Can we predict the best gamification elements for a user based on their personal attributes?

Different studies have reported on the various effects of gamification on learners in the online learning course. Thus, it may be valuable to build a learner model that can be used to adapt gamification elements to learners’ attributes (e.g.
personality). To do this, it is important to understand the relationship between gamification and the learner’s personality. A few empirical studies have tried to understand this relationship, but they were based on self-report questionnaires
obtained from learners at the end of the study. Using this approach may bias the results because they ignore the learners who dropped out in the middle of the experiment. In the work presented here, we report on a series of studies,
each using different gamification elements and each using dropping out as a proxy for motivation. Furthermore, we measured the learners’ knowledge gain and satisfaction. The results show that gamification affects learners with different personality dimensions in different ways. Some personality dimensions gain significant benefits from some forms of gamification, while other personality dimensions do not. This variation in the results shows that it can be useful to use personality (ideally with other factors) as a basis for adapting gamification elements. The results can also be used to build a prediction model to match the most beneficial gamification elements to different personality dimensions.