Towards a motivational design? Connecting gamification user types and online learning activities
Open accessAbstract
Motivation is a crucial factor for students’ learning behavior and plays a key role in the concept of gamification to foster students’ motivation through specific gamification mechanics and elements. User types for gamification and associated gamification mechanics can classify students’ interests and learning preferences and provide explanations for their motivational learning behavior. This study investigated how five gamification user types may relate to six mainly used online learning activities in a distance online bachelor’s and master’s class in educational science through the use of a systematic approach. A total of 86 students participated in the questionnaire in a cross-sectional study. The findings showed average agreement shares for all five gamification user types. The correlations revealed that the six online learning activities were at least significantly connected to one of the five gamification user types, and both person-centered and environment-centered perspectives were displayed. Finally, the results were discussed, and implications were derived for a motivational design.
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TL;DR
This exploratory cross-sectional study surveyed 86 German online distance learners in educational science to connect five gamification user types and their mechanics with six Moodle learning activities. It found average agreement with all five user types and significant positive correlations between each of the six online learning activities and at least one gamification user type/mechanic.
Key findings
- Average agreement shares for the five gamification user types were Achiever 26%, Philanthropist 23%, Free Spirit 21%, Socializer 16%, and Player 14% (n = 86).
- All six online learning activities were significantly positively correlated with at least one gamification mechanic/user type (p < .05, two-tailed); examples include Social Discovery/Network with Forum (r = .594), Peer Assessment (r = .397), and Wiki (r = .340), and Level/Progression with Tutorial (r = .388) and Wiki (r = .235).
- The results were organized into a person-centered perspective (user types → mechanics → activities) and an environment-centered perspective (activities → mechanics → user types), with implications for motivational design in Moodle.
Methods
- Cross-sectional exploratory design; data collected April–September 2018 via paper-and-pencil and online questionnaire from German online distance learners in bachelor’s and master’s programs in educational science; 86 students participated out of 650 enrolled.
- Questionnaire had 26 items: 20 questions for gamification mechanics associated with five user types (four items each) and six questions for online learning activities (Forum, Peer Assessment, Quiz, Task, Tutorial, Wiki), using a 4-point Likert scale (1 = strongly disagree to 4 = strongly agree).
- Analysis used descriptive statistics and Pearson correlations in SPSS V25; because Cronbach’s alpha was not acceptable, no scales were used and item-level correlations were tested.
Limitations
- The paper states that the limited number of participants means general conclusions can only be made with caution, and that only a limited number of online learning activities were chosen, so other activities may also relate to students’ preferences.
- The paper states that results were not broken down by age, gender, or academic qualification, and that overlaps between gamification user types are likely and should be examined in future research.
- Evident from the text: reliability testing showed Cronbach’s alpha was not acceptable, so the study relied on item-level correlations rather than validated scales; the cross-sectional, self-report design also cannot establish causal direction.
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Claims the paper makes
0 of 70 cited sources checked · 0 supported · 0 flagged
- Findingown data
Students would like to spend time trying out things by using the online learning activity Quiz.
“(C) The findings also revealed that students would like to spend time trying out things by using the activity Quiz.”
Quote in the paperNot a substantial claim - Findingown data
Socializer learners declared they would like to work in teams (So2) as they learn using Peer Assessment and Wiki.
“In addition, these learners declared that they would like to work in teams (So2) as they learn using the activities Peer Assessment and Wiki.”
Quote in the paperSubstantial claim - Findingown data
Philanthropist learners would like to share their knowledge with others (Ph2) by using Forum, Peer Assessment, and Wiki.
“They also would like to share their knowledge with others (Ph2) by using the activities Forum, Peer Assessment and Wiki.”
Quote in the paperSubstantial claim - Findingown data
The findings showed that most learners identified with one of the four user types that represent intrinsically motivated online learning behavior (Socializer, Free Spirit, Achiever, and Philanthropist).
“The findings showed that most learners identified with one of the four user types that represent intrinsically motivated online learning behavior (Socializer, Free Spirit, Achiever, and Philanthropist; Table 1 and Fig. 2).”
