Plain Language Summary

Using a descriptive cross-sectional survey design, this study investigates how different player types—achiever, explorer, killer, and socializer—engage with gamified learning elements in higher education. Grounded in Self-Determination Theory—which emphasizes autonomy, competence, and relatedness in fostering intrinsic motivation—the research analyzes 481 business students in Spain, focusing on pure player profiles within the Mechanics, Dynamics, and Components (MDC) framework. The findings underscore the importance of a personalized approach to gamification, moving beyond standardized designs to better align game elements with individual player characteristics and gender. By tailoring strategies to distinct profiles, educators can foster deeper student engagement and motivation. These insights contribute to the academic discourse on adaptive gamification and support policy development aimed at creating more effective, context-sensitive learning environments in higher education.

Customizing gamification in higher education: Adapting game features to different player types and genders

This study looks at how different types of students respond to game-like features in educational settings, especially in higher education. The research aims to improve the use of gamification—adding game-like elements to learning—by making it more personalized. It is based on Self-Determination Theory, which emphasizes the importance of feeling in control, capable, and connected to others for motivation. The researchers surveyed 481 business students in Spain, focusing on four main types of players: achievers, explorers, killers, and socializers. Each type of player prefers different game elements like competition, exploration, or social interaction. The study found that students respond better when the game elements match their personal preferences. This means that rather than using a one-size-fits-all approach, educational games should be customized to fit each student’s style, making them more engaging and motivating. These findings can help improve how gamification is used in education around the world and lead to better learning experiences.

Search results

Adaptive Gamification in Higher Education: Tailoring Game Elements to Player Profiles and Gender Differences