18(4), 95–96. https://doi.org/10.1249/JSR.0000000000000576

Kim, B., Park, H., & Baek, Y. (2009). Not just fun, but serious strategies: Using meta-cognitive strategies in game-based learning. Computers & Education, 52(4), 800–810. https://doi.org/10.1016/j.compedu.2008.12.004

Klemke, R., Kravcik, M., & Bohuschke, F. (2014). Energy-Efficient and Safe Driving Using a Situation-Aware Gamification Approach in Logistics. In A. De Gloria (Ed.), Games and Learning Alliance (Roč. 8605, s. 3–15). Springer International Publishing. https://doi.org/10.1007/978-3-319-12157-4_1

Klock, A. C. T., Gasparini, I., Pimenta, M. S., & Hamari, J. (2020). Tailored gamification: A review of literature. International Journal of Human-Computer Studies, 144, 102495. https://doi.org/10.1016/j.ijhcs.2020.102495

Kobiela, F. (2023). The paradox of the perfect game. Journal of the Philosophy of Sport, 50(3), 438–453. https://doi.org/10.1080/00948705.2023.2295255

Koç, F. (2023). Gamification as a new approach in international accounting education in the digitalizing world: Gamification application in teaching the international measurement principles. In N. T. Dorata, R. C. Jones, J. Mensche, & M. M. Ulrich (Ed.), Advances in Finance, Accounting, and Economics (s. 35–65). IGI Global. https://doi.org/10.4018/978-1-6684-5483-1.ch003

Kock, E., Sarwari, Y., Russo, N., & Johnsson, M. (2021). Identifying cheating behaviour with machine learning. 2021 Swedish Artificial Intelligence Society Workshop (SAIS), 1–4. https://doi.org/10.1109/SAIS53221.2021.9484044

Kohák, E. (1989). Jan Patocka: Philosophy and selected writings. University of Chicago Press.

Koivisto, J., & Hamari, J. (2014). Demographic differences in perceived benefits from gamification. Computers in Human Behavior, 35, 179–188. https://doi.org/10.1016/j.chb.2014.03.007

Koivisto, J., & Hamari, J. (2019). The rise of motivational information systems: A review of gamification research. International Journal of Information Management, 45, 191–210. https://doi.org/10.1016/j.ijinfomgt.2018.10.013

Komenský, J. A. (1947). Škola na jevišti (J. Hendrich, Přel.). Komenium.

Koravuna, S., & Surepally, U. K. (2020). Educational gamification and artificial intelligence for promoting digital literacy. Proceedings of the 2nd International Conference on Intelligent and Innovative Computing Applications, 1–6. https://doi.org/10.1145/3415088.3415107

Kretchmar, S. (2008). Gaming up life: Considerations for game expansions. Journal of the Philosophy of Sport, 35(2), 142–155. https://doi.org/10.1080/00948705.2008.9714735

Kretchmar, S. (2019). A revised definition of games: An analysis of Grasshopper errors, omissions, and ambiguities. Sport, Ethics and Philosophy, 13(3–4), 277–292. https://doi.org/10.1080/17511321.2018.1561748

Krishnaveni, T., & Shanthi, Dr. V. (2024). Mobile Marketing Effectiveness On Gamification. Educational Administration: Theory and Practice. https://doi.org/10.53555/kuey.v30i5.4341

Kumar, A. (2024). Gamification in training with next generation AI- virtual reality, animation design and immersive technology. Journal of Experimental & Theoretical Artificial Intelligence, 36(7), 1121–1134. https://doi.org/10.1080/0952813X.2022.2125080

Kyewski, E., & Krämer, N. C. (2018). To gamify or not to gamify? An experimental field study of the influence of badges on motivation, activity, and performance in an online learning course. Computers & Education, 118, 25–37. https://doi.org/10.1016/j.compedu.2017.11.006

Laciga, J. (2015). 111 let g-faktoru, historie a současnost. Československá psychologie, 59(5), 475–483.

Laczi, S. A., & Póser, V. (2024). Impact of deepfake technology on children: Risks and consequences. 2024 IEEE 22nd Jubilee International Symposium on Intelligent Systems and Informatics (SISY), 215–220. https://doi.org/10.1109/SISY62279.2024.10737593

Landers, R. N., Auer, E. M., Collmus, A. B., & Armstrong, M. B. (2018). Gamification science, its history and future: Definitions and a research agenda. Simulation & Gaming, 49(3), 315–337. https://doi.org/10.1177/1046878118774385

Lear, A. (2024). Narrative world building: Creative applications for gamification in study abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 36(1), 499–530. https://doi.org/10.36366/frontiers.v36i1.695

Lebed, F. (2022). Complexity in Games Teaching and Coaching: A Multi-Disciplinary Perspective. Routledge. https://doi.org/10.4324/9780429341311

Lee, E.-J., Kim, H. S., & Choi, S. (2021). Violent Video Games and Aggression: Stimulation or Catharsis or Both? Cyberpsychology, Behavior, and Social Networking, 24(1), 41–47. https://doi.org/10.1089/cyber.2020.0033

Linden Lab. (2023). Official Site | Second Life. Official site | Second Life - virtual worlds, virtual reality, VR, avatars, and free 3D chat. https://secondlife.com/

Lipiec, J. (1999). Filozofia olympisma. Polskie Wydawnictwo Sportowe SPRINT.

Liu, L. (2024). Impact of AI gamification on EFL learning outcomes and nonlinear dynamic motivation: Comparing adaptive learning paths, conversational agents, and storytelling. Education and Information Technologies. https://doi.org/10.1007/s10639-024-13296-5

Liu, P., Li, X., Zang, B., & Diao, G. (2024). Privacy-preserving sports data fusion and prediction with smart devices in distributed environment. Journal of Cloud Computing, 13(1), 106. https://doi.org/10.1186/s13677-024-00671-3

Liu, Z.-Y., Lomovtseva, N., & Korobeynikova, E. (2020). Online learning platforms: Reconstructing modern higher education. International Journal of Emerging Technologies in Learning (iJET), 15(13), 4. https://doi.org/10.3991/ijet.v15i13.14645

London, J. (2010). The star-rover. Ægypan Press.

