POSSIBILITY OF MOTIVATING DIFFERENT TYPE OF PLAYERS IN GAMIFIED LEARNING ENVIRONMENTS


Caglar S., Kocadere S.

8th International Conference on Education and New Learning Technologies (EDULEARN), Barcelona, İspanya, 4 - 06 Temmuz 2016, ss.1987-1994 identifier

  • Basıldığı Şehir: Barcelona
  • Basıldığı Ülke: İspanya
  • Sayfa Sayıları: ss.1987-1994

Özet

The goal of this study is to design a gamified learning environment that could motivate all of the different type of players in an online gamified learning environment. The study is based on the player types achiever, explorer, killer, and socializer as defined by Bartle (1996). The following components are used for their assigned player types; Leader Board and Points for Killers; Leader Board, Points, Content Unlocking, Levels, Achievements for Achievers; Achievement, Badge, Narrative for Explorers; Badge, Team and Gifting for Socializers. The player types of 41 undergraduate students who used the gamified online learning environment have been determined by Player Type Scale, developed by researchers based on Bartle's framework of 4 player types. Since it is known that most of the players have no dominant player type and that each individual could display characteristics of more than one player type, the data obtained by Player Type Scale is clustered. The motivation levels of students were determined through "Course Interest Survey", which was developed by Keller (1995) based on ARCS motivation model, and adapted by Varank (2003). The study focused on whether the motivations of students displayed any significant difference depending on different player type clusters. As a result, it was determined that motivation levels displayed no significant difference based on clusters depicting different player types, and all the students were highly motivated. The data obtained from the study is discussed in regards to player types, motivation, and gamified learning environment focus.