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Gamification from Player Type Perspective: A Case Study

Educational Technology ＆ Society, 2018-07, Vol.21 (3), p.12-22 [Peer Reviewed Journal]

COPYRIGHT 2018 International Forum of Educational Technology & Society ;COPYRIGHT 2018 International Forum of Educational Technology & Society ;2018. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1176-3647 ;ISSN: 1436-4522 ;EISSN: 1436-4522

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  • Title:
    Gamification from Player Type Perspective: A Case Study
  • Author: Kocadere, Selay Arkün ; Çağlar, Şeyma
  • Subjects: Attitude Measures ; Case Studies ; Computer supported collaborative learning ; Design ; Economic models ; Educational Games ; Educational Technology ; Factor Analysis ; Full Length Articles ; Gamification ; Individual Characteristics ; Interviews ; Learning ; Mechanics ; Mechanics (physics) ; Motivation ; School environment ; Simulated Environment ; Student Surveys ; Technology Uses in Education ; Undergraduate Students
  • Is Part Of: Educational Technology ＆ Society, 2018-07, Vol.21 (3), p.12-22
  • Description: Studies highlight the need to consider different player types during gamification design. The aim of the present study was to determine the elements that affect learners showing different player type characteristics in a gamified learning environment. Accordingly, the study examined which game elements trigger which mechanics. The design of the study's gamified learning environment used the game elements of leaderboard, achievements, point, badge, content unlocking, level, gifting, team, and story which were thought to motivate different player types. A total of 41 undergraduate students participated in the study for 7 weeks. Using the ＂Player Type Scale＂ developed by the researchers, player types were determined as killer, achiever, explorer, and socializer. One learner showing the dominant characteristics of each player types were interviewed to determine which elements each learner liked, disliked, or was indifferent to and which mechanics these elements served. Results indicated that: (a) players may show characteristics different than their player type depending on the design features of the gamified learning environment, (b) the mechanics that attract learners in a gamified learning environment differ with regard to player type, (c) the elements that trigger a mechanic differ in with regard to player type, (d) an element may serve different mechanics for different player types, and (e) the selection of elements and the context in which they are used in the design affects the mechanic it serves and therefore the whole process.
  • Publisher: Palmerston North: International Forum of Educational Technology ＆ Society
  • Language: English
  • Identifier: ISSN: 1176-3647
    ISSN: 1436-4522
    EISSN: 1436-4522
  • Source: Education Resources Information Center (ERIC)
    Freely Accessible Arts & Humanities Journals
    ROAD: Directory of Open Access Scholarly Resources
    ProQuest Central
    DOAJ Directory of Open Access Journals
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