Lopes, S. F. S. F., Simões, J. M. D. A. P., Lourenço, J. M. R., & Morais, J. C. P. D. (2024). The Flipped Classroom Optimized Through Gamification and Team-Based Learning. Open Education Studies, 6(1), 20220227. https://doi.org/10.1515/edu-2022-0227

Lorenzo‐Alvarez, R., Rudolphi‐Solero, T., Ruiz‐Gomez, M. J., & Sendra‐Portero, F. (2020). Game‐Based Learning in Virtual Worlds: A Multiuser Online Game for Medical Undergraduate Radiology Education within Second Life. Anatomical Sciences Education, 13(5), 602–617. https://doi.org/10.1002/ase.1927

Løvoll, H. S. (2019). The inner feeling of glacier hiking: An exploratory study of “immersion” as it relates to flow, hedonia and eudaimonia. Scandinavian Journal of Hospitality and Tourism, 19(3), 300–316. https://doi.org/10.1080/15022250.2019.1581084

Lucero, A., Karapanos, E., Arrasvuori, J., & Korhonen, H. (2014). Playful or gameful?: Creating delightful user experiences. Interactions, 21(3), 34–39. https://doi.org/10.1145/2590973

Macey, J., Adam, M., Hamari, J., & Benlian, A. (2024). Examining the commonalities and differences between gamblification and gamification: A theoretical perspective. International Journal of Human–Computer Interaction, 1–14. https://doi.org/10.1080/10447318.2024.2346690

Machado, M. C., & Bowling, M. (2016). Learning Purposeful Behaviour in the Absence of Rewards (Verze 1). arXiv. https://doi.org/10.48550/ARXIV.1605.07700

Mangold, M., Schwietering, A., Zink, J., Steinbauer, M. J., & Heurich, M. (2024). The digitalization of outdoor recreation: Global perspectives on the opportunities and challenges for protected area management. Journal of Environmental Management, 352, 120108. https://doi.org/10.1016/j.jenvman.2024.120108

Marchesi, L., Goldman, A., Lunesu, M. I., Przybyłek, A., Aguiar, A., Morgan, L., Wang, X., & Pinna, A. (Ed.). (2025). Agile processes in software engineering and extreme programming –workshops: XP 2024 workshops, Bozen-Bolzano, Italy, June 4–7, 2024, revised selected papers (Roč. 524). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-72781-8

Martin, C. (2023). Educational institutions and indoctrination. Educational Theory, 73(2), 204–222. https://doi.org/10.1111/edth.12574

Martinů, O. (2025, březen 22). Test fitness aplikací: Trenéři do kapsy radí, hecují a měří. Někdy však podle plotu. iDNES.cz. https://www.idnes.cz/mobil/tech-trendy/test-mf-dnes-fitness-aplikace-mobil-pohyb.A250320_174652_mob_tech_oma

Martucci, A., Graziani, D., Bei, E., Bischetti, L., Bambini, V., Gursesli, M. C., Guazzini, A., & Pecini, C. (2025). Emotional engagement in a humor-understanding reading task: An AI study perspective. Current Psychology. https://doi.org/10.1007/s12144-024-07228-2

Mařík, V., Trčka, M., & Černý, D. (2024). Proč se nebát umělé inteligence?: AI pohledem nejen českých odborníků. Jota.

Masek, L. (2023). Criticizing Caillois: Examining how players perceive rules in play and games. Conference Proceedings of DiGRA 2023 Conference: Limits and Margins of Games Settings. DiGRA 2023 Conference: Limits and Margins of Games Settings.

Masek, L., & Stenros, J. (2021). The meaning of playfulness: A review of the contemporary definitions of the concept across disciplines. Eludamos: Journal for Computer Game Culture, 12(1), 13–37. https://doi.org/10.7557/23.6361

McBride, F. (1975). Toward a non-definition of sport. Journal of the Philosophy of Sport, 2(1), 4–11. https://doi.org/10.1080/00948705.1975.10654092

McGonigal, J. (2015). I’m not playful, I’m gameful. In S. P. Walz & S. Deterding (Ed.), The Gameful World (s. 653–658). The MIT Press. https://doi.org/10.7551/mitpress/9788.003.0045

McGonigal, J. (2022). Imaginable: How to see the future coming and feel ready for anything--even things that seem impossible today. Spiegel and Grau.

Mecheri, S., Rioult, F., Mantel, B., Kauffmann, F., & Benguigui, N. (2016). The serve impact in tennis: First large-scale study of big Hawk-Eye data: the serve impact in tennis. Statistical Analysis and Data Mining: The ASA Data Science Journal, 9(5), 310–325. https://doi.org/10.1002/sam.11316

Meier, H., & Gottschalk, J. (2021). What is Nietzsche’s Zarathustra? A philosophical confrontation. The University of Chicago Press.

Meijerink, E. (2003). The Game of Life: The Significance of Play in the Commune of Damanhur. Journal of Contemporary Religion, 18(2), 155–168. https://doi.org/10.1080/1353790032000067491

Meloy, J. R., Habermeyer, E., & Guldimann, A. (2015). The warning behaviors of Anders Breivik. Journal of Threat Assessment and Management, 2(3–4), 164–175. https://doi.org/10.1037/tam0000037

Memon, S. B., Qureshi, J. A., & Shah, S. B. (2025). AI-powered ChatGPT in sports tourism: Benefits, challenges, and future prospects. In M. Valeri, S. H. A. Shah, & B. M. Al-Ghazali (Ed.), Advances in Computational Intelligence and Robotics (s. 163–188). IGI Global. https://doi.org/10.4018/979-8-3693-8482-4.ch004

Menendez-Ferreira, R., Gonzalez-Pardo, A., Ruíz Barquín, R., Maldonado, A., & Camacho, D. (2019). Design of a software system to support value education in sports through gamification techniques. Vietnam Journal of Computer Science, 06(01), Article 01. https://doi.org/10.1142/S2196888819500039

