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Smiderle, R., Rigo, S. J., Marques, L. B., Peçanha de Miranda Coelho, J. A…
Smiderle, R., Rigo, S. J., Marques, L. B., Peçanha de Miranda Coelho, J. A., & Jaques, P. A. (2020). The impact of gamification on students’ learning, engagement and behavior based on their personality traits. Smart Learning Environments, 7(1). https://doi.org/10.1186/s40561-019-0098-x
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Behavior
Extroverts
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Jia et al. (2016) found " extroverted people are driven by points, levels, and ranking"
Introverts
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(in both experimental and control groups) had a higher number of points, medals, and logins than extroverted.
Implications
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"Different layouts of elements of games, used to add gamification to diverse activities, produces different effects"
"result partially matches with the results found in (Codish and Ravid 2014), that detected a negative effect of the ranking on extroverted participants and positive and not significant in introverted participants; extroverts preferred badges"
Personality Traits
Agreeableness
pleasant, lovely, cooperative, and affectionate
extroversion
active, enthusiastic, sociable, and eloquent or talkative
Openness
outspoken, imaginative, witty, original, and artistic
neuroticism
nervous, highly sensitive, tense, and concerned
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Conscientiousness
cautious, trustworthy, organized, and responsible
students of the non-gamified group with low conscientiousness obtained the lowest number of points when compared to the other groups
"examined participants’ engagement and behavior by their activities logs on the educational system and their learning by knowledge tests"
"We verified the change in engagement by the number of logins, badges, points, and also the number of visualizations of the gamification elements"
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