The impact of scenario-based online gamified learning environment tailored to player types on student motivation, engagement, and environment ınteraction

Kırmacı Ö., KILIÇ ÇAKMAK E.

Journal of Research on Technology in Education, 2024 (SSCI) identifier

  • Publication Type: Article / Article
  • Publication Date: 2024
  • Doi Number: 10.1080/15391523.2024.2323447
  • Journal Name: Journal of Research on Technology in Education
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, Applied Science & Technology Source, Business Source Elite, Business Source Premier, Computer & Applied Sciences, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center)
  • Keywords: player types, scenario based learning, Tailored Gamification
  • Gazi University Affiliated: Yes

Abstract

This study evaluates the impact of player-type-adapted scenario-based gamified online learning environments on students’ motivation, engagement, and interactions. In this context, a quasi-experimental design with a pretest-post-test paired control group was adopted from quantitative research methods. Within the scope of the research, elective scenarios (learning environment) adapted to Bartle’s player typologies were developed and applied for six weeks. Findings reveal no significant variance in the experimental group’s motivation and engagement, suggesting the design’s efficacy. The stable motivation levels, despite the six-week duration, and minimal dropout rates underscore this implication. Particularly, socializer type students exhibited increased interactions, driven by cooperation and peer pressure, indicating the nuanced effectiveness of player-type tailored learning environments in fostering engagement and participation.