Mertala, P., & Palsa, L. (2024). Running free: Recreational runners’ reasons for non-use of digital sports technology. Sport in Society, 27(3), 329–345. https://doi.org/10.1080/17430437.2023.2246408

Migliaccio, G. M., Padulo, J., & Russo, L. (2024). The impact of wearable technologies on marginal gains in sports performance: An integrative overview on advances in sports, exercise, and health. Applied Sciences, 14(15), 6649. https://doi.org/10.3390/app14156649

Milton, D., Appleton, P. R., Quested, E., Bryant, A., & Duda, J. L. (2025). Examining the mediating role of motivation in the relationships between teacher-created motivational climates and quality of engagement in secondary school physical education. PLOS ONE, 20(1), e0316729. https://doi.org/10.1371/journal.pone.0316729

Mingon, M., & Sutton, J. (2021). Why robots can’t haka: Skilled performance and embodied knowledge in the Māori haka. Synthese, 199(1–2), 4337–4365. https://doi.org/10.1007/s11229-020-02981-w

Mirke, E., & Tzivian, L. (2021). Teachers’ readiness for remote teaching during COVID-19 pandemic: The case of Latvia. 2021 IEEE Global Engineering Education Conference (EDUCON), 537–542. https://doi.org/10.1109/EDUCON46332.2021.9454088

Misener, L., Taks, M., Chalip, L., & Green, B. C. (2015). The elusive “trickle-down effect” of sport events: Assumptions and missed opportunities. Managing Sport and Leisure, 20(2), 135–156. https://doi.org/10.1080/23750472.2015.1010278

Mohammadi, S., Pashaie, S., & Ghaffarisadr, S. I. (2024). Aesthetics and football: Aesthetics. In F. P. C. Endong (Ed.), Advances in Media, Entertainment, and the Arts (s. 237–282). IGI Global. https://doi.org/10.4018/979-8-3693-4298-5.ch009

Mohanty, B. S., Shaikh, Z. H., Mahapatra, D. M., Ratnakaranm, S., & Manikeswari, D. (2025). Wearable technologies in education: Advantages, limitations, and technical difficulties. In S. Ul Rehman (Ed.), Advances in Educational Technologies and Instructional Design (s. 309–330). IGI Global. https://doi.org/10.4018/979-8-3693-7817-5.ch012

Molnar, A., & Paolacci, G. (2024). Competition increases the magnitude of dishonest reporting even when controlling for reward uncertainty. Scientific Reports, 14(1), 31980. https://doi.org/10.1038/s41598-024-83621-y

Morgan, W. J. (Ed.). (2018). Ethics in sport (Third edition). Human Kinetics. https://doi.org/10.5040/9781492595465

Nacke, L. E., & Deterding, S. (2017). The maturing of gamification research. Computers in Human Behavior, 71, 450–454. https://doi.org/10.1016/j.chb.2016.11.062

Nesti, M., Littlewood, M., O’Halloran, L., Eubank, M., & Richardson, D. (2012). Critical moments in elite Premiership football: Who do you think you are? Physical Culture and Sport. Studies and Research, 56(1), 23–32. https://doi.org/10.2478/v10141-012-0027-y

Neupane, A., Hansen, D., Fails, J. A., & Sharma, A. (2021). The role of steps and game elements in gamified fitness tracker apps: A systematic review. Multimodal Technologies and Interaction, 5(2), 5. https://doi.org/10.3390/mti5020005

Newall, P. W. S., Rockloff, M., Hing, N., Browne, M., Thorne, H., Russell, A. M. T., & Armstrong, T. (2022). How do academics, regulators, and treatment providers think that safer gambling messages can be improved? Addiction Research & Theory, 1–10. https://doi.org/10.1080/16066359.2022.2148663

Nguyen, C. T. (2019). Games and the art of agency. The Philosophical Review, 128(4), 423–462. https://doi.org/10.1215/00318108-7697863

Nguyen, C. T. (2020). Games: Agency as art. Oxford University Press New York. https://doi.org/10.1093/oso/9780190052089.001.0001

Nguyen, C. T. (2021). The opacity of play: A reply to commentators. Journal of the Philosophy of Sport, 48(3), 448–475. https://doi.org/10.1080/00948705.2021.1993870

Nguyen, C. T. (2024). Value capture. Journal of Ethics and Social Philosophy, 27(3). https://doi.org/10.26556/jesp.v27i3.3048

Nguyen, C. T. (2026). The score: How to stop playing somebody else’s game. Penguin Press.

Nieto-Escamez, F. A., & Roldán-Tapia, M. D. (2021). Gamification as Online Teaching Strategy During COVID-19: A Mini-Review. Frontiers in Psychology, 12. https://www.frontiersin.org/articles/10.3389/fpsyg.2021.648552

Noorbehbahani, F., Salehi, F., & Jafar Zadeh, R. (2019). A systematic mapping study on gamification applied to e-marketing. Journal of Research in Interactive Marketing, 13(3), Article 3. https://doi.org/10.1108/JRIM-08-2018-0103

Nweke, H. F., Teh, Y. W., Mujtaba, G., & Al-garadi, M. A. (2019). Data fusion and multiple classifier systems for human activity detection and health monitoring: Review and open research directions. Information Fusion, 46, 147–170. https://doi.org/10.1016/j.inffus.2018.06.002

Olejarnik, S. Z., & Romano, D. (2023). Is playing violent video games a risk factor for aggressive behaviour? Adding narcissism, self-esteem and PEGI ratings to the debate. Frontiers in Psychology, 14, 1155807. https://doi.org/10.3389/fpsyg.2023.1155807

Oliveira, M., Abelha, A., Sousa, R., & Peixoto, H. (2024). Gamification in mobile applications: Techniques, benefits and challenges. Procedia Computer Science, 251, 678–683. https://doi.org/10.1016/j.procs.2024.11.168

Olympics.com. (2023). IOC’s inaugural Olympic Esports Week begins with dazzling Opening Ceremony in Singapore. Olympics.Com. https://olympics.com/ioc/news/ioc-s-inaugural-olympic-esports-week-begins-with-dazzling-opening-ceremony-in-singapore