Quote in the paperSubstantial claim - Findingown data
In the study, the Philanthropist user type had the second highest average agreement for all participants.
“In the study, this user type had the second highest average agreement for all participants (Fig. 2) and was a relevant group of online learners in the context at hand.”
Quote in the paperNot a substantial claim
- Findingown data
The gamification user type Socializer revealed connections to five of the six online learning activities.
“The gamification user type Socializer revealed connections to five of the six online learning activities.”
Quote in the paperSubstantial claim - Findingown data
The present investigation revealed average levels of agreement with all five gamification user types surveyed (Socializer, Free Spirit, Achiever, Philanthropist, and Player).
“The findings in the present investigation revealed average levels of agreement with all five gamification user types surveyed (Socializer, Free Spirit, Achiever, Philanthropist, and Player) (Fig. 2).”
Quote in the paperSubstantial claim - Findingown data
A smaller group identified with Player, suited for extrinsically motivated learning behavior.
“However, a smaller group identified with Player, suited for extrinsically motivated learning behavior (Table 1 and Fig. 2).”
Quote in the paperSubstantial claim - Findingown data
The motivational learning behavior of weighing actions objectively to know investment and attainment is related to the online learning activity Task.
“This motivational learning behavior was revealed to be related to the online learning activity Task.”
Quote in the paperSubstantial claim - Findingown data
The gamification user type Philanthropist was associated with the online activities Forum, Peer Assessment, or Tutorial in the study.
“Then, the gamification user type Philanthropist was associated with the online activities Forum, Peer Assessment, or Tutorial in the study.”
Quote in the paperSubstantial claim - Findingown data
Social Discovery/Network (So1) is significant and positively correlated with Task and Tutorial (r=.255, .279, p<.05).
“A significant and positive correlation is also shown between Social Discovery/Network (So1) and the activities Task and Tutorial (r = .255,r = .279,p < .05,respectively).”
Quote in the paperNot a substantial claim - Findingown data
The other five online activities were indifferent to the Free Spirit user type.
“The other five online activities were indifferent to this user type.”
Quote in the paperSubstantial claim - Findingown data
The online learning activity Task is associated with learners who would like to interact with others but would also weigh their actions to always know what they invest and what they need to attain.
“(D) Furthermore, the online learning activity Task is associated with learners who said that they would like to interact with others but would also weigh their actions to always know what they invest and what they need to attain.”
Quote in the paperSubstantial claim - Findingown data
The five gamification user types could be associated with all six online learning activities (Forum, Peer Assessment, Quiz, Task, Tutorial, and Wiki).
“They could also be associated with all six online learning activities (Forum, Peer Assessment, Quiz, Task, Tutorial, and Wiki).”
Quote in the paperSubstantial claim - Findingreasoning
The largest number of connected online learning activities in the study was found for the gamification user type Socializer.
“The largest number of connected online learning activities in the study was found for the gamification user type Socializer.”
Quote in the paperSubstantial claim - Findingown data
Player participants said they would weigh their actions objectively in order to always know how much they invest and what they need to attain (P2).
“(5) Participants in the survey who agreed with the user type Player said they would weigh their actions objectively in order to always know how much they invest and what they need to attain (P2).”
Quote in the paperNot a substantial claim - Findingown data
In sum, the results showed significant and positive correlations between the six online learning activities surveyed and at least one of the associated gamification mechanics of the five gamification user types.
“In sum, the results showed significant and positive correlations between the six online learning activities surveyed and at least one of the associated gamification mechanics of the five gamification user types (Table 3).”
Quote in the paperSubstantial claim - Findingown data
The Achiever user type was related to two of the six online learning activities (Wiki and Tutorial).
“In addition, it was related to two of the six online learning activities (Wiki and Tutorial).”
Quote in the paperSubstantial claim - Findingown data
In the survey, an association was found between the user type Player and the online learning activity Task.
“Finally, in the survey, an association was found between the user type Player and the online learning activity Task.”
Quote in the paperSubstantial claim - Findingown data
Achiever was related to Wiki and Tutorial.
