How Personalization Affects Motivation in Gamified Review Assessments

How Personalization Affects Motivation in Gamified Review Assessments

How Personalization Affects Motivation in Gamified Review Assessments

By Luiz Rodrigues, Paula T. Palomino, Armando M. Toda, Ana C. T. Klock, Marcela Pessoa, Filipe D. Pereira, Elaine H. T. Oliveira, David F. Oliveira, Alexandra I. Cristea, Isabela Gasparini and SeijiIsotani

Abstract

“Personalized gamification aims to address shortcomings of the one-sizefits-all (OSFA) approach in improving students’ motivations throughout the learning process. However, studies still focus on personalizing to a single user dimension, ignoring multiple individual and contextual factors that affect user motivation. A few exceptions explored multidimensional personalization, but failed to use OSFA as the baseline or analyze multiple institutions’ students. Thus, we conducted a controlled experiment in three institutions, comparing gamification designs (OSFA and Personalized to the learning task and users’ gaming habits/preferences and demographics) in terms of 58 students’ motivations to complete assessments for learning. Our results suggest no significant differences among OSFA and Personalized designs, despite suggesting personalization adapted to users’ individual differences better than the OSFA approach. Additionally, they indicate personalization was positive for females and those holding a technical degree, but negative for those who  prefer adventure games and those who prefer single-playing. Our contribution benefits designers, suggesting how personalization works; practitioners, demonstrating to whom the personalization strategy was more or less suitable; and researchers, providing future research directions.”

Reference

Almalki, M. (2022). Didactic games and gamification in Education. Retrieved May 24, 2022, from https://www.koreascience.or.kr/article/JAKO202213341763835.page

Keyword

Gamification, gameful, tailoring, education, self-determination theory, research