2017 IEEE/ACS 14th International Conference on Computer Systems and Applications
Educational gamification based on personality Mouna Denden, Ahmed Tlili, Fathi Essalmi, Mohamed Jemni Research Laboratory of Technologies of Information and Communication and Electrical Engineering (LaTICE), Tunis national higher school of engineering (ENSIT), Tunisia
[email protected] [email protected] [email protected] [email protected]
known to moderate task performance, learning styles, and even gaming preferences. Despite the recent studies that highlighted the importance of taking the learner’s personality in a computer based learning [9], few studies have investigated the relationship between the learner’s personality and the attitude of preferring to use game elements.
Abstract—Gamification in education is gaining an increasing attention, since it enhances the learner’s engagement and motivation. While carrying a big promise, prior research offers little guidance regarding how learners with different personalities may react to game elements in a gamified learning environment. Therefore, this study investigates the relationship between the learner’s personality to be distinguished on an introvert/extrovert dimension and the attitude of preferring to use game elements. In this context, a gamified online Moodle Learning Management System was developed where fifty seven learners used it to learn “Object Oriented Design Methodology” course. These learners then answered two questionnaires about preferences on game elements and personality. Data gathered from the instruments was analyzed using the statistical ChiSquare test. The obtained results highlighted that the learner’s personality can affect the attitude of preferring to use a particular game element. These findings can be exploited by researchers and practitioners to provide personalized and gamified learning experiences based on personality. They also can be used by designers by providing design guidelines for targeting specific learners based on personality. Keywords—gamification; personality; education.
personalization;
game
This study investigates the impact of the learner’s personality on perceiving different game elements in a gamified Moodle Learning Management System (LMS). In particular, this study focuses only on the introvert/extrovert personality dimension. This personality dimension is widely known and used in the literature. Jung considered introversion as people who move their energy towards their inner world of feelings and ideas, while, he considered extraversion as people who move their energy towards the external world of people and activities [10]. The rest of the paper is structured as follows: A review of gamification and introvert/extrovert dimension is presented in section 2. Section 3 presents the developed gamified learning environment which learners used it to learn. Section 4 presents the proposed experiment to investigate the impact of personality on perceiving game elements. Section 5 presents the obtained results which are the discussed in section 6. Section 7 concludes the paper with a summary of the findings and potential research directions.
elements;
I. INTRODUCTION The use of digital game has been gaining prominence in recent decades which has motivated researchers and practitioners to emerge a new approach in this area named gamification. The word “gamification” has been introduced in early 2010 as the use of game elements such as points, leader board, and badges in non-game contexts [1]. It was first used in marketing to drive engagement among customers [2]. Since that time, gamification has been used in different areas including education. It is used to encourage greater creativity and engagement in classrooms [3].
II. RELATED WORK This section presents a literature review about gamification and game elements. Besides, it explains the introvert and extrovert personality. A. Gamification Nowadays, gamification is touted as a next generation method. It has been defined according to Kapp [11] as “using game-based mechanics, aesthetics and game thinking to engage people, motivate action, promote learning, and solve problems.” The gamification theory proposes that game elements can make the activities, within the gamified environment, interesting and attractive for learners even if they are not intrinsically motivated [12]. Researchers have mentioned many bright side of gamification as a motivational tool such as [12]: (1) it increases the enjoyment with the system; (2) it improves the commitment to the tasks; and (3) it increases the sympathy for a domain. Most of the studies
Despite the efficiency and importance of gamification, little research work is done regarding adaptivity for gamification. Most gamified systems follow the “one size fits all” approach when integrating the game elements, without considering the learners’ differences [4]. A number of researchers have argued that the needs of individuals are different and suggested that the one size-fits-all design approach needs to change [5, 6]. One of the characteristics which is widely identified as an important indicator of individual differences is “personality” [7, 8]. Personality is 2161-5330/17 $31.00 © 2017 IEEE DOI 10.1109/AICCSA.2017.87
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highlighted that the outcome of gamification, in educational contexts, is positive. For instance, gamification can make the learning activities engaging and motivating [13]. On the other hand, some of the studies have also pointed out some negative outcomes of gamification, such as increased effects of competition [13].
