Can We Predict the Best Gamification Elements for a User Based on Their Personal Attributes?

Are They Learning or Playing? Moderator Conditions of Gamification’s Success in Programming Classrooms

“…Hence, explaining why some of our participants ended up yielding lower academic achievement than those who submitted fewer or the same number of attempts in the non-gamiied version. A similar outcome was reported in Ghaban and Hendley [26], wherein learners of the gamiied version dropped out less, but showed worse learning gains. Thus, we expand the literature with insights about gaming the system behaviour in such context, empirically demonstrating that, although gamiication is of value, it might lead to outcomes opposed to the expected, which also contributes to the literature by responding to the need of analysing gamiication's negative efects [43].…”

Individual differences associated with treatment adherence and transfer effects following gamified web-based cognitive control training for repetitive negative thinking

“…For instance, in the context of online learning courses, participants scoring high on extraversion seem to benefit more from an intervention when social (game) elements are added which allow to interact and compete with others. Moreover, although most participants seem to benefit from gamification elements such as use of points and badges, previous studies suggest that this may particularly be the case for participants scoring low in terms of conscientiousness ( Ghaban and Hendley, 2020 ). In contrast, highly conscientious individuals, showing a strong intrinsic motivation to conduct tasks in a careful and diligent manner, seem to benefit less from addition of gamification elements.…”

“…In contrast, participants that scored high on extraversion were more likely to drop-out throughout the CCT procedure. Interestingly, previous studies suggest individual differences in how one responds to gamification elements, which have been linked to personality features such as conscientiousness and extraversion (e.g., Codish and Ravid, 2014 ; Ghaban and Hendley, 2020 ). For instance, in the context of online learning courses, participants scoring high on extraversion seem to benefit more from an intervention when social (game) elements are added which allow to interact and compete with others.…”

Understanding the Impact on Learners’ Reading Performance and Behaviour of Matching E-Learning Material to Dyslexia Type and Reading Skill Level

“…Similarly, in this work there are a limited number of gamification elements and these are fixed across each experimental condition. Adapting the gamification elements to match the, often complex, needs of individuals in this population is an important area of future research [24].…”