research-article

Game Element Preferences and Engagement of Different Hexad Player Types in a Gamified Physics Course

Authors:

Coleen M. Amado,

Lydia S. RoledaAuthors Info & Claims

IC4E '20: Proceedings of the 2020 11th International Conference on E-Education, E-Business, E-Management, and E-Learning

Pages 261 - 267

https://doi.org/10.1145/3377571.3377610

Published: 03 May 2020 Publication History

Abstract

Recently, the research community has taken interest on the use of gamification to engage and motivate students. However, researches reveal mixed results on its effect on students which suggest that individual differences should be considered in designing gamified systems. As an initial step towards this goal, this study investigated on the game element preferences and engagement of students with different player types. The participants in the study were seventy-three (73) students taking up College Physics 1 course in a private university. The player type of the students was profiled based on the Gamification User Type Hexad Model. The gamified course was designed based on the suggested game element preferences of each player type. To determine the game element preferences and engagement of students, self-report instruments were used. Students were asked to answer a survey on game element preferences and the Student Course Engagement Questionnaire (SCEQ). They were also asked to participate in an interview at the end of the course to support quantitative results. The results revealed that game elements preferences were not in accordance to the suggested elements for each type. Furthermore, though a high level of engagement was found both overall and per subscale of the SCEQ, there was no significant differences found among the engagement of various Hexad player types. These findings suggest that further research work is required to explore the relationship between player types and behavior and interaction with a gamified system.

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Cited By

Pessoa MLima MPires FHaydar GMelo RRodrigues LOliveira DOliveira EGalvão LGadelha BIsotani SGasparini IConte T(2024)A Journey to Identify Users' Classification Strategies to Customize Game-Based and Gamified Learning EnvironmentsIEEE Transactions on Learning Technologies10.1109/TLT.2023.331739617(527-541)Online publication date: 1-Jan-2024
https://dl.acm.org/doi/10.1109/TLT.2023.3317396
Faqih MLathifah SSaregar A(2024)Gamification model in physics flipped classroom for increasing out-of-class participationPROCEEDINGS OF THE TEGAL INTERNATIONAL CONFERENCE ON APPLIED SCIENCES 2022: Applied Science Research Post-Covid-19 Pandemic10.1063/5.0200943(020004)Online publication date: 2024
https://doi.org/10.1063/5.0200943
Chan GAlslaity AReen JAnukem SOrji R(2023)GardenQuest: Using Hexad Player Types to Design a Step-Based Multiplayer Persuasive Game for Motivating Physical ActivityPersuasive Technology10.1007/978-3-031-30933-5_22(337-356)Online publication date: 19-Apr-2023
https://dl.acm.org/doi/10.1007/978-3-031-30933-5_22
Show More Cited By

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Game Element Preferences and Engagement of Different Hexad Player Types in a Gamified Physics Course
1. General and reference
  1. Document types

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IC4E '20: Proceedings of the 2020 11th International Conference on E-Education, E-Business, E-Management, and E-Learning

January 2020

441 pages

ISBN:9781450372947

DOI:10.1145/3377571

Copyright © 2020 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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Ritsumeikan University: Ritsumeikan University

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New York, NY, United States

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Published: 03 May 2020

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IC4E 2020: 2020 the 11th International Conference on E-Education, E-Business, E-Management, and E-Learning

January 10 - 12, 2020

Osaka, Japan

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Cited By

Pessoa MLima MPires FHaydar GMelo RRodrigues LOliveira DOliveira EGalvão LGadelha BIsotani SGasparini IConte T(2024)A Journey to Identify Users' Classification Strategies to Customize Game-Based and Gamified Learning EnvironmentsIEEE Transactions on Learning Technologies10.1109/TLT.2023.331739617(527-541)Online publication date: 1-Jan-2024
https://dl.acm.org/doi/10.1109/TLT.2023.3317396
Faqih MLathifah SSaregar A(2024)Gamification model in physics flipped classroom for increasing out-of-class participationPROCEEDINGS OF THE TEGAL INTERNATIONAL CONFERENCE ON APPLIED SCIENCES 2022: Applied Science Research Post-Covid-19 Pandemic10.1063/5.0200943(020004)Online publication date: 2024
https://doi.org/10.1063/5.0200943
Chan GAlslaity AReen JAnukem SOrji R(2023)GardenQuest: Using Hexad Player Types to Design a Step-Based Multiplayer Persuasive Game for Motivating Physical ActivityPersuasive Technology10.1007/978-3-031-30933-5_22(337-356)Online publication date: 19-Apr-2023
https://dl.acm.org/doi/10.1007/978-3-031-30933-5_22
Papadakis SZourmpakis AKalogiannakis M(2023)Analyzing the Impact of a Gamification Approach on Primary Students’ Motivation and Learning in Science EducationLearning in the Age of Digital and Green Transition10.1007/978-3-031-26876-2_66(701-711)Online publication date: 22-Mar-2023
https://doi.org/10.1007/978-3-031-26876-2_66
Uanhoro JYoung S(2022)Investigation of the Effect of Badges in the Online Homework System for Undergraduate General Physics CourseEducation Sciences10.3390/educsci1203021712:3(217)Online publication date: 17-Mar-2022
https://doi.org/10.3390/educsci12030217

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