McCrae [19] identified 6 facets of extrovert persons, which are as follows:
Various game elements have been used, in different game genres [14] to gamify the learning environment in order to enhance the learner’s engagement and increase learning outcomes. Based on a literature review, eight game elements were identified. These elements are widely used in education. Table 1 presents these elements and their descriptions. TABLE I.
IDENTIFIED GAME ELEMENTS
•
Warmth: They are friendly and like others by showing warmth and affection.
•
Excitement seeking: They get bored easily and seek excitement and action.
•
Activity: They are energetic, full of life and like movement.
•
Assertiveness: They are self-confident and usually the leaders of their groups.
•
Gregariousness: They do not like being alone and prefer the company of others.
•
Positive emotions: They are full of positive feelings.
Game Elements
Description
Points [15]
They aim to measure the success or achievement of learners.
Levels [16]
They represent the level of learners in courses to give sense of progression.
Leaderboard [15]
It shows the current levels of high scores and the overall scores to create competition and give sense of challenge.
Progress bar [15]
It shows what activities learners have to complete and their progress in the course.
Feedback [11]
It is used to engage learners based on tests and activities.
Despite the importance of personality in computer based learning, prior research offers little guidance regarding how learners with different personalities may react to game elements in a gamified learning environment. Thus, this study takes a specific view at the personality trait of extroversion and seeks to understand how learners with high levels of extroversion and learners with high levels of introversion perceive different game elements. In this context, the next section presents a case study of gamified platform that has been used to determine which game elements is suitable with either extrovert or introvert personality
Badges [15]
They are virtual prizes given upon completion of activities.
III. CASE STYDY: MOODLE LEARNING MANAGEMENT SYSTEM
Avatar [17]
It is a field for uploading learners’ photos or avatars to their profiles.
Chat [4]
It is instantaneous discussion.
As shown in table 1, various game elements with different purposes can be used to gamify a learning environment. These elements were then used in our Moodle Learning Management System (LMS) to offer learners a gamified learning experience, hence investigates their attitudes towards each game element based on their personalities. B. Introvert/ Extrovert According to many researchers, learners have different individual characteristics and because of that, they behave differently in computer based learning [9, 18]. A number of personality models have been proposed in the literature to understand the individuals' behaviors and characteristics. Each one of these models is based on a different personality theory and presents different personality traits. One of the personality dimensions which is widely known and used in the literature is introvert/extrovert dimension. The terms “introversion” and “extraversion” go back to the 1921s and to the psychologist Carl Jung [10]. He considered introversion as people who move their energy toward their inner world of feelings and ideas, while, he considered extraversion as people who move their energy toward the external world of people and activities [10]. Costa and
One of the most suitable environment for gamification is the Learning Management System (LMS) which provides learners with automatic functionality such as leaderboards and badges. In this context, Codish and Ravid [20] highlighted that gamifing an LMS has several characteristics that would promote various learning styles. This can be helpful to understand how different personality traits of extrovert and introvert learners perceive different game elements. Among those LMSs we can find the Moodle platform that offers a variety of online courses with learning resources and activities. Therefore, in order to investigate the relationship between game elements and learner’s personality traits, a gamified online LMS Moodle was prepared to teach “Object Oriented Design Methodology” for undergraduate learners. This LMS provides different forms of resources and activities such as quizzes, videos and text. Besides, the eight game elements, presented in table 1, were implemented. According to some researchers, gamification is quit complicated to be implemented correctly and it is not a simple process of adding game elements [21]. Thus, each game element in our Moodle was added carefully in order to efficiently promote engagement and motivation. For instance, each time the learners finish an activity, the color of this activity will be changed to green in the progress bar, which means “done” and they will earn points. This can make learners keep track of their progress and be motivated to go to the next learning task. Also, upon the complete of a learning activity, the learners will receive badges. Figure 1 presents a screenshot of some implemented game elements in our LMS Moodle.
