A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Gamification Based on User Types : When and Where It Is Worth Applying (2023)
Subirats, L., Nousiainen, T., Hooda, A., Rubio-Andrada, L., Fort, S., Vesisenaho, M., & Sacha, G. M. (2023). Gamification Based on User Types : When and Where It Is Worth Applying. Applied Sciences, 13(4), Article 2269. https://doi.org/10.3390/app13042269
JYU-tekijät tai -toimittajat
Julkaisun tiedot
Julkaisun kaikki tekijät tai toimittajat: Subirats, Laia; Nousiainen, Tuula; Hooda, Apoorwa; Rubio-Andrada, Luis; Fort, Santi; Vesisenaho, Mikko; Sacha, G. M.
Lehti tai sarja: Applied Sciences
eISSN: 2076-3417
Julkaisuvuosi: 2023
Ilmestymispäivä: 10.02.2023
Volyymi: 13
Lehden numero: 4
Artikkelinumero: 2269
Kustantaja: MDPI AG
Julkaisumaa: Sveitsi
Julkaisun kieli: englanti
DOI: https://doi.org/10.3390/app13042269
Julkaisun avoin saatavuus: Avoimesti saatavilla
Julkaisukanavan avoin saatavuus: Kokonaan avoin julkaisukanava
Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/85693
Tiivistelmä
learning process. In this context, gamification is a powerful tool for increasing motivation at all levels
of teaching. Since gamification methodologies can be applied in many different ways, personalizing
gamified activities as a function of gamification user types is a promising strategy. Knowing the
user types is also an advantage to understand the nature of learners in the class. In this article, we
present the findings from several pilot exercises, where we identified gamification user types among
students from Spain and Finland, analyzing their prevalence as a function of age, gender, country,
and field of study. We also designed a gamification experience where activities were designed to
fit the preferences of different user types. From these pilot experiences, we found that gamification
user types are only relevant when other variables, such as the difficulty of the tasks or the presence
of students who do not work well in groups, are not present. Based on our findings, we conclude
that distance learning and subjects where previous knowledge is not present are good choices when
gamifying a subject.
YSO-asiasanat: pelillistäminen; korkeakouluopetus; opiskelijat; opiskelu; opiskelumotivaatio; motivaatio
Vapaat asiasanat: gamification; higher education; user types
Liittyvät organisaatiot
OKM-raportointi: Kyllä
Raportointivuosi: 2023
Alustava JUFO-taso: 1