Olympics.com. (2025, únor 11). Inaugural Olympic Esports Games to be held in Riyadh in 2027 – Road to the Games to start this year. Olympics.Com. https://www.olympics.com/ioc/news/inaugural-olympic-esports-games-to-be-held-in-riyadh-in-2027-road-to-the-games-to-start-this-year

Onwuegbusi, M. O. (2020). Husserl, Heidegger and Phenomenological Method. EPH - International Journal of Humanities and Social Science, 5(3). https://doi.org/10.53555/eijhss.v5i3.94

Ortiz-Rojas, M., Chiluiza, K., Valcke, M., & Bolanos-Mendoza, C. (2025). How gamification boosts learning in STEM higher education: A mixed methods study. International Journal of STEM Education, 12(1), 1. https://doi.org/10.1186/s40594-024-00521-3

Osimen, G. U., Newo, O., & Fulani, O. M. (2024). Artificial intelligence and arms control in modern warfare. Cogent Social Sciences, 10(1), 2407514. https://doi.org/10.1080/23311886.2024.2407514

Øvensen, E., Scholz, T. M., Andersen, R., & Prinz, A. (2024). Defining a gameful experience in a learning environment. 3824–3834. https://doi.org/10.21125/edulearn.2024.0977

Owens, M. D. (2012). It’s all in the game: Gamification, games, and gambling. Gaming Law Review and Economics, 16(3), 114–118. https://doi.org/10.1089/glre.2012.1634

Özer, M., Perc, M., & Suna, H. (2024). Artificial intelligence bias and the amplification of inequalities in the labor market. Journal of Economy Culture and Society, 0(69), 159–168. https://doi.org/10.26650/JECS2023-1415085

Papaioannou, T., Dimitriou, N., Vasilakis, K., Schoofs, A., Nikiforakis, M., Pursche, F., Deliyski, N., Taha, A., Kotsopoulos, D., Bardaki, C., Kotsilitis, S., & Garbi, A. (2018). An IoT-based gamified approach for reducing occupants’ energy wastage in public buildings. Sensors, 18(2), 537. https://doi.org/10.3390/s18020537

Papini, M. L., Wood, M., Daniel, A. M., & Norris, J. N. (2006). Reward loss as psychological pain. International Journal of Psychology and Psychological Therapy, 6(2), 189–213.

Paré, G., Trudel, M.-C., Jaana, M., & Kitsiou, S. (2015). Synthesizing information systems knowledge: A typology of literature reviews. Information & Management, 52(2), 183–199. https://doi.org/10.1016/j.im.2014.08.008

Pargman, D., & Svensson, D. (2019). Play as Work: On the Sportification of Computer Games. Digital Culture & Society, 5(2), 15–40. https://doi.org/10.14361/dcs-2019-0203

Parry, J. (2019). E-sports are not sports. Sport, Ethics and Philosophy, 13(1), 3–18. https://doi.org/10.1080/17511321.2018.1489419

Parry, J. (2021). Esports will not be at the Olympics. Journal of Olympic Studies, 2, 1–13. https://doi.org/10.5406/jofolympstud.2.2.0001

Parry, J. (2023). On the Definition of Sport. Sport, Ethics and Philosophy, 17(1), 49–57. https://doi.org/10.1080/17511321.2022.2077814

Parry, J., & Giesbrecht, J. (2023). Esports, real sports and the Olympic Virtual Series. Journal of the Philosophy of Sport, 50(2), 208–228. https://doi.org/10.1080/00948705.2023.2216883

Patočka, J., & Dodd, J. (1999). Heretical essays in the philosophy of history. Open Court Publishing Company.

Patricio, R., Moreira, A. C., & Zurlo, F. (2022). Gamification in innovation teams. International Journal of Innovation Studies, 6(3), Article 3. https://doi.org/10.1016/j.ijis.2022.05.003

Patridge, S. (2021). Games, motives, and virtue. Journal of the Philosophy of Sport, 48(3), 369–379. https://doi.org/10.1080/00948705.2021.1948340

Peacocke, A. (2021). Phenomenal experience and the aesthetics of agency. Journal of the Philosophy of Sport, 48(3), 380–391. https://doi.org/10.1080/00948705.2021.1952879

Peifer, C., & Tan, J. (2021). The psychophysiology of flow experience. In C. Peifer & S. Engeser (Ed.), Advances in Flow Research (s. 191–230). Springer International Publishing. https://doi.org/10.1007/978-3-030-53468-4_8

Pérez-Escobar, J. A., & Sarikaya, D. (2024). Philosophical investigations into AI alignment: A Wittgensteinian framework. Philosophy & Technology, 37(3), 80. https://doi.org/10.1007/s13347-024-00761-9

Perrin, S., & Wang, L. (2021). COVID-19 and rapid digitalization of learning and teaching: Quality assurance issues and solutions in a Sino-foreign higher education institution. Quality Assurance in Education, 29(4), 463–476. https://doi.org/10.1108/QAE-12-2020-0167

Piligrimienė, Ž., Dovalienė, A., & Virvilaitė, R. (2015). Consumer engagement in value co-creation: What kind of value it creates for company? Engineering Economics, 26(4), 452–460. https://doi.org/10.5755/j01.ee.26.4.12502

Pitthan, F., & Witte, K. D. (2024). Game over or continue? How gamification can improve completion rate in adaptive learning. Education and Information Technologies. https://doi.org/10.1007/s10639-024-12928-0

Plato, & Kamtekar, R. (with Lane, M. S.). (2007). The Republic (H. D. P. Lee, Přel.; Second edition). Penguin Books.