“(3) In the survey, the gamification user type Achiever was related to the online learning activities Wiki and Tutorial.”
Quote in the paperSubstantial claim - Findingown data
The online learning activity Wiki is associated with learners who would like to interact, work in teams, continue their training, and share their knowledge with others.
“(F) Finally, the online learning activity Wiki is associated with learners who would like to interact, work in teams, continue their training, and share their knowledge with others.”
Quote in the paperSubstantial claim - Findingown data
The gamification user type Achiever had the highest average agreement for all participants in the survey.
“Next, the gamification user type Achiever is motivated by mastery and competence and had the highest average agreement for all participants in the survey (Fig. 2).”
Quote in the paperSubstantial claim - Findingown data
The online learning activity Forum is associated with learners who would like to interact with others, work in teams, and share their knowledge with fellow students.
“(A) The results of the study emphasized that the activity Forum is associated with learners who would like to interact with others, work in teams, and share their knowledge with their fellow students.”
Quote in the paperSubstantial claim - Premisecitation
Students in online distance learning tend to be heterogeneous in age, profession, learning goals, and learning preferences.
“Students in online distance learning tend to be heterogeneous in that they vary widely not only in age and profession but also in learning goals and learning preferences (Koper 2015).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Koper 2015
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- Premisecitation
Dropout rates in online and distance learning are high compared to traditional face-to-face learning.
“as dropout rates are high compared to the rates in traditional face-to-face learning (Glass, 2014;Simpson 2013;Vogel et al. 2018).”
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- Premisecitation
Motivation was identified in former studies as one of the most important success factors in distance education.
“Therefore, motivation was identified in former studies as one of most important success factors in distance education (e.g.Bekele 2010; Hartnett 2016Hartnett , 2019;;Paterson 2014).”
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- cites Hartnett 2016
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- Premisecitation
The four aspects autonomy, competence, relatedness, and purpose are the basis for the gamification user types and associated game mechanics.
“These four aspects, autonomy, competence, relatedness, and purpose, of the two motivation theories of SDT and Pink are the basis for the gamification user types and associated game mechanics (Marczewski 2015), which can explain students' motivational behavior.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Marczewski 2015
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- Interpretationcitation
Game mechanics are important strategies in gamified online learning to support learners' motivation and engagement in order to successfully perform online tasks.
“It can be concluded that game mechanics are important strategies in gamified online learning to support learners' motivation and engagement in order to successfully perform online tasks (Scheiner & Witt 2013).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Scheiner & Witt 2013
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- Premisecitation
Little research has been conducted to understand learners and their learning contexts to improve designs for engaging learning experiences.
“In addition, little research has been conducted to understand learners and their learning contexts to improve designs for engaging learning experiences (e.g.Karunanayaka & Naidu 2017;Naidu 2017).”
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- Interpretationown data
The agreement with all five of the surveyed gamification user types revealed students' interests, preferences, and needs in the context at hand.
“Finally, the agreement with all five of the surveyed gamification user types revealed students' interests, preferences, and needs in the context at hand.”
Quote in the paperSubstantial claim - Interpretationown data
The Philanthropist user type was a relevant group of online learners in the context at hand.
“In the study, this user type had the second highest average agreement for all participants (Fig. 2) and was a relevant group of online learners in the context at hand.”
Quote in the paperSubstantial claim - Interpretationreasoning
The Achievers in the study carefully selected their online learning activities to focus clearly on their learning objectives and their learning progress.
“This is a crucial finding, as the low number of learning activities implies that the Achievers in the study carefully selected their online learning activities to focus clearly on their learning objectives and their learning progress.”
Quote in the paperSubstantial claim - Premisecitation
Investigations of gamification in educational contexts are limited.
“Furthermore, investigations of gamification in educational contexts are limited (Dreimane 2019), and implementation guidelines on gamified designs are still missing (Alsawaier 2018).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Dreimane 2019
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- Premisecitation
Implementation guidelines on gamified designs are still missing.
