How different personalities benefit from gamification

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How different personalities benefit from gamification. / Ghaban, Wad; Hendley, Robert.

In: Interacting with Computers, 08.04.2019.

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@article{8505b57cfb2141df80a67043b47c4c60,
title = "How different personalities benefit from gamification",
abstract = "Several studies indicate the benefit of mapping gamification elements to personality. However, this mapping requires a strong understanding of the relationship between gamification elements and personality. The existing research that has tried to address this relationship is based on a self-report questionnaire that is obtained from only those learners who complete the entire study. Unfortunately, a bias may result from first forcing learners to complete an entire study and then ignoring learners who drop out in the middle of a study. To overcome this bias, we use a more objective approach to understand the relationship between personality and gamification. In our study, we use the dropout rate as a proxy for learner motivation. We hypothesize that learners who are more motivated by gamification elements will use the gamified website longer. Furthermore, because we use a different method than previous studies used, we analyse our data differently. Our solution is to use survival analysis to analyse our data, which confirms the benefit of using gamification to enhance learner motivation. Our results point to the relationship between the response of different personalities and gamification elements. In further studies, we recommend to use this same approach but with more gamification elements.",
keywords = "empirical studies in HCI, user studies, web-based interaction, HCI theory, concepts and models, user characteristics",
author = "Wad Ghaban and Robert Hendley",
year = "2019",
month = apr
day = "8",
doi = "10.1093/iwc/iwz009",
language = "English",
journal = "Interacting with Computers",
issn = "0953-5438",
publisher = "Oxford University Press",

}

RIS

TY - JOUR

T1 - How different personalities benefit from gamification

AU - Ghaban, Wad

AU - Hendley, Robert

PY - 2019/4/8

Y1 - 2019/4/8

N2 - Several studies indicate the benefit of mapping gamification elements to personality. However, this mapping requires a strong understanding of the relationship between gamification elements and personality. The existing research that has tried to address this relationship is based on a self-report questionnaire that is obtained from only those learners who complete the entire study. Unfortunately, a bias may result from first forcing learners to complete an entire study and then ignoring learners who drop out in the middle of a study. To overcome this bias, we use a more objective approach to understand the relationship between personality and gamification. In our study, we use the dropout rate as a proxy for learner motivation. We hypothesize that learners who are more motivated by gamification elements will use the gamified website longer. Furthermore, because we use a different method than previous studies used, we analyse our data differently. Our solution is to use survival analysis to analyse our data, which confirms the benefit of using gamification to enhance learner motivation. Our results point to the relationship between the response of different personalities and gamification elements. In further studies, we recommend to use this same approach but with more gamification elements.

AB - Several studies indicate the benefit of mapping gamification elements to personality. However, this mapping requires a strong understanding of the relationship between gamification elements and personality. The existing research that has tried to address this relationship is based on a self-report questionnaire that is obtained from only those learners who complete the entire study. Unfortunately, a bias may result from first forcing learners to complete an entire study and then ignoring learners who drop out in the middle of a study. To overcome this bias, we use a more objective approach to understand the relationship between personality and gamification. In our study, we use the dropout rate as a proxy for learner motivation. We hypothesize that learners who are more motivated by gamification elements will use the gamified website longer. Furthermore, because we use a different method than previous studies used, we analyse our data differently. Our solution is to use survival analysis to analyse our data, which confirms the benefit of using gamification to enhance learner motivation. Our results point to the relationship between the response of different personalities and gamification elements. In further studies, we recommend to use this same approach but with more gamification elements.

KW - empirical studies in HCI

KW - user studies

KW - web-based interaction

KW - HCI theory

KW - concepts and models

KW - user characteristics

U2 - 10.1093/iwc/iwz009

DO - 10.1093/iwc/iwz009

M3 - Article

JO - Interacting with Computers

JF - Interacting with Computers

SN - 0953-5438

ER -