Poets, A. of A. (2023). As You Like It, Act II, Scene VII [All the world’s a stage] by William Shakespeare—Poems | Academy of American Poets [Text]. Poets.Org. https://poets.org/poem/you-it-act-ii-scene-vii-all-worlds-stage

Pöhlmann, K. M. T., O’Hare, L., Dickinson, P., Parke, A., & Föcker, J. (2022). Action video game players do not differ in the perception of contrast-based motion illusions but experience more vection and less discomfort in a virtual environment compared to non-action video game players. Journal of Cognitive Enhancement, 6(1), 3–19. https://doi.org/10.1007/s41465-021-00215-6

Poulus, D. R., Sharpe, B. T., Jackman, P. C., Swann, C., & Bennett, K. J. M. (2024). Defining elite esports athletes: A scoping review. International Review of Sport and Exercise Psychology, 1–36. https://doi.org/10.1080/1750984X.2024.2386531

Predescu, A., & Mocanu, M. (2024). Gamification in real-world applications: Interactive maps and augmented reality. In T. Guzsvinecz (Ed.), Level Up! Exploring Gamification’s Impact on Research and Innovation. IntechOpen. https://doi.org/10.5772/intechopen.1004870

Prinzing, M., & Vazquez, M. (2024). Does studying philosophy make people better thinkers? Journal of the American Philosophical Association, 10(4), 855–876. https://doi.org/10.1017/apa.2023.30

Qiao, S., Yeung, S. S., Zainuddin, Z., Ng, D. T. K., & Chu, S. K. W. (2023). Examining the effects of mixed and non‐digital gamification on students’ learning performance, cognitive engagement and course satisfaction. British Journal of Educational Technology, 54(1), 394–413. https://doi.org/10.1111/bjet.13249

Rakoczy, H. (2006). Pretend play and the development of collective intentionality. Cognitive Systems Research, 7(2–3), 113–127. https://doi.org/10.1016/j.cogsys.2005.11.008

Rapp, A., Hopfgartner, F., Hamari, J., Linehan, C., & Cena, F. (2019). Strengthening gamification studies: Current trends and future opportunities of gamification research. International Journal of Human-Computer Studies, Strengthening Gamification Studies: Critical Challenges and New Opportunities, 127, 1–6. https://doi.org/10.1016/j.ijhcs.2018.11.007

Reddy, M., & Johnson, C. (2024). Games and gamification: Can playful student engagement improve academic integrity? In S. E. Eaton (Ed.), Second Handbook of Academic Integrity (s. 1597–1610). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-54144-5_157

Reid, H. L. (2023). Introduction to the philosophy of sport (Second edition). Rowman & Littlefield. https://doi.org/10.5040/9798881835767

Reinders, H. (2017). Digital Games and Second Language Learning. In S. L. Thorne & S. May (Ed.), Language, Education and Technology (s. 329–343). Springer International Publishing. https://doi.org/10.1007/978-3-319-02237-6_26

Reuters. (2025). IOC and Saudi Arabia end 12-year esports deal early. Reuters. https://www.reuters.com/sports/golf/ioc-saudi-arabia-end-12-year-esports-deal-early-2025-10-30/

Rhee, Y. C., & Kim, K. (2024). Passionate about esports: Esports players’ motivation to participate in and watch esports events. International Journal of Sport Communication, 17(2), 202–210. https://doi.org/10.1123/ijsc.2023-0215

Riahi, G. (2015). E-learning systems based on cloud computing: A review. Procedia Computer Science, 62, 352–359. https://doi.org/10.1016/j.procs.2015.08.415

Ridge, M. (2021). Fun and (striving) games: Playfulness and agential fluidity. Journal of the Philosophy of Sport, 48(3), 403–413. https://doi.org/10.1080/00948705.2021.1948338

Robson, K., Plangger, K., Kietzmann, J. H., McCarthy, I., & Pitt, L. (2015a). Is it all a game? Understanding the principles of gamification. Business Horizons, 58(4), 411–420. https://doi.org/10.1016/j.bushor.2015.03.006

Robson, K., Plangger, K., Kietzmann, J. H., McCarthy, I., & Pitt, L. (2015b). Is it all a game? Understanding the principles of gamification. Business Horizons, 58(4), 411–420. https://doi.org/10.1016/j.bushor.2015.03.006

Rodgers, R. F., Paxton, S. J., & Wertheim, E. H. (2025). Do images speak louder than words? Effects of body positive and fitspiration quotes and images on state body image in women and men. Sex Roles, 91(1), 10. https://doi.org/10.1007/s11199-024-01553-3

Rodríguez-Ferrer, J. M., Manzano León, A., Tadeu, P., Camacho-Sánchez, R., & Aguilar-Parra, J. M. (2024). Gamification to engage healthy habits in socially deprived secondary school students. Retos, 53, 539–546. https://doi.org/10.47197/retos.v53.102849

Rosell Llorens, M. (2017). eSport Gaming: The Rise of a New Sports Practice. Sport, Ethics and Philosophy, 11(4), 464–476. https://doi.org/10.1080/17511321.2017.1318947

Rouvy.com. (2025). Slovníček rozšířené reality. ROUVY - CZ. https://support.rouvy.com/hc/cs/articles/360019932218

Ruhi, U. (2015). Level up your strategy: Towards a descriptive framework for meaningful enterprise gamification. Technology Innovation Management Review, 5(8), 5–16. https://doi.org/10.22215/timreview/918

Russell, J. S. (2021). Striving play and achievement play in Games: Agency as Art. Journal of the Philosophy of Sport, 48(3), 414–424. https://doi.org/10.1080/00948705.2021.1950543

Ryall, E. (2012). Are there any Good Arguments Against Goal-Line Technology? Sport, Ethics and Philosophy, 6(4), 439–450. https://doi.org/10.1080/17511321.2012.737010

Ryall, E. (2021). Agential layering, the absurd and the grind in game-playing. Journal of the Philosophy of Sport, 48(3), 425–435. https://doi.org/10.1080/00948705.2021.1948339

Ryan, M.-L. (2024). Beyond Ludus: Narrative, videogames and the split condition of digital textuality. In B. Atkins & T. Krzywinska (Ed.), Videogame, player, text. Manchester University Press. https://doi.org/10.7765/9781526185600.00005

Sachdeva, R., Rietchel, L., Lee, M., Krassioukov-Enns, D., Ditunno, J., & Krassioukov, A. V. (2024). The Babinski sign in ‘Perseus with the head of Medusa’: Revisiting art through a neurological lens. Spinal Cord Series and Cases, 10(1), 45. https://doi.org/10.1038/s41394-024-00661-2

Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69, 371–380. https://doi.org/10.1016/j.chb.2016.12.033

Sailer, M., & Homner, L. (2020). The Gamification of Learning: A Meta-analysis. Educational Psychology Review, 32(1), Article 1. https://doi.org/10.1007/s10648-019-09498-w

Saleem, A. N., Noori, N. M., & Ozdamli, F. (2022). Gamification Applications in E-learning: A Literature Review. Technology, Knowledge and Learning, 27(1), Article 1. https://doi.org/10.1007/s10758-020-09487-x

Santoso, J. T., Manongga, D., Setyawan, I., Purnomo, H. D., & Hendry. (2024). Exploring data analytics in attendance systems: Unveiling machine learning techniques, patterns, practices, and emerging trends. Scientific Journal of Informatics, 11(2), 325–340. https://doi.org/10.15294/sji.v11i2.3438

Sañudo, B., Sanchez-Trigo, H., Domínguez, R., Flores-Aguilar, G., Sánchez-Oliver, A., Moral, J. E., & Oviedo-Caro, M. Á. (2024). A randomized controlled mHealth trial that evaluates social comparison-oriented gamification to improve physical activity, sleep quantity, and quality of life in young adults. Psychology of Sport and Exercise, 72, 102590. https://doi.org/10.1016/j.psychsport.2024.102590

Saputra, I., Astuti, M., Sayuti, M., & Kusumastuti, D. (2023). Integration of artificial intelligence in education: Opportunities, challenges, threats and obstacles. A literature review. The Indonesian Journal of Computer Science, 12(4). https://doi.org/10.33022/ijcs.v12i4.3266

Saravanan, K., Anand, A. J., & Kumar, R. (Ed.). (2025). Sustainable development goals: Technologies and opportunities. CRC Press, Taylor & Francis Group.

Sekeroglu, M. O., Pekgor, M., Algin, A., Toros, T., Serin, E., Uzun, M., Cerit, G., Onat, T., & Ermis, S. A. (2025). Transdisciplinary innovations in athlete health: 3D-printable wearable sensors for health monitoring and sports psychology. Sensors, 25(5), 1453. https://doi.org/10.3390/s25051453

Selvan, S., Jayaraman, S., Varadharajan, S., Rajendran, M., Palanivel, E., & Kumaresan, J. (2024). Smart shoes for fitness and performance analysis of sportsmen. 2024 IEEE International Conference on Computing, Power and Communication Technologies (IC2PCT), 552–557. https://doi.org/10.1109/IC2PCT60090.2024.10486538

Şentuna, B., & Kanbur, D. (2016). What kind of an activity is a virtual game? A postmodern approach in relation to concept of phantasm by Deleuze and the philosophy of Huizinga. Sport, Ethics and Philosophy, 10(1), 42–50. https://doi.org/10.1080/17511321.2016.1177581

Serrano-Durá, J., Molina, P., & Martínez-Baena, A. (2021). Systematic review of research on fair play and sporting competition. Sport, Education and Society, 26(6), 648–662. https://doi.org/10.1080/13573322.2020.1786364

Setambah, M. A. B., Rajoo, M., Othman, M. S., Shuib, T. R., & Ibrahim, M. A. (2023). Non-digital gamification: Effects of teaching on mathematics achievement and student behavior. Nurture, 17(4), 504–515. https://doi.org/10.55951/nurture.v17i4.388

Seton, E. T. (1907). The Birch-bark Roll of the Woodcraft Indians: Containing Their Constitution, Laws, Games, and Deeds. Doubleday, Page.

Seton, E. T. (1925). Svitek březové kůry (M. Seifert, Přel.). B. Kočí. https://www.databazeknih.cz/knihy/svitek-brezove-kury-250455

Schall, J. V. (2020). The politics of Heaven and Hell Christian themes from classical, medieval, and modern political philosophy. Ignatius Press.

Schlagenhaufer, C., & Amberg, M. (2015). A Descriptive Literature Review and Classification Framework for Gamification in Information Systems. ECIS 2015 Completed Research Papers. Paper 161. https://doi.org/10.18151/7217466

Schweder, S., Hagenauer, G., Grahl, L., & Raufelder, D. (2025). Transitions in motivation across self-directed and teacher-directed learning: A self-determination theory perspective. Teaching and Teacher Education, 159, 105001. https://doi.org/10.1016/j.tate.2025.105001

Schwietering, A., Steinbauer, M., Mangold, M., Sand, M., & Audorff, V. (2024). Digitalization of planning and navigating recreational outdoor activities. German Journal of Exercise and Sport Research, 54(1), 107–114. https://doi.org/10.1007/s12662-023-00927-1

Siafakas, N., & Vasarmidi, E. (2024). Risks of artificial intelligence (AI) in medicine. Pneumon, 37(3), 1–5. https://doi.org/10.18332/pne/191736

Sidin, S. A. (2021). The application of reward and punishment in teaching adolescents: Ninth International Conference on Language and Arts (ICLA 2020). https://doi.org/10.2991/assehr.k.210325.045

Simon, H. (2023). Rolling our eyes towards god: An intervention arising from mormon missionary YouTube activity and the cultural (mis)appropriation of haka. Culture and Religion, 23(1), 46–80. https://doi.org/10.1080/14755610.2023.2289560

Siripipatthanakul, S., & Siripipattanakul, S. (2024). Online gambling of higher education learners. In M. Kayyali (Ed.), Advances in Higher Education and Professional Development (s. 377–400). IGI Global. https://doi.org/10.4018/979-8-3373-0508-0.ch015

Slade, T. (2026). Infrastructural intelligence vs. experiential salience: A response to claims of GPT-5.2’s inferiority to Gemini 3. Preprints. https://doi.org/10.22541/au.176780580.08772567/v1

Sokol, J. (2004). Člověk a náboženství: Proměny vztahu člověka k posvátnému. Portál.