“and implementation guidelines on gamified designs are still missing (Alsawaier 2018).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Alsawaier 2018 source
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- Interpretationown data
Philanthropist had many similarities with the user type Socializer in terms of their related online learning activities.
“This result is surprising, as it revealed that Philanthropist had many similarities with the user type Socializer in terms of their related online learning activities.”
Quote in the paperNot a substantial claim - Study design and conductown data
No scales for the items for the five user types were used.
“Therefore, no scales for the items for the five user types were used.”
Quote in the paperSubstantial claim - Premiseown data
The gamification user type Achiever is motivated by mastery and competence.
“Next, the gamification user type Achiever is motivated by mastery and competence and had the highest average agreement for all participants in the survey (Fig. 2).”
Quote in the paperSubstantial claim - Study design and conductown data
Reliability testing for the items of gamification mechanics associated with the five user types showed that Cronbach's alpha was not acceptable.
“Reliability testing for the items of gamification mechanics associated with the five user types showed that the value for Cronbach's alpha was not acceptable.”
Quote in the paperSubstantial claim
- May combine two claims. 28
- Classified as probably not a substantial claim. 42
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Findingown dataSocializer learners reported being more motivated when others watch them doing their work (So4), and this motivational learning behavior was related to Peer Assessment.
“They also reported being more motivated when others watch them doing their work (So4).This motivational learning behavior was related to the online learning activity Peer Assessment.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown dataThe gamification user type Free Spirit had the least amount of related online learning activities and displayed a connection only to the activity Quiz.
“The results showed that the gamification user type Free Spirit had the least amount of related online learning activities and displayed a connection only to the activity Quiz.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown dataPhilanthropist learners reported that things would be important to them when they had a deeper meaning or benefit for the common good (Ph3), and these learning preferences showed a connection to Tutorial.
“Learners of this user type also reported that things would be important to them when they had a deeper meaning or a benefit for the common good (Ph3).These learning preferences showed a connection to the online learning activity Tutorial.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown dataAchiever students said they were motivated to work towards a specific learning objective (A4) and like to see progress (A1) as they use Tutorial.
“Furthermore, students of this user type said that they were motivated to work towards a specific learning objective (A4) and like to see progress in the things they do (A1) as they use the online learning activity Tutorial.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown dataStudents who matched Free Spirit identified with Quiz and said they would like to spend a great deal of time trying out things (FS2).
“(2) Students who matched the description of Free Spirit identified with the activity Quiz and said that they would like to spend a great deal of time trying out things (FS2).”
Quote in the paperSubstantial claimMay combine two claims.
Findingown dataAchiever learners have the desire to see steady progress (A1) and want to continue training to learn new skills (A2), and these two learning behaviors revealed a connection with Wiki.
“In doing so, learners have the desire to see steady progress in the things they do (A1) and want to continue training to learn new skills (A2).These two learning behaviors revealed a connection with the activity Wiki.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown dataThe online learning activity Peer Assessment connects students with different motivational learning behaviors who would like to interact with others, work in teams, and share their knowledge and who are more motivated when others watch them doing their work.
“(B) Subsequently, the activity Peer Assessment connects students with different motivational learning behaviors who would like to interact with others, work in teams, and share their knowledge and who are more motivated when others watch them doing their work.”
Quote in the paperSubstantial claimMay combine two claims.
FindingcitationThe average agreement with the items for gamification mechanics associated with the five gamification user types showed the largest share for Achiever (26%), followed by Philanthropist (23%), Free Spirit (21%), Socializer (16%), and the smallest share for Player (14%).
“The average agreement with the items for gamification mechanics associated with the five gamification user types (Marczewski 2015) showed that the largest share was for the user type Achiever (26%), followed by Philanthropist (23%) Free Spirit (21%) and Socializer (16%).The smallest share was revealed for Player (14%) (Fig. 2).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Marczewski 2015
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Findingown dataThe person-centered perspective revealed that online learners reported a wide range of preferences and interests since all five user types were represented.
“The person-centered perspective revealed that online learners reported a wide range of preferences and interests since all five user types were represented.”
