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Cited by 502Educational Games and GamificationTeaching and Learning ProgrammingOnline Learning and Analytics

The impact of gamification on students’ learning, engagement and behavior based on their personality traits

Open access
Smiderle, Rodrigo, Rigo, Sandro José, Marques, Leonardo B., Peçanha de Miranda Coelho, Jorge Arthur, Jaques, Patricia A.·2020·Smart Learning Environments
DOI 10.1186/s40561-019-0098-x
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Abstract

The gamification of education can enhance levels of students’ engagement similar to what games can do, to improve their particular skills and optimize their learning. On the other hand, scientific studies have shown adverse outcomes based on the user’s preferences. The link among the user’s characteristics, executed actions, and the game elements is still an open question. Aiming to find some insights for this issue, we have investigated the effects of gamification on students’ learning, behavior, and engagement based on their personality traits in a web-based programming learning environment. We have conducted an experiment for four months with 40 undergraduate students of first-year courses on programming. Students were randomly assigned to one of the two versions of the programming learning environment: a gamified version composed of ranking, points, and badges and the original non-gamified version. We have found evidence that gamification affected users in distinct ways based on their personality traits. Our results indicate that the effect of gamification depends on the specific characteristics of users. First part title: Studying the impact of gamification on learning and engagement based on the personality traits of students

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  • Extroverts, who tend to be friendly, are more likely to join gatherings and participate in discussions both inside and outside the classroom.

    “Extroverts, who will, in general, be friendly, are bound to join gatherings, increasingly slanted to participate in discussions both inside and outside the study hall (Smiderle et al., 2020).”

    From Cultural and individual characteristics in adopting computer-supported collaborative learning during covid-19 outbreak: Willingness or obligatory to accept technology? (2021) · cites this paper as Smiderle et al., 2020

    The Personality questionnaire–iGFP-5 section describes extroverted individuals as sociable and talkative, supporting the characterization of them as friendly and inclined to talk. It does not say they are more likely to join gatherings or participate in discussions inside or outside the classroom; the study measures engagement with a programming platform, not those activities. No page numbers are provided in our copy. (LLM, conf=0.86)

    Experimental — accuracy not yet measured

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Research works printed but not linked: 16

  1. Barata, G., Gama, S., Jorge, J.A., Gonçalves, D.J. (2014). Relating gaming habits with student performance in a gamified learning experience, In Proceedings of the first ACM SIGCHI annual symposium on Computer-human interaction in play - CHI PLAY '14. https://doi.org/10.1145/2658537.2658692 (pp. 17-25): ACM. · DOI
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  3. Codish, D., & Ravid, G. (2014). Personality based gamification-educational gamification for extroverts and introverts, In CHAIS Conference for the Study of Innovation and Learning Technologies, vol. 1. https://www.openu.ac.il/innovation/ chais2014/download/E2-2.pdf (pp. 36-44).
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  5. Fardo, M.L. (2014). A gamificação como estratégia pedagógica: estudo de elementos dos games aplicados em processos de ensino e aprendizagem. Master's thesis, Universidade de Caxias do Sul. https://repositorio.ucs.br/handle/11338/ 457.
  6. Haaranen, L., Ihantola, P., Hakulinen, L., Korhonen, A. (2014). How (not) to introduce badges to online exercises, In ACM Tech. Symp. on Computer Science Education. https://doi.org/10.1145/2538862.2538921 (pp. 33-38): ACM. · DOI
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  10. Knutas, A., Ikonen, J., Nikula, U., Porras, J. (2014). Increasing collaborative communications in a programming course with gamification: a case study, In Proceedings of the 15th International Conference on Computer Systems and Technologies. https://dl.acm.org/citation.cfm?id=2659620 (pp. 370-377): ACM.
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  15. Smiderle, R., Marques, L., M., C.J.A.P.D., Rigo, S., Jaques, P. (2019). Studying the impact of gamification on learning and engagement of introverted and extroverted students, In 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT). https://doi.org/10.1109/icalt.2019.00023: IEEE. · DOI
  16. Tvarozek, J., & Brza, T. (2014). Engaging students in online courses through interactive badges, In 2014 International Conference on e-Learning, September 2014, Spain. https://pdfs.semanticscholar.org/fe68/ 5176c8d4bf7f6507f3870815f56a65097c89.pdf (pp. 89-95).

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Authors
Smiderle, R., Rigo, S. J., Marques, L. B., Peçanha de Miranda Coelho, J. A., & Jaques, P. A.
Affiliations
  • Universidade do Vale do Rio dos Sinos (BR)
  • Universidade Federal de Alagoas (BR)
ORCID
Venue
Smart Learning Environments
Publisher
Springer Science and Business Media LLC
Published
2020-01-09
Volume
7
Issue
1
ISSN
2196-7091 (ISSN-L)
DOI
10.1186/s40561-019-0098-x
OpenAlex
W2999191972
Cited by
502
References
5
Citations by year
2026: 69 · 2025: 127 · 2024: 137 · 2023: 105 · 2022: 41 · 2021: 17 · 2020: 6
FWCI
63.79
Type
journal article
Language
en
Open access
Licence
Locations
  • Smart Learning Environments (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Funders
  • Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
  • Conselho Nacional de Desenvolvimento Científico e Tecnológico (309218/2017-9)
  • Fundação de Amparo à Pesquisa do Estado do Rio Grande do Sul (17/2551-0001203-8)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
  • Physical Sciences › Computer Science › Computer Science Applications › Teaching and Learning Programming
  • Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
Keywords
gamification, game-based learning, student engagement, personality traits, programming education, web-based learning environment, badges, student behavior, user preferences

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