Validation of User Preferences and Effects of Personalized Gamification on Task Performance

Tondello, Gustavo F.; Nacke, Lennart E.

doi:10.3389/fcomp.2020.00029

Cited by 29 publications

(13 citation statements)

References 46 publications

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“…All the postings in social networks were not targeted at any kind of ads and the publications were made public to facilitate the propagation by others. Considering that volunteers might be more willing to pay attention in surveys and also without pressuring to maximize time usage 21 , participation in the study was entirely voluntary. Participants had to accept to participate by checking a consent term, where they were informed about the purpose of the study, the study confidentiality, that the data collected would be used in scientific studies, and also the contact of the researchers and universities involved in the study.…”

Section: Methodsmentioning

confidence: 99%

Psychometric investigation of the gamification Hexad user types scale in Brazilian Portuguese

Santos

Oliveira

Altmeyer

et al. 2022

Sci Rep

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Gamification has become a significant direction in designing technologies, services, products, organizational structures, and any human activities towards being more game-like and consequently being more engaging and motivating. Albeit its success, research indicates that personal differences exist with regards to susceptibility to gamification at large as well as to different types of gamification designs. As a response, models and measurement instruments of user types when it comes to gamification have been developed. One of the most discussed related instruments is the Hexad user types scale. However, there has been paucity of research related to the validity and reliability of the Hexad instrument in general but also of its different formulations and language versions. To face this gap, our study focused on analyzing the psychometric properties of the Hexad scale in Brazilian Portuguese by conducting two confirmatory factor analyses and two multi-group confirmatory factor analyses. The survey was answered by 421 Brazilian respondents (52% self-reported women, 47% self-reported men, 0.5% preferred not to provide their gender, and 0.5% checked the option “other”), from the five Brazilian regions (23 different states and the Federal District), and aged between 10 and 60 years old. Findings support the structural validity of the scale as an oblique model and indicate opportunities for small improvements. Further research, both at academy and practice, may use this study as the source of measurement of user types related to gamification (in Brazilian Portuguese), as well as, as a theoretical and practical source for further studies discussing personalized gamification.

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Section: Methodsmentioning

confidence: 99%

Psychometric investigation of the gamification Hexad user types scale in Brazilian Portuguese

Santos

Oliveira

Altmeyer

et al. 2022

Sci Rep

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“…Personalisation gamification is used to tailor game or interaction mechanics to specific users' preferences to improve engagement [10]. Using user typologies to comprehend individual preferences is one of the common approaches to personalisation.…”

Section: Personalised Gamificationmentioning

confidence: 99%

The Analysis of Intrinsic Game Elements for Undergraduates Gamified Platform Based on Learner Type

Kian

Sunar

2022

IEEE Access

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This paper examines intrinsic motivation-driven game elements and designs an Intrinsic Motivation Gamification Framework to provide undergraduates with a persisting, scaffolding, and satisfying online learning experience based on different user profiles. Gamification became the main resolution for the low retention rate in learning platforms for undergraduates. Most gamified learning studies focus on the player-type profiling method, while no intrinsic motivation-driven game elements are mapped to certain players. This paper refined self-needs and user motivation in the learning experience from different user behaviours through the distinction method of Grasha Learner Style, deriving six types of learners: independent, dependent, participant, avoidance, collaborative and competitive. Based on the literature review, a gamified framework has been developed to engage the undergraduates to persist in using a self-developed gamified platform, GamiClass up to 16 weeks. Suggested 20 game elements have been deployed based on the needs of the Octalysis Framework and Self Determination Theory. The analysis mirrored the positive impact of game elements (group quest, challenges and time pressure) on the undergraduates. In contrast, choices/consequences and exploration game elements negatively affect the undergraduates' continuity in the gamified platform. Furthermore, the group quest was identified as the critical game element that stimulates various types of undergraduates in competition and collaboration, thus internalising their extrinsic motivation into intrinsic motivation during their learning journey.

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“…In that case, the problem was not gamification, but motivating some other behavior, which cannot be observed by a study limited to analyzing behavior. Therefore, gamification studies must prioritize measuring motivational outcomes aligned to gamification’s goals to prevent misleading conclusions (Landers et al, 2018 ; Tondello & Nacke, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

“…In summary, gamification studies should focus on measuring motivational outcomes known to affect the desired behavioral outcomes (Landers et al, 2018 ; Tondello & Nacke, 2020 ). Within the educational domain, for instance, strong empirical evidence supports autonomous motivation’s positive role in learning outcomes (Hanus & Fox, 2015 ; Rodrigues et al, 2021 ; Vansteenkiste et al, 2009 ).…”

Section: Introductionmentioning

confidence: 99%

How Personalization Affects Motivation in Gamified Review Assessments

Rodrigues

Palomino

Toda

et al. 2023

Int J Artif Intell Educ

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Personalized gamification aims to address shortcomings of the one-size-fits-all (OSFA) approach in improving students’ motivations throughout the learning process. However, studies still focus on personalizing to a single user dimension, ignoring multiple individual and contextual factors that affect user motivation. Unlike prior research, we address this issue by exploring multidimensional personalization compared to OSFA based on a multi-institution sample. Thus, we conducted a controlled experiment in three institutions, comparing gamification designs ( OSFA and Personalized to the learning task and users’ gaming habits/preferences and demographics) in terms of 58 students’ motivations to complete assessments for learning. Our results suggest no significant differences among OSFA and Personalized designs, despite suggesting user motivation depended on fewer user characteristics when using personalization. Additionally, exploratory analyses suggest personalization was positive for females and those holding a technical degree, but negative for those who prefer adventure games and those who prefer single-playing. Our contribution benefits designers, suggesting how personalization works; practitioners, demonstrating to whom the personalization strategy was more or less suitable; and researchers, providing future research directions. Supplementary Information The online version contains supplementary material available at 10.1007/s40593-022-00326-x.

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Validation of User Preferences and Effects of Personalized Gamification on Task Performance

Cited by 29 publications

References 46 publications

Psychometric investigation of the gamification Hexad user types scale in Brazilian Portuguese

Psychometric investigation of the gamification Hexad user types scale in Brazilian Portuguese

The Analysis of Intrinsic Game Elements for Undergraduates Gamified Platform Based on Learner Type

How Personalization Affects Motivation in Gamified Review Assessments

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