Towards Adaptive Gamification: A Method Using Dynamic Player Profile and a Case Study

Rodriguez, Inmaculada; Puig, Anna; Rodríguez, Álex

doi:10.3390/app12010486

Cited by 13 publications

(9 citation statements)

References 43 publications

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“…Iterative monitoring and adjustments 18. Rodríguez et al ( 2022 ) A dynamic adaptive gamification method which takes players’ profiles as initial information and also considers how these profiles change over time based on users’ interactions and opinions Gamification approaches for e-learning systems in higher education 1. Urh et al ( 2015 ) A model for introduction of gamification into e-learning environments in higher education that consists of the following main elements: management of e-learning, important factors in e-learning, elements of user experience, phases of development (analysis, planning, development, implementation, and evaluation), game mechanics, game dynamics, gamification elements in e-learning and their effects on students.…”

Section: Results Of the Searchmentioning

confidence: 99%

Gamification of e-learning in higher education: a systematic literature review

Khaldi

Bouzidi

Nader

2023

Smart Learn. Environ.

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In recent years, university teaching methods have evolved and almost all higher education institutions use e-learning platforms to deliver courses and learning activities. However, these digital learning environments present significant dropout and low completion rates. This is primarily due to the lack of student motivation and engagement. Gamification which can be defined as the application of game design elements in non-game activities has been used to address the issue of learner distraction and stimulate students’ involvement in the course. However, choosing the right combination of game elements remains a challenge for gamification designers and practitioners due to the lack of proven design approaches, and there is no one-size-fits-all approach that works regardless of the gamification context. Therefore, our study focused on providing a comprehensive overview of the current state of gamification in online learning in higher education that can serve as a resource for gamification practitioners when designing gamified systems. In this paper, we aimed to systematically explore the different game elements and gamification theory that have been used in empirical studies; establish different ways in which these game elements have been combined and provide a review of the state-of-the-art of approaches proposed in the literature for gamifying e-learning systems in higher education. A systematic search of databases was conducted to select articles related to gamification in digital higher education for this review, namely, Scopus and Google Scholar databases. We included studies that consider the definition of gamification as the application of game design elements in non-game activities, designed for online higher education. We excluded papers that use the term of gamification to refer to game-based learning, serious games, games, video games, and those that consider face-to-face learning environments. We found that PBL elements (points, badges, and leaderboards), levels, and feedback and are the most commonly used elements for gamifying e-learning systems in higher education. We also observed the increasing use of deeper elements like challenges and storytelling. Furthermore, we noticed that of 39 primary studies, only nine studies were underpinned by motivational theories, and only two other studies used theoretical gamification frameworks proposed in the literature to build their e-learning systems. Finally, our classification of gamification approaches reveals the trend towards customization and personalization in gamification and highlights the lack of studies on content gamification compared to structural gamification.

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Section: Results Of the Searchmentioning

confidence: 99%

Gamification of e-learning in higher education: a systematic literature review

Khaldi

Bouzidi

Nader

2023

Smart Learn. Environ.

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“…Previous research findings indicate that the successful implementation of gamification in educational contexts requires an adaptive (and not one-fits-all) approach (Rodríguez et al, 2022), wherein the gamified environments are adapted to the user's traits, such as personality type (Buckley & Doyle, 2017), gender (Denden et al, 2021), learning styles (Buckley & Doyle, 2017) and age (Palmquist & Jedel, 2021). The in-depth review of the selected articles also revealed that some scholars related their findings to individual factors, such as gender, prior knowledge and learning style, arguing that their results could be different for learners with different characteristics.…”

Section: Individual Factorsmentioning

confidence: 99%

Using gamification to support learning in K‐12 education: A systematic literature review

