Understanding the Effect of Gamification on Learners with Different Personalities

Ghaban, Wad; Hendley, Robert J.

doi:10.5220/0007730703920400

Cited by 5 publications

(2 citation statements)

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“…The analysis allows focus on the detailed study of 163 [2,9,11,18,19,48,54,55,57,61,82,96,97,114,121,123,147,148,151,154,156,161,164,169,171,183,193,194,205].…”

Section: Cluster-based Literature Reviewmentioning

confidence: 99%

“…3 papers and 1 Ph.D. thesis are related to adaptive learning gamification: Durieu, Solal and Tercieux [45] discusses a study on perturbed joint and independent fictitious play processes in n-person games and how they relate to the selection of strategies in the long run, Del Blanco et al [41] discussed the integration of digital games in virtual learning environments, using a middleware architecture to integrate video games in VLEs, and Johnson and Zaiane [83] proposes an online Intelligent Tutoring System gamified to teach medical imaging. Ghaban [61] proposes a model of adapting the gamification elements, that can predict the best combination of gamification elements for a learner's personality profile.…”

Section: A Cluster Of Educational Technologymentioning

confidence: 99%

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Adaptive learning: a cluster-based literature review (2011-2022)

Fadieieva

2023

Educ. Technol. Q.

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Adaptive learning is a personalized instruction system that adjusts to the needs, preferences, and progress of learners. This paper reviews the current and future developments of adaptive learning in higher education, especially in relation to the digital education strategy of the European Union. It also uses a cluster analysis framework to explore the main themes and their relationships in the academic literature on adaptive learning. The paper highlights the potential of emerging technologies such as AI, eye-tracking, and physiological measurements to improve the personalization and effectiveness of adaptive learning systems. It presents various methods, algorithms, and prototypes that incorporate learning styles into adaptive learning. It also stresses the importance of continuous professional development in e-learning, media literacy, computer security, and andragogy for teachers who use adaptive learning systems. The paper concludes that adaptive learning can promote creativity, innovation, and lifelong learning in Ukrainian higher education, but it also acknowledges the challenges and suggests further research to assess its impact.

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“…The analysis allows focus on the detailed study of 163 [2,9,11,18,19,48,54,55,57,61,82,96,97,114,121,123,147,148,151,154,156,161,164,169,171,183,193,194,205].…”

Section: Cluster-based Literature Reviewmentioning

confidence: 99%