Solas-Martínez, J. L., Martínez-Redecillas, T., Rusillo-Magdaleno, A., & Ruiz-Ariza, A. (2024). The gamification of physical education using augmented reality technology. In V. Geroimenko (Ed.), Augmented Reality Games II (s. 243–265). Springer International Publishing. https://doi.org/10.1007/978-3-031-54475-0_12

Song, K., Ran, C., & Yang, L. (2024). A digital analysis system of patents integrating natural language processing and machine learning. Technology Analysis & Strategic Management, 36(3), 440–456. https://doi.org/10.1080/09537325.2022.2035349

Spagnolo, P., Leo, M., Mazzeo, P. L., Nitti, M., Stella, E., & Distante, A. (2013). Non-invasive Soccer Goal Line Technology: A Real Case Study. 2013 IEEE Conference on Computer Vision and Pattern Recognition Workshops, 1011–1018. https://doi.org/10.1109/CVPRW.2013.147

Steel, A., Silson, E. H., Stagg, C. J., & Baker, C. I. (2016). The impact of reward and punishment on skill learning depends on task demands. Scientific Reports, 6(1), 36056. https://doi.org/10.1038/srep36056

Stein, E., Halegoua, G. R., & Kredell, B. (2023). The Routledge companion to media and the city. Routledge.

Strang, C. B. (2018). Skulls, Scalps, and Seminoles. In C. B. Strang, Frontiers of Science (s. 287–322). University of North Carolina Press. https://doi.org/10.5149/northcarolina/9781469640471.003.0007

Suits, B. (1967). What is a game? Philosophy of Science, 34(2), 148–156. JSTOR. : https://doi.org/10.1086/288138

Suits, B. (2005). The Grasshopper: Games, life and utopia. Broadview Press.

Suits, B., Yorke, C. C., & López Frías, F. J. (2022). Return of the Grasshopper: Games, leisure and the good life in the third millennium. Routledge.

Svojsík, A. B. (1991). Základy junáctví: Návod pro výchovu čes. mládeže (3., nezm. vyd). Merkur : Junácká edice.

Tajik, A. (2025). Gamified and non-gamified AI tools in enhancing EFL listening comprehension: An analysis of duolingo and replika’s impact on engagement, motivation, and learning outcomes. In Review. https://doi.org/10.21203/rs.3.rs-6032009/v1

Tiggemann, M., & Zaccardo, M. (2018). ‘Strong is the new skinny’: A content analysis of #fitspiration images on Instagram. Journal of Health Psychology, 23(8), 1003–1011. https://doi.org/10.1177/1359105316639436

Tondello, G. F., Mora, A., & Nacke, L. E. (2017). Elements of gameful design emerging from user preferences. Proceedings of the Annual Symposium on Computer-Human Interaction in Play, 129–142. https://doi.org/10.1145/3116595.3116627

Toscano, V. (2024). Gamification against inequalities at work: A systematic literature review. In G. Modarelli, C. Rainero, & S. Amelio (Ed.), Advances in Business Information Systems and Analytics (s. 77–98). IGI Global. https://doi.org/10.4018/979-8-3693-1172-1.ch003

Tóth, K., Takács, P., & Balatoni, I. (2024). Users’ expectations of smart devices during physical activity – a literature review. Applied Sciences, 14(8), 3518. https://doi.org/10.3390/app14083518

Trinidad, M., Ruiz, M., & Calderón, A. (2021). A Bibliometric Analysis of Gamification Research. IEEE Access, 9, 46505–46544. IEEE Access. https://doi.org/10.1109/ACCESS.2021.3063986

Turing, A. (1950). Computing machinery and intelligence. Mind, 50(235), 433–460.

Uhlířová, J. (2014). Je Komenského škola hrou mýtem? Gymnasion, 8(2), 19–26.

Uysal, R. (2024). Designing Funny Way: The Role of Humor in Human-AI Interaction. In E. Saka (Ed.), Advances in Human and Social Aspects of Technology (s. 185–210). IGI Global. https://doi.org/10.4018/979-8-3693-7235-7.ch008

Van Delden, R., De Sain, R., Postma, D., & Reidsma, D. (2022). Towards a definition of sportification with generative power beyond sports. Extended Abstracts of the Annual Symposium on Computer-Human Interaction in Play, 268–269. https://doi.org/10.1145/3505270.3558358

Vanderheiden, E., & Mayer, C.-H. (Ed.). (2024). Should Technology Be More Fun(ny)? Leveraging Humor to Improve User Acceptance and Enjoyment of Social Robots and Virtual Agents. In The Palgrave Handbook of Humour Research (s. 51–75). Springer International Publishing. https://doi.org/10.1007/978-3-031-52288-8_3

van Hilvoorde, I. (2016). Sport and play in a digital world. Sport, Ethics and Philosophy, 10(1), 1–4. https://doi.org/10.1080/17511321.2016.1171252

van Hilvoorde, I., & Pot, N. (2016). Embodiment and fundamental motor skills in eSports. Sport, Ethics and Philosophy, 10(1), 14–27. https://doi.org/10.1080/17511321.2016.1159246

Vepsäläinen, J., Kaakinen, M., Savolainen, I., Hagfors, H., Vuorinen, I., & Oksanen, A. (2024). Online communities as a risk factor for gambling and gaming problems: A five-wave longitudinal study. Computers in Human Behavior, 157, 108246. https://doi.org/10.1016/j.chb.2024.108246

Verwijmeren, S., De Vries, J. D., & Bakker, A. B. (2024). Playful sport design: A game changer? Journal of Applied Sport Psychology, 36(1), 45–74. https://doi.org/10.1080/10413200.2023.2185698

Vesa, M. (Ed.). (2021). Organizational gamification: Theories and practices of ludified work in late modernity. Routledge. https://doi.org/10.4324/9780429316722

Vojtíšek, Z. (2019, říjen 16). Damanhur: Náboženská komunita žije už 40 let. Náboženský infoservis. https://info.dingir.cz/2019/10/damanhur-uspesna-nabozenska-komunita-zije-uz-40-let/