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implemented. This helped learners to understand the goal of the experiment. The learners then answered the Big Five Inventory (BFI) questionnaire to determine their personalities. After that, they used the gamified LMS (using the eight game elements in table 1) for almost a month during the second semester to learn the ‘Object Oriented Design Methodology’ course. This helped learners to manage and use all the game elements, and see their functionalities, hence give their attitudes towards them correctly (not just based on theoretical ideas). Finally, the learners were asked to answer a game feature assessment questionnaire about the tested game elements in the course. C. Instruments To identify each personality, learners had to answer the BFI questionnaire which is validated and widely used in the literature [22, 23, 24]. It contains 44 statements regarding the five traits presented in the Five Factor Model. These traits are widely considered as the most comprehensive yet economical way to describe the similarities and differences between people. The learners had to answer the whole questionnaire (44 statements) by giving numbers which range from 1: Strongly disagree to 5: Strongly Agree. However, this study used only the given answers of the eight statements related to the introvert/extrovert dimension (defined in the BFI scoring).
Fig. 1. Screenshot of our prepared LMS Moodle
IV. EXPERIMENT To evaluate the attitude towards the use of game elements in gamified version of Moodle according to introvert and extrovert personality traits, an experiment was conducted in a public university in Tunisia. This section introduces the participants of this experiment. Besides, it describes the followed procedure and the used instruments.
To identify the preference of each learner, based on his/her personality, towards using each of the eight game elements, he/she had to answer a 5 points Likert scale questionnaire. It contains 24 statements that expressed the same idea with different questions where each game element has 3 statements. The Cronbach’s alpha internal consistency was calculated to ensure the reliability of the instrument. The obtained Cronbach’s alpha coefficient values of all the eight items (for the eight game elements) were above 0.7 which means that this instrument is reliable [25]. Concerning the preferences on using a particular game element, the values of the instrument were divided into three groups, namely prefer, neutral, and do not prefer. In particular, the values between 1 and 2 indicate that the learner prefers using this element; the value of 3 indicates that the learner is neutral; and, the values between 4 and 5 indicate that the learner does not prefer using the game element. The obtained results are presented in the next section.
A. Participants The experiment was conducted in a public University in Tunisia. Participants of this study were sixty three undergraduate learners (21 males and 42 females) aged between 18 and 25. They are all majoring in computer science hence they all have good skills towards computers. Besides, all the learners are enrolled in the ‘Object Oriented Design Methodology’ course. Among the sixty three learners, only fifty seven learners have answered all the questionnaires. Table 2 shows the statistical distribution of these learners. In particular, the balanced personality means that the learner is neither an introvert nor an extrovert.
V. RESULTS TABLE II.
As shown in table 3, all the extrovert learners (100%) prefer using the leaderboard game element. Also, most balanced personality learners (85.7%) prefer using this game element. However, only almost half of the introvert learners (57.2%) prefer using this game element. Thus, it can be deduced that only extrovert and balanced personality learners have high positive attitudes towards using the leaderboard game element. Furthermore, to test the association between the attitude of using the leaderboard game element and personality traits, the Chi-Square test of independence was calculated (using the significance level Į = .05). The obtained results highlight that since the p-value is equal to .01 and less than Į which is equal to .05, then there is a significant
STATISTICAL DISTRIBUTION OF LEARNERS
Personality
Males
Females
Total
Introvert
6
8
14
Balanced
4
17
21
Extrovert
7
15
22
Total
17
40
57
B. Procedure The instructor started by giving a short introduction regarding Moodle LMS to learners. In particular, she gave them the role of each game element and the way it is
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traits, the Chi-Square test of independence was calculated (using the significance level Į = .05). The obtained results highlight that since the p-value is equal to .27 and greater than Į which is equal to .05, then there is no association between attitude of using the badge game element and personality traits.
association between attitude of using the leaderboard game element and personality traits. TABLE III.
