دانلود رایگان مقاله فردگرایی گیمیفیکیشن و تاثیر سبک یادگیری و ویژگی شخصیتی در اثر گیمیفیکیشن

Abstract

Gamification is increasingly being used as a way to increase student engagement, motivate and promote learning and facilitate the development of sustainable life skills. Findings from research carried out to date on the effectiveness of gamification in educational contexts can be summarised as cautiously optimistic. However, researchers warn that further and more nuanced research is needed. It is generally accepted that matching an individual's learning style with the appropriate form of an instructional intervention significantly impacts upon the performance of the student and his/her achievement of learning outcomes. It is also widely acknowledged that personality traits have a significant impact on academic achievement. Knowing how individual characteristics will impact on the experience of gamification will inform the effective design of gamified learning interventions and enable its effective integration into the learning environment. This research examines the impact that different learning styles and personality traits have on students'; (1) perceptions of, (2) engagement with and, (3) overall performance in a gamified learning intervention developed using a prediction market. The study evidences a range of responses to gamification based upon individual learning styles and personality traits. Findings suggest that individuals who are orientated towards active or global learning styles have a positive impression of gamification. Other results suggest that extraverted individuals like gamification, while conscientious individuals are less motivated by it. These findings have important implications for practitioners deploying gamification. The key conclusion is that, as a tool for influencing individuals and mediating learning behaviours, gamification must be investigated and deployed in a nuanced manner with due regard paid to issues such as individual learning styles and personality traits.

6. Conclusions

The key macro level result of this research is the finding that the experience of gamification varies depending on individual attributes. A number of limitations of this study must be noted. This research was conducted in the context of a third level institution. A specific instance of a gamified learning intervention was used, which in turn mandated a specific relationship between the elements of gamification such as leader boards, badges, avatars etc. These factors place limitations on the generalizability of the correlations that were observed. Further research in different contexts is encouraged, both to validate the findings, and to investigate other potential relationships. Nonetheless, the data collected supports the idea that the effect of gamification differs based on the traits of individuals. The key macro level conclusion is that, as a tool for influencing individuals and ultimately mediating behaviour, gamification must be investigated and deployed in a nuanced manner. From a pedagogical perspective, this research serves to provide guidance as to how better to utilise gamification in an educational context for maximum effect. A number of correlations between both learning styles and personality traits and students’ perception of and performance in gamified learning environments have been identified. This suggests a number of key points. First, gamification needs to be carefully integrated into the learning context. In particular, gamified learning interventions should not be introduced as standalone learning activities, but as part of a designed approach integrated at a macro level. It should be introduced in a manner that ensures that individuals with particular learning styles are not systematically discriminated against. Many authors have suggested that traditional learning techniques such as reading assignments and essays disadvantage students who have an active learning style. In this context, the finding that gamification suits individuals with an active learning style is particularly interesting. It suggests that as a learning intervention, gamifi- cation should to be seen as a specific tool in the teaching, learning and assessment toolkit, and used as part of a holistic instructional design process that seeks to maximise opportunities for all learners.