Gamification Based on User Types: When and Where It Is Worth Applying

Gamification Based on User Types: When and Where It Is Worth Applying

Gamification Based on User Types: When and Where It Is Worth Applying

Laia Subirats, Tuula Nousiainen, Apoorwa Hooda, Luis Rubio-Andrada, Santi Fort, Mikko Vesisenaho, and G. M. Sacha

Abstract

"Students’ motivation is one of the most relevant factors when improving the quality of the learning process. In this context, gamification is a powerful tool for increasing motivation at all levels of teaching. Since gamification methodologies can be applied in many different ways, personalizing gamified activities as a function of gamification user types is a promising strategy. Knowing the user types is also an advantage to understand the nature of learners in the class. In this article, we present the findings from several pilot exercises, where we identified gamification user types among students from Spain and Finland, analyzing their prevalence as a function of age, gender, country, and field of study. We also designed a gamification experience where activities were designed to fit the preferences of different user types. From these pilot experiences, we found that gamification user types are only relevant when other variables, such as the difficulty of the tasks or the presence of students who do not work well in groups, are not present. Based on our findings, we conclude that distance learning and subjects where previous knowledge is not present are good choices when gamifying a subject."

Reference

Subirats, L., Nousiainen, T., Hooda, A., Rubio-Andrada, L., Fort, S., Vesisenaho, M., & Sacha, G. M. (2023). Gamification based on user types: When and where it is worth applying. Applied Sciences, 13(4), 2269. https://www.mdpi.com/2076-3417/13/4/2269

Keywords

gamification, higher education, user types