Abstract
In recent years, game-based learning has gained significant attention as an engaging and effective approach to promoting knowledge acquisition and retention. Among various game mechanics, peer quizzing fosters active participation, social interaction, and friendly competition among learners. However, understanding individual preferences and behaviours within this class of educational games setting remains unexplored. Our study investigates how student player types influence their behaviour preferences in three versions of a peer-quizzing game, which differ in the type of support provided to the students. We recruited 136 students from a first-year programming language course. We divided the participants into three groups: two with different supports and one group without support. In the pre-study survey, we collected demographic information about the participants and their Hexad player type. The students played the peer-quizzing game during the academic term, challenging each other to answer questions related to the material taught in the course. We present the findings from the game activity data collected from the students’ gameplay through the lens of their Hexad player types. Our findings show that different supports influence different player types differently.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Marczewski, A.: Even Ninja Monkeys Like to Play: Gamification, Game Thinking and Motivational Design, 1st edn. CreateSpace Independent Publishing Platform (2015)
Kapp, K.M.: The Gamification of Learning and Instruction: Game-Based Methods and Strategies for Training and Education. Wiley (2012). https://dl.acm.org/citation.cfm?id=2378737. Accessed 02 Feb 2019
Brandl, L.C., Schrader, A.: Clustering on player types of students in health science - trial and data analyses. Stud. Health Technol. Inform. 307, 89–95 (2023). https://doi.org/10.3233/SHTI230698
Zuchowska, L., Kutt, K., Nalepa, G.J.: Bartle Taxonomy-based Game for Affective and Personality Computing Research. MRC@IJCAI (2021)
Thawonmas, R., Iizuka, K.: Visualization of online-game players based on their action behaviors. Int. J. Comput. Games Technol. 2008, 1–9 (2008). https://doi.org/10.1155/2008/906931
Chapman, J.R., Kohler, T.B., Gedeborg, S.: So, why do students perform better in gamified courses? Understanding motivational styles in educational gamification. J. Educ. Comput. Res. 61(5), 927–950 (2023). https://doi.org/10.1177/07356331221127635
Sung, H.-Y., Hwang, G.-J.: A collaborative game-based learning approach to improving students’ learning performance in science courses. Comput. Educ. 63, 43–51 (2013)
Van Gaalen, A.E.J., Schonrock-Adema, J., Renken, R.J., Jaarsma, A.D.C., Georgiadis, J.R.: Identifying player types to tailor game-based learning design to learners: cross-sectional survey using Q methodology. JMIR Serious Games 10(2), e30464 (2022). https://doi.org/10.2196/30464. https://games.jmir.org/2022/2/e30464
Bartle, R.: Hearts, clubs, diamonds, spades: players who suit MUDs. J. MUD Res. 1(1), 19 (1996)
Bartle, R.: Virtual worlds: why people play. In: Massively Multiplayer Game Development, vol. 2, no. 1, pp. 3–18 (2005)
Nacke, L.E., Bateman, C., Mandryk, R.L.: BrainHex: Preliminary Results from a Neurobiological Gamer Typology Survey. LNCS, vol. 6972, pp. 288–293 (2011). https://doi.org/10.1007/978-3-642-24500-8_31/COVER
Ferro, L.S., Walz, S.P., Greuter, S.: Towards personalised, gamified systems: an investigation into game design, personality and player typologies. In: Proceedings of the 9th Australasian Conference on Interactive Entertainment: Matters of Life and Death, pp. 1–6 (2013)
Jia, Y., Xu, B., Karanam, Y., Voida, S.: Personality, targeted gamification: a survey study on personality traits and motivational affordances. In: Proceedings of the Conference on Human Factors in Computing Systems, pp. 2001–2013 (2016). https://doi.org/10.1145/2858036.2858515
Orji, R., Nacke, L.E., Di Marco, C.: Towards personality-driven persuasive health games and gamified systems. In: Proceedings of the Conference on Human Factors in Computing Systems, vol. 2017, pp. 1015–1027 (2017). https://doi.org/10.1145/3025453.3025577
Gholizadeh, M., Taghiyareh, F., Alvandkoohi, S.: Toward a propensity-oriented player typology in educational mobile games. Int. J. Games Based Learn. 8(2), 55–67 (2018). https://doi.org/10.4018/IJGBL.2018040105
Abdollahzade, Z., Jafari, S.: Investigating the relationship between player types and learning styles in gamification design. Iranian J. Manag. Stud. (2018). https://doi.org/10.22059/IJMS.2018.256394.673107
Kiron, N., Adaji, I., Long, J., Vassileva, J.: Tower of questions: a peer-quizzing game to engage students in question and answer posing. In: European Conference on Games Based Learning, pp. 395-XVIII (2019)
Acknowledgement
We are grateful to Jeff Long, who, as the coordinator and instructor of the class, provided us with the opportunity to do the study. We would also like to acknowledge Fatima Saberi for providing feedback on a previous draft of the paper.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2024 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this paper
Cite this paper
Kiron, N., Vassileva, J. (2024). How Hexad Player Types Affect Student Behaviour in Three Versions of a Peer-Quizzing Game. In: Zaphiris, P., Ioannou, A. (eds) Learning and Collaboration Technologies. HCII 2024. Lecture Notes in Computer Science, vol 14723. Springer, Cham. https://doi.org/10.1007/978-3-031-61685-3_5
Download citation
DOI: https://doi.org/10.1007/978-3-031-61685-3_5
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-61684-6
Online ISBN: 978-3-031-61685-3
eBook Packages: Computer ScienceComputer Science (R0)