STATISTICAL RESULTS OF LEADERBOARD GAME ELEMENT Leaderboard
Personality Traits
Introvert
Balanced
Extrovert
Total
Prefer
Neutral
Do not prefer
Total
Count
8
3
3
14
%
57.2%
21.4%
21.4%
100%
Count
18
1
2
21
%
85.7%
4.8%
9.5%
100%
Count
22
0
0
TABLE V.
Badges Personality Traits
Introvert
22
%
100%
0%
0%
100%
Count
48
4
5
57
%
84.2%
7%
8.8%
100%
Balanced
Extrovert
As shown in table 4, 90%.9 of extrovert learners, 71.4% of balanced personality learners and 71.4% of introvert learners prefer using the avatar game element. Thus, it can be deduced that all types of personality traits (extrovert, balanced and introvert) have high positive attitudes towards using this game element. Furthermore, to test the association between the attitude of using the avatar game element and personality traits, the Chi-Square test of independence was calculated (using the significance level Į = .05). The obtained results highlight that since the p-value is equal to .20 and greater than Į which is equal to .05, then there is no association between attitude of using the avatar game element and personality traits. TABLE IV.
Total
Avatar
Introvert
Balanced
Extrovert
Total
Prefer
Neutral
Do not prefer
Total
Count
10
1
3
14 100%
%
71.5%
7.1%
21.4%
Count
15
0
6
21
%
71.4%
0%
28.6%
100%
Count
20
0
2
22
%
90.9%
0%
9.1%
100%
Count
45
1
11
57
%
78.9%
1.8%
19.3%
100%
Prefer
Neutral
Do not prefer
Total
Count
12
0
2
14
%
85.7%
0%
14.3%
100%
Count
20
1
0
21
%
95.2%
4.8%
0%
100%
Count
21
0
1
22
%
95.4%
0%
4.6%
100%
Count
53
1
3
57
%
93%
1.8%
5.2%
100%
As shown in table 6, all extrovert learners have high attitude towards using the points game element. Also, most of introvert learners and balanced personality learners prefer using this game element. Thus, it can be deduced that all personality traits (introvert, balances and extrovert) have high positive attitudes towards using the points game element. Furthermore, to test the association between the attitude of using the point game element and personality traits, the ChiSquare test of independence was calculated (using the significance level Į = .05). The obtained results highlight that since the p-value is equal to .09 and greater than Į which is equal to .05, then there is no association between attitude of using the points game element and personality traits.
STATISTICAL RESULTS OF AVATAR GAME ELEMENT
Personality Traits
STATISTICAL RESULTS OF BADGES GAME ELEMENT
TABLE VI.
STATISTICAL RESULTS OF POINTS GAME ELEMENT Points
Personality Traits
Introvert
Balanced
Extrovert
As shown in table 5, most introvert learners (85.7%) prefer using the badges game element. Also, most balanced and extrovert personality (over 95% of them) prefer using this element. Thus it can be deduced that all personality types have high positive attitudes towards using the badges game element. Furthermore, to test the association between the attitude of using the badge game element and personality
Total
Prefer
Neutral
Do not prefer
Total
Count
11
1
2
14
%
78.6%
7.1%
14.3%
100%
Count
20
1
0
21
%
95.2%
4.8%
0%
100%
Count
22
0
0
22
%
100%
0%
0%
100%
Count
53
2
2
57
%
93%
3.5%
3.5%
100%
As shown in table 7, most of introvert learners (92.3%) and extrovert learners (95.4%) prefer using the levels game
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element. Also, the majority of balanced personality learners (76.2%) prefer using this game element. Thus, it can be deduced that all the personality types of learners have high positive attitudes towards using the levels game element. Furthermore, to test the association between the attitude of using the level game element and personality traits, the ChiSquare test of independence was calculated (using the significance level Į = .05). The obtained results highlight that since the p-value is equal to .22 and greater than Į which is equal to .05, then there is no association between attitude of using the levels game element and personality traits. TABLE VII.