Vorlíček, M., Prycl, D., Heidler, J., Herrador-Colmenero, M., Nábělková, J., Mitáš, J., Hinckson, E., Mandic, S., & Frömel, K. (2024). Gameful education: A study of Gamifiter application’s role in promoting physical activity and active lifestyle. Smart Learning Environments, 11(1), 64. https://doi.org/10.1186/s40561-024-00355-0

Wahyudi, M. N. A., Budiyanto, C. W., Widiastuti, I., & Pambudi, N. A. (2025). Beyond points and badges: Deepening engagement in MOOCs through gamification. International Journal of Interactive Mobile Technologies (iJIM), 19(01), 18–33. https://doi.org/10.3991/ijim.v19i01.51705

Walther, B. K., & Larsen, L. J. (2020). Gamification and beyond: The case of ludification. In I. Marfisi-Schottman, F. Bellotti, L. Hamon, & R. Klemke (Ed.), Games and Learning Alliance (Roč. 12517, s. 125–134). Springer International Publishing. https://doi.org/10.1007/978-3-030-63464-3_12

Walz, S. P., & Deterding, S. (Ed.). (2015). The gameful world: Approaches, issues, applications. The MIT Press. https://doi.org/10.7551/mitpress/9788.001.0001

Wang, J., Luo, Q., Huang, S. & Yang, R. (2020). Restoration in the exhausted body? Tourists on the rugged path of pilgrimage: Motives, experiences, and benefits. Journal of Destination Marketing & Management, 15, 100407. https://doi.org/10.1016/j.jdmm.2019.100407

Weed, M., Coren, E., Fiore, J., Wellard, I., Chatziefstathiou, D., Mansfield, L., & Dowse, S. (2015). The Olympic Games and raising sport participation: A systematic review of evidence and an interrogation of policy for a demonstration effect. European Sport Management Quarterly, 15(2), 195–226. https://doi.org/10.1080/16184742.2014.998695

Weisberg, D. S. (2015). Pretend play. WIREs Cognitive Science, 6(3), 249–261. https://doi.org/10.1002/wcs.1341

Wergeland, E. S., & Hognestad, H. K. (2023). Nordic national football stadiums: Past and present. Soccer & Society, 24(3), 321–332. https://doi.org/10.1080/14660970.2023.2179196

Winget, M., & Persky, A. M. (2022). A practical review of mastery learning. American Journal of Pharmaceutical Education, 86(10), ajpe8906. https://doi.org/10.5688/ajpe8906

Wolf, M., & Perron, B. (Ed.). (2023). The Routledge companion to video game studies (Second edition). Routledge, Taylor & Francis Group. https://doi.org/10.4324/9781003214977

Wolf, T., Weiger, W. H., & Hammerschmidt, M. (2020). Experiences that matter? The motivational experiences and business outcomes of gamified services. Journal of Business Research, 106, 353–364. https://doi.org/10.1016/j.jbusres.2018.12.058

Wolf-Root, A. (2020). Too much playing games – a response to Kretchmar. Sport, Ethics and Philosophy, 14(2), 264–268. https://doi.org/10.1080/17511321.2019.1651387

Woodcock, J., & Johnson, M. R. (2018). Gamification: What it is, and how to fight it. The Sociological Review, 66(3), 542–558. https://doi.org/10.1177/0038026117728620

Wu, J., Luan, S., & Raihani, N. (2022). Reward, punishment, and prosocial behavior: Recent developments and implications. Current Opinion in Psychology, 44, 117–123. https://doi.org/10.1016/j.copsyc.2021.09.003

Yani-de-Soriano, M., Marques, T. R. F., Veludo-de-Oliveira, T., & Battistella-Lima, S. V. (2025). Devoted or addicted? Modeling gaming addiction in eSports. Computers in Human Behavior, 162, 108470. https://doi.org/10.1016/j.chb.2024.108470

Yin, R. K. (2018). Case study research and applications: Design and methods (Sixth edition). SAGE.

Yorke, C. C. (2021). Nguyen meets his critics—Games: Agency as Art in a philosophy of sport context. Journal of the Philosophy of Sport, 48(3), 311–320. https://doi.org/10.1080/00948705.2021.2007775

Yu, Y., Wang, J., Liu, Y., Yu, P., Wang, D., Zheng, P., & Zhang, M. (2024). Revisit the environmental impact of artificial intelligence: The overlooked carbon emission source? Frontiers of Environmental Science & Engineering, 18(12), 158. https://doi.org/10.1007/s11783-024-1918-y

Zainuddin, Z., Chu, S. K. W., Shujahat, M., & Perera, C. J. (2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 30, 100326. https://doi.org/10.1016/j.edurev.2020.100326

Zglinski, J. (2022). Rules, Standards, and the Video Assistant Referee in Football. Sport, Ethics and Philosophy, 16(1), 3–19. https://doi.org/10.1080/17511321.2020.1857823

Zhang, J., Jiang, Q., Zhang, W., Kang, L., Lowry, P. B., & Zhang, X. (2023). Explaining the outcomes of social gamification: A longitudinal field experiment (SSRN Scholarly Paper No. 4355616). https://doi.org/10.2139/ssrn.4355616

Zhang, K., & Yu, Z. (2022). Extending the UTAUT Model of Gamified English Vocabulary Applications by Adding New Personality Constructs. Sustainability, 14(10), 6259. https://doi.org/10.3390/su14106259

Zhang, Yu, C., & Tapus, A. (2022). Why do you think this joke told by robot is funny? The humor style matters. 2022 31st IEEE International Conference on Robot and Human Interactive Communication (RO-MAN), 572–577. https://doi.org/10.1109/RO-MAN53752.2022.9900515

Zhu, Z., Du, W., Zhu, Z., Xinhui Xu, Che, H., & Chen, S. (2024). CareerSim: Gamification design leveraging LLMs for career development reflection. Extended Abstracts of the CHI Conference on Human Factors in Computing Systems, 1–7. https://doi.org/10.1145/3613905.3650928

Žemberová, V. (2020). Fiodor Michajlovič Dostojevskij – téma a postava. Slavica litteraria, (2), 137–148. https://doi.org/10.5817/SL2020-2-10