Abstract:

E-learning platforms are widely used in higher education. To reinforce learning experience of e-learning content various digital services offered for students at university can be combined with gamification elements. This leads to personalised learning opportunities. [Urh et al. 2015] Different game elements like avatars, ranks, levels or badges [Deterding et al. 2011] can be used to motivate students to deal with the teaching contents in gamified learning environments. These elements not only must fit to the form of teaching (seminars, lecture, exercise, practical) but also to students’ personalities and gaming behaviour.

One of the best known attempts to categorize players in games are Bartle’s four player types achievers, explorers, socialisers and killers [Bartle 1996]. One problem taking out the Bartle test to find out individual player types is its strict reference to Multi-User Dungeons (MUDs) [Andreasen and Downey 2001]. Another model created in the context of gamification and related to Bartle’s taxonomy is the user types hexad scale with user types achievers, disruptors, free spirits, philanthropists, players and socialisers [Marczewski 1996]. To derive user types a standardized survey is available [Tondello et al. 2016].

With the aim to develop gamified e-learning content in higher education, we collected data to look at the distribution of students’ user types and compare them with other available data sets. This offers insights into the question if depending on user types gamified e-learning content for students require a special adaption and should differ from content for e.g. companies.

Keywords:

Game-based learning, gamification, player types, user types hexad scale, Bartle's player types.