As shown in table 9, 95.4% of extrovert learners and 90.5% of balanced personality learners prefer using the progress bar game element. However, only 64.3% of introvert learners prefer using this game element. Thus, it can be deduced that only extrovert and balanced personality types have high positive attitudes towards using the progress bar game element. Furthermore, to test the association between the attitude of using the progress bar game element and personality traits, the Chi-Square test of independence was calculated. The obtained results highlight that since the pvalue is equal to .04 and less than Į which is equal to .05, then there is a significant association between attitude of using the progress bar game element and personality traits.
STATISTICAL RESULTS OF LEVELS GAME ELEMENT Levels
Personality Traits
Introvert
Balanced
Extrovert
Total
Prefer
Neutral
Do not prefer
Total
TABLE IX.
Progress bar
Count
13
0
1
14
%
92.9%
0%
7.1%
100%
Count
16
1
4
21
%
76.2%
4.8%
19%
100%
Count
21
1
0
22
%
95.4%
4.6%
0%
100%
Count
50
2
5
57
%
87.7%
3.5%
8.8%
100%
Personality Traits
Introvert
Balanced
Extrovert
Total
As shown in table 8, most extrovert learners (95.4%) prefer using the feedback game element. Also, most balanced personality learners (90.4%) and introvert learners (92.8%) prefer using this game element. Thus, it can be deduced that all the personality types of learners have high positive attitudes towards using the feedback game element. Furthermore, to test the association between the attitude of using the feedback game element and personality traits, the Chi-Square test of independence was calculated (using the significance level Į = .05). The obtained results highlight that since the p-value is equal to .76 and greater than Į which is equal to .05, then there is no association between attitude of using the feedback game element and personality traits. TABLE VIII.
Extrovert
Total
Neutral
Do not prefer
Total
Count
9
2
3
14
%
64.3%
14.3%
21.4%
100%
Count
19
2
0
21
%
90.5%
9.5%
0%
100%
Count
21
0
1
22
%
95.4%
0%
4.6%
100%
Count
49
4
4
57
%
86%
7%
7%
100%
TATISTICAL RESULTS OF FEEDBACK GAME ELEMENT
Personality Traits
Balanced
Prefer
As shown in table 10, there is no big difference between the percent of extrovert, introvert and balanced personality learners who prefer using the chat game elements which are 77.3%, 71.4% and 61.9% respectively. Thus, it can be deduced that in general all personality types have positive attitudes towards using this game element. Furthermore, to test the association between the attitude of using the chat game element and personality traits, the Chi-Square test of independence was calculated. The obtained results highlight that since the p-value is equal to .55 and greater than Į which is equal to .05, then there is no association between attitude of using the chat game element and personality traits. TABLE X.
Feedback
Introvert
STATISTICAL RESULTS OF PROGRESS BAR GAME ELEMENT
Prefer
Neutral
Do not prefer
STATISTICAL RESULTS OF CHAT GAME ELEMENT Chat
Total
Personality Traits
Count
13
0
1
14
%
92.9%
0%
7.1%
100%
Count
19
1
1
21
%
90.4%
4.8%
4.8%
100%
Count
21
0
1
22
%
95.4%
0%
4.6%
100%
Count
53
1
3
57
%
93%
1.8%
5.2%
100%
Introvert
Balanced
Extrovert
Total
1403
Prefer
Neutral
Do not prefer
Total
Count
10
0
4
14
%
71.4%
0%
28.6%
100%
Count
13
2
6
21
%
61.9%
9.5%
28.6%
100%
Count
17
2
3
22
%
77.3%
9.1%
13.6%
100%
Count
40
4
13
57
%
70.2%
7%
22.8%
100%
VI. DISCUSSION
using. This model can help researchers and practitioners to provide an adaptive gamified experience based on personality.
