Abstract:

For adaptation and personalization of game play sophisticated player typology can be used to optimize game flow. In gaming, Bartle’s model is commonly used due to its simplicity and good mapping of game scenarios. Although ideally multiple factors should be taken into account to further your knowledge of player specificities in Education (e.g. learner styles, personality, etc.), it is a challenge to assess one player’s profile characteristics properly in all three models (player/learner/personality).

Thus we investigated how Bartle’s player types relate with the performance in a course developed in a game-based approach in higher education.

Considering player modeling, Bartle (1996) proposes a bidimensional system: one axis refers to action vs. interaction orientation and the other fluctuates between player and world orientation. Four areas arise in the coordinate system that reflect four player styles: Socializer (Interacting, Player-oriented), Killer (Acting, Player-oriented), Achiever (Acting, World-oriented) and Explorer (Interacting, World-Oriented).
Even though these playing style preferences have not been proven to be likewise suitable for other games or game genres, they are still very popular for mapping alternate game content and variations.

Data for this study was collected in 2016 in a sample of 70 students enrolled in the same gamified course. We analysed data using exploratory analysis tools, correlations, and path analysis (using structural equations modelling) to test the influence of different profiles in game strategies and outcomes.

Results are discussed providing insight into the importance of the use of different game-design tools and strategies in student populations, according to gaming style.

Keywords:

Gamification, Higher Education, Innovation.