Implicit modeling of learners’ personalities in a game-based learning environment using their gaming behaviors

Abstract

While the most used method to model the learner's personality is the self-report using questionnaires, this study presents and validates a newly developed framework for implicitly modeling the learners' personalities within a game-based learning environment using their gaming behaviors. This framework is based on an online role-playing game for teaching the computer architecture subject and a learning analytics system. To evaluate the efficiency of the proposed framework, an experiment was conducted with forty four participants (34 learners and 11 teachers) in a Tunisian University. The obtained results showed that this framework has a high accuracy level in correctly modeling both the extraversion and openness personality dimensions. In addition, these results highlighted a "good" and "moderate" agreement degree in modeling the extraversion and openness personality dimensions respectively compared to the Big Five Inventory (BFI). The findings of this study can advance research in game-based learning and educational psychology by developing environments which can be used for both learning and modeling learners' personalities instead of using questionnaires.

Applications of data science to game learning analytics data: A systematic literature review

“…Behaviors also depend on student background (Jaccard, Hulaas, and Dumont 2017). Personalities can be identified based on actions and in-game choices (Denden et al 2018).…”

Affordances and Core Functions of Smart Learning Environments: A Systematic Literature Review

“…In the context of presentation training, Burghardt et al [20] proposed a system that recorded a speaker making a presentation in public, recognized the presenter's behaviors, and provided suitable guidance to improve it. Similarly, Denden et al [61] developed a role-playing game to teach the subject of computer architecture. Their system used data analysis techniques to identify behaviors within the game.…”

A Review of Data Analysis for Gamification: Challenges, Motivations, Recommendations and Methodological Aspects

“…al., 2017), positive attitude of students (Birch & Woodruff, 2017), behaviour (Edwards et. al., 2016), improvement in academic (Tantawi, Sadaf &Alhumaid, 2018;Turan&Meral, 2018), learners' personalities (Denden et. al., 2018), proposing gamification approaches (Almeida &Buzady, 2018;Sok&Ryeol, 2018;Ozdener&Demirci, 2018;Letizia, 2017;Baptista & Oliveira, 2017;Rosales et.…”

“…Among some of the influential recommendations include to shift focus and rely less on quantitative studies and conduct more studies specifically on mix-methods (Tantawi, Sadaf &Alhumaid, 2016; Alsawaler, 2019), propose critical enquiry as a new of methodology for studies related to data mining, texts, translation, libraries, climate change, ideologies, museum, that require fusion of game elements to attract learners' attention (Cengiz, Birant&Derya, 2017;Ouariachiet al, 2017;Swiatek&Gorsse, 2016;Kidd, 2015;Inwood, 2014;O'Hagan, 2012;), to add suitable evaluation processes to test outcomes obtained from the research conducted to monitor behaviour . Among hot topics that need more attention specifically under serious games to focus social well-being of elderly people (Jinhui et al, 2018), to conduct more exploratory studies (Kelley & Johnston, 2015), recommendation to have more governance platforms for serious games for citizens (Kelley &Johnstoon, 2015), careful development of gamification that retains its values (Marini et al, 2018;Raftopoulos, 2014), provide clear and direct guidelines to develop successful serious games (Hamada& Wakabayashi,2014), development of mlearning to support literacy education (Smith et al, 2015), mobile education for primary school students (Kirci&Kahraman, 2015), generate innovative approaches in education with gamification (Birch & Earl, 2017; Głowacki,Kriukova&Avshenyuk,2018; Hung, 2018), more rigorous study designs required to examine the effectiveness of gamification and benefits that can gained (Tantawi, Sadaf &Alhumaid, 2016;, behaviour change to improve health outcomes (Gallagher et al, 2019;Edwards et al, 2016), to conduct more studies infusing games and electric energy consumption (Nishida & Braga, 2015), educational psychology modelling learners' personalities (Denden et al, 2018), effects of gamification on society and culture (Lifaniva, 2016) and to strike balance between content of the course and game elements (Inwood, 2014).…”