How Different Personalities Benefit From Gamification

Abstract

Several studies indicate the benefit of mapping gamification elements to personality. However, this mapping requires a strong understanding of the relationship between gamification elements and personality. The existing research that has tried to address this relationship is based on a self-report questionnaire that is obtained from only those learners who complete the entire study. Unfortunately, a bias may result from first forcing learners to complete an entire study and then ignoring learners who drop out in the middle of a study. To overcome this bias, we use a more objective approach to understand the relationship between personality and gamification. In our study, we use the dropout rate as a proxy for learner motivation. We hypothesize that learners who are more motivated by gamification elements will use the gamified website longer. Furthermore, because we use a different method than previous studies used, we analyse our data differently. Our solution is to use survival analysis to analyse our data, which confirms the benefit of using gamification to enhance learner motivation. Our results point to the relationship between the response of different personalities and gamification elements. In further studies, we recommend to use this same approach but with more gamification elements. RESEARCH HIGHLIGHTS Gamification plays an important role in enhancing learners’ motivation and engagement. Different personalities respond differently to gamification elements. The dropout rate can be used to measure learners’ motivation. Enhancing the motivation of learners does not necessarily improve their learning.

The Effectiveness of Personality-Based Gamification Model for Foreign Vocabulary Online Learning

“…Contrarily, students with high neuroticism have negative correlation with all of the four learning styles. This coincides with a study by [14] stating that gamification elements have a negative effect on the motivation for highly neurotic learners as they considered the elements to be "silly" and "toylike." These students have low motivation to learn in general as they tend to suffer from anxiety and moodiness.…”

“…Researchers [14] measured the drop-out rate and motivation based on the Big Five personality model for high school students learning Microsoft Excel online. The study revealed that for some personality types, the gamification elements helped in increasing motivation while for other personalities types, the gamification elements did not provide much benefit.…”

“…They learn information in a systematic and organized way and prefer concrete and practical procedures. As mentioned in a study by [14], highly conscientious learners do not particularly need gamification elements such as points, rewards, and leaderboards to motivate them. However, these students do enjoy the elements of feedback and progress bar within gamification.…”

App-Tailoring Requirements to Increase Stress Management Competencies Within Families: Cross-sectional Survey Study

“…On the other hand, studies show that certain personality traits are associated with specific coping behaviors [ 58 , 59 ] and app usage behaviors [ 60 , 61 ], as well as the response to gamification elements [ 62 ]. Individuals with personality factors such as high neuroticism, for example, show more vulnerability toward high stress values and problem coping strategies such as wishful thinking, withdrawal, and emotion-focused coping [ 58 , 59 ].…”

Bibliometría aplicada a la gamificación como estrategia digital de aprendizaje

“…Entre los diferentes resultados obtenidos de ciertas investigaciones recientes, se describen los efectos positivos sobre el aprendizaje y el alumnado en general, como pueden ser el incremento de la motivación (Hassan, Dias & Hamari, 2019), el desarrollo de la personalidad (Ghaban & Hendley, 2019) y del pensamiento reflexivo (Peña, Fernández, Kirillof & Tovar, 2011), el interés por el aprendizaje y la participación activa (Lee and Hammer, 2011;Measles & Abu-Dawood, 2015;Rouse, 2013) y la adquisición de aprendizajes curriculares (Gros, 2008); los hábitos de aprendizaje y las habilidades para la resolución de problemas (Harrold, 2015), la mejora de la socialización (Montilla, 2015;Park & Kim, 2019), el trabajo cooperativo y la comunicación entre iguales (Roemer & Rundle, 2018;Sánchez, Alfageme & Serrano, 2010), el desarrollo de reflejos, psicomotricidad (Rodríguez & Martín), iniciativa y autonomía e identidad en niños y jóvenes (Aguilar & Aguilar, 2018), la participación de las familias en el proceso educativo (Vázquez & López, 2016), o el de adquirir competencias tecnológicas: cognitivas, metodológicas y organizativas (Borrás, 2018;Fernández, Rodríguez & Verdeja, 2017).…”