Effects of gender and personality differences on students’ perception of game design elements in educational gamification
Autor:
Denden, Mouna
; Tlili, Ahmed
; Essalmi, Fathi
; Jemni, Mohamed
; Chen, Nian-Shing
; Burgos, Daniel
Fecha:
2021Palabra clave:
Revista / editorial:
Academic PressTipo de Ítem:
articleResumen:
While many studies have reported the effectiveness of gamification in motivating students and making learning more fun, some others have reported contradictory findings regarding the potential of implementing game elements in an online gamified course. It is recognized that designing a successful gamification is a challenging process. Previous studies have shown that students’ individual differences may impact their gamification experiences. This study complements the available body of research by examining the effect of gender and personality differences on students’ perception of gamification in education. An experiment was conducted in a public university with 189 undergraduate students who took three online gamified courses, based on the self-determination theory, during two academic years. The results showed that gender and personality can affect students’ perception of specific game elements. For instance, females are more likely to find feedback useful than males. Additionally, students low in extraversion are more likely to find a progress bar useful than students high in extraversion. The results also showed that gender moderates the effect of personality on students’ perception of the implemented game elements. For instance, males low in extraversion are more likely to perceive badges’ usefulness in gamified courses than males high in extraversion, whereas females low in conscientiousness are more likely to enjoy feedback than females high in conscientiousness. The findings of this study can help designers and educators personalize their gamified courses’ design based on personality and gender.
Este ítem aparece en la(s) siguiente(s) colección(es)
Estadísticas de uso
Año |
2012 |
2013 |
2014 |
2015 |
2016 |
2017 |
2018 |
2019 |
2020 |
2021 |
2022 |
2023 |
2024 |
Vistas |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
44 |
43 |
110 |
Descargas |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
Ítems relacionados
Mostrando ítems relacionados por Título, autor o materia.
-
The Evolution of Educational Game Designs From Computers to Mobile Devices: A Comprehensive Review
Tlili, Ahmed; Essalmi, Fathi; Jemni, Mohamed; Kinshuk; Chen, Nian-Shing; Huang, Ronghuai; Burgos, Daniel (Lecture Notes in Educational Technology, 2020)With the rapid growth of mobile technologies, mobile devices have become very popular and have reached a very high spread. Consequently, mobile games have started gaining an increasing attention from researchers and ... -
A Smart Collaborative Educational Game with Learning Analytics to Support English Vocabulary Teaching
Tlili, Ahmed; Hattab, Sarra; Essalmi, Fathi; Chen, Nian-Shing; Huang, Ronghuai; Kinshuk; Chang, Maiga; Burgos, Daniel (International Journal of Interactive Multimedia and Artificial Intelligence (IJIMAI), 06/2021)Learning Analytics (LA) approaches have proved to be able to enhance learning process and learning performance. However, little is known about applying these approaches for second language acquisition using educational ... -
Framework for Teacher Support During Remote Teaching in a Crisis: COVID-19, as a Case Study
Denden, Mouna; Tlili, Ahmed; Burgos, Daniel ; Jemni, Mohamed; Huang, Ronghuai; Essalmi, Fathi; Chang, Ting-Wen (Lecture Notes in Educational Technology, 2021)Due to the COVID-19 pandemic, many universities have decided to apply remote teaching in order to ensure the continuity of teaching and learning, as well as the safety of their students, teachers, and employees. However, ...