Dehghanzadeh

Farrokhnia

Dehghanzadeh

et al. 2023

Brit J Educational Tech

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Using gamification to support learning in K‐12 education has received much attention from scholars in recent years. However, there is still a lack of comprehensive understanding of how gamification should be used to effectively enhance the learning experiences of K‐12 students. The purpose of this review was to synthesize research findings on the use of gamification in K‐12 education and to propose an evidence‐informed framework. This framework will guide teachers and scholars in developing gamified learning environments that are effective in improving K‐12 students' learning. In this regard, 54 empirical studies (out of 907 peer‐reviewed articles), dating from 2008 through 2021, were reviewed using the Preferred Reporting Items for Systematic Reviews and Meta‐Analysis (PRISMA) guideline. The findings were systematically categorized into four essential dimensions of learning environments inspired by Biggs' 3P teaching and learning model, ie, ‘individual factors’, ‘environmental factors’, ‘learning process’ and ‘learning outcome’. The review yielded rich findings concerning each dimension, providing K‐12 teachers and scholars with a comprehensive overview of research findings on using gamification for educational purposes. Meanwhile, the findings indicated the lack of empirical studies regarding constructively aligned gamified courses, in which the different dimensions of the adopted framework are implemented and evaluated coherently. The paper concludes by presenting several suggestions and directions for future research to address this shortcoming. Practitioner notesWhat is already known about this topic Gamification has demonstrated the potential to enhance learning outcomes in K‐12 education. There are instances where the findings suggest neutral or negative effects of gamification on students' learning outcomes. There is a lack of a comprehensive overview of empirical findings concerning the effectiveness of gamification in K‐12 education. What this paper adds The study highlights the potential of gamification in enhancing cognitive, affective and behavioural learning outcomes in K‐12 education, mainly by increasing motivation, engagement and competitiveness. The study provides a comprehensive overview of empirical studies on using gamification in K‐12 education. The study proposes an evidence‐informed framework that can serve as a blueprint for developing constructively aligned gamified learning environments for K‐12 education. Implications for practice and/or policy The study presents several up‐to‐date and empirically rooted calls for future research on using gamification in K‐12 education. The study makes evidence‐based recommendations for the effective integration of gamification in K‐12 education.

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“…In part, the above gap can be explained by the age difference between professors and their students [71]. Those who design game-based didactic situations naturally tend to strengthen the presence of the player profile that is most in line with their own, so professors should reflect on their own player profile and strive to design gamified situations suitable for player profiles F I G U R E 2 Bartle's classification of player profiles different from their own [22,57,58,69,75,84]. In this article, a first exploration of the player profile of the engineering professors is carried out, from the perspective that they themselves have in this regard, to lay the groundwork for establishing the main differences with the player profiles of the students, more abundantly studied in the literature.…”

Section: Player Profiles Of Engineering Students and Engineering Prof...mentioning

confidence: 99%

Player profiles for game‐based applications in engineering education

Vergara

Antón‐Sancho

Fernández‐Arias

2022

Comp Applic In Engineering

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The use of digital learning environments in higher education has led to design methodological strategies, like gamification, adapted to computer‐based learning. The effectiveness of gamification depends on the adaptation of the methodology to the player's profile. Four types of player profiles (Explorer, Killer, Socialized, and Achiever) are established according to the Bartle classification. In this article, quantitative research is carried out on the player profile and the one considered best for learning engineering professors. Sociological and academic aspects that influence player profile choices are also identified. A descriptive and inferential analysis of the answers given by a population of 532 engineering professors —who attended a training course on gamification in digital environments—to a survey designed by the authors was carried out. The results reveal that most engineering professors are Explorers and this is also the player profile considered best for learning, although there is a gap between the own player profile and the choice of the most effective one. The player profile shown here to be the most frequent among engineering professors differs from that attributed to students in the literature, which is Achiever. Gaps by gender, age, teaching experience, and university tenure are also identified. Universities are recommended to strengthen professor training to design personalized game‐based computing environments and to cater to differences due to several sociological and academic aspects.

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Towards Adaptive Gamification: A Method Using Dynamic Player Profile and a Case Study

Cited by 13 publications

References 43 publications

Gamification of e-learning in higher education: a systematic literature review

Gamification of e-learning in higher education: a systematic literature review

Using gamification to support learning in K‐12 education: A systematic literature review

Player profiles for game‐based applications in engineering education

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