This section discusses the obtained results and their similarities with other research work regarding the preferences on using the eight game elements based on personality traits. The obtained results showed that only extrovert and balanced personality learners have high positive attitudes towards using the leaderboard game element. These results are similar to the results of a recent study [26], where introvert learners did not have positive feelings towards the leaderboard game element because they did not feel comfortable to share their obtained learning results with other learners. We also found that all types of personality traits (extrovert, balanced and introvert) have high positive attitudes towards using the avatar game element. Since there is no study that investigated the perception of using the avatar game element based on personality, we further investigated the accuracy of our presented results by comparing them to the number of learners who really used the avatar while learning using our LMS Moodle. The findings highlighted that many of extrovert, balanced and introvert learners have changed their avatars. This confirms that most personality traits prefer using the avatar game element. In particular, introvert learners are the most ones who changed their avatars (11 out of 14). This can be explained with avatars can make introvert learners feel more confident while participating in classrooms [27].
Fig. 2. Model of game elements based on personality
Besides, results showed that, all personality traits have high positive attitudes towards using badges, levels, points and feedback game elements. This can be explained with all these game elements are considered as motivational elements within a learning environment [13]. For instance, badges are a form of rewards which can make learners motivated. Also, feedback can make learners motivated since it gives them personalized and private answers on their activities. Thus, all learners, regardless of their personalities, would prefer using it.
As shown in figure 2, points, levels, badges, feedback, avatar and chat are the common game elements preferred by all personality traits (introvert, balanced and extrovert). Also, learners with balanced personalities have the same attitudes towards using the same game elements as learners with extrovert personalities. Thus, it can be deduced that learners with balanced personalities can be considered and treated just like learners with extrovert personalities while designing a gamified learning environment.
Furthermore, results showed that only extrovert and balanced personality types have high positive attitudes towards using the progress bar game element. This can be explained with progress bar can show each learner what he/she did or not. This can put additional pressure of failure on him/her and since introvert learners are not risk takers [26, 28], thus they do not prefer to see or use this game element.
VII. CONCLUSION This study investigated the relationship between different personality traits to be specified introvert/extrovert dimension and the preferences on using game elements within a gamified learning environment. The obtained results, collected from fifty seven learners from a public university in Tunis, showed that personality traits do play an important role in learners’ perceived preferences on game elements. For instance, extrovert learners prefer using some game elements that introvert learners do not, namely leaderboard and progress bar.
Finally, results showed that in general all personality types have positive attitudes towards using the chat game element. Daughenbaugh, Daughenbaugh, Surry, and Islam [29] found that extrovert learners liked involving in chat rooms. Another study found that the personality traits of members of a chat room (e.g., mixed personality of a chat group) can influence the likeability of participating in chat rooms [30]. Therefore, more research work is needed to further investigate the attitude towards using the chat game element with mixed/notmixed personality traits of learners (participating in the chat).
The findings of this study can be exploited by both researchers and practitioners to deliver a personalized gamified learning experience based on personality. This may increase the learner’s level of engagement and motivation. Besides, these findings can contribute to the Human Computer Interaction (HCI) field where designers of gamified environments and applications use them by providing design recommendations for targeting specific audiences based on personality.
To conclude and based on the statistical results presented above, it is seen that the learner’s personality influences the degree of preferring to use a particular game element. Figure 2 presents a model of game elements based on personality which highlights the game elements that each personality prefers
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Despite the important findings, this study has several limitations that should be acknowledged and further researched. First, this study did not investigate the relationship between all the personality dimensions in the Five Factor Model (FFM) and the preferences on using game elements (only the introvert/extrovert dimension is covered). Furthermore, the number of learners participating in this experiment is limited (only 57 learners). Despite these limitations, this study has provided a solid ground to investigate how personality affects preferences on using game elements in a gamified learning environment. Future work focuses on overcoming the limitations mentioned above. Besides, it focuses on investigating the impact of providing a gamified learning experience, based on the results of this study, on the learners’ level of engagement, motivation and knowledge. REFERENCES [1]
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