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Findingown dataPhilanthropist learners declared they were happy if they can help others (Ph1), such that their motivational learning behavior is related to Tutorial.
“(4) Learners who agreed with Philanthropist declared that they were happy if they can help others (Ph1), such that their motivational learning behavior is related to the activity Tutorial.”
Quote in the paperSubstantial claimClassified as probably not a substantial claim.
PremisecitationGamification is said to foster students' motivation.
“Gamification is a new concept and is said to foster students' motivation (e.g.Alsawaier 2018;Dichev & Dicheva 2017;Dreimane 2019;Hakulinen, Auvinen & Korhonen 2015;Hamari 2015;Koivisto & Hamari 2019;Pechenkina, Laurence, Oates, Eldridge & Hunter 2017;Sailer & Homner 2019;Utomo & Santoso 2015).”
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- cites Dichev & Dicheva 2017
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PremisecitationIn online and distance learning, students' motivation is especially recognized as crucial.
“It is especially recognized in online and distance learning (Hartnett, 2016(Hartnett, , 2019;;Kim & Frick 2011)”
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- cites Kim & Frick 2011 source
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PremisecitationGame mechanics are the backbone of gamification and may help learners achieve task performance.
“Similarly, game mechanics are the backbone of gamification and may help learners to achieve task performance (Scheiner & Witt 2013).”
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PremisecitationSatisfaction of autonomy, competence, and relatedness is necessary for power or effectiveness and provides explanations for motivational behavior.
“Their satisfaction is necessary for power or effectiveness and provides explanations for motivational behavior (Deci & Ryan 2000;Ryan & Deci 2000b).”
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- cites Ryan & Deci 2000b
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PremisecitationSix possible online learning activities (A-F) are frequently used in the Moodle learning environment of the courses of study surveyed.
“Six possible online learning activities (A-F), which are frequently used in the Moodle learning environment of the courses of study surveyed (Moodle 2018), will be presented next.”
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PremisecitationDifferent people may enjoy different player types.
“This classification gives rise to the notion that different people may enjoy different types (Kim 2014;Werbach & Hunter 2012).”
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PremisecitationLearning activities are of major relevance for engaging students in their learning environment and enhancing motivational learning behavior.
“learning activities are of major relevance for easily engaging students in their learning environment and enhancing motivational learning behavior (Marczewski 2015;Ryan & Deci 2017).”
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- Rests on an assumption: Learning management systems are the main learning platforms in distance education.
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PremisecitationReviews have documented the effects on students' learning outcomes and the key role of gamified designs.
“The reviews have also documented the effects on students' learning outcomes and the key role of gamified designs (Alsawaier, 2018;Clark, Tanner-Smith & Killingsworth 2016).”
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PremisecitationKim enhanced Bartle's player types and adjusted the styles with social actions (Compete, Express, Collaborate, Explore).
“Then, Kim (2014) enhanced Bartle's player types and adjusted the styles with social actions (Compete, Express, Collaborate, Explore).”
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PremisecitationZichermann and Cunningham suggested various types of game mechanics that describe the interests and preferences of people to meet their needs in a game to support or maintain motivation.
“Zichermann and Cunningham (2011) suggested various types of game mechanics that describe the interests and preferences of people to meet their needs in a game to support or maintain motivation.”
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PremisecitationExisting findings on gamification in educational contexts are mixed and tend to be dependent on context, population, or design.
“However, the existing findings are still mixed and tend to be dependent on the context, population, or design (Dichev & Dicheva 2017).”
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PremisecitationGamification mechanics and associated user types combine students' learning preferences with motivational aspects, as gamification provides a framework for motivation.
“they combined students' learning preferences with motivational aspects, as the concept of gamification provides a framework for motivation (Sailer, Hense, Mayr & Mandl 2017).”
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PremisecitationGame mechanics are important for the procedures and rules in a game and describe the particular components to achieve a goal in a game.
“Game mechanics are important for the procedures and rules in a game and describe the particular components to achieve a goal in a game (Salen & Zimmermann 2004;Schell 2015).”
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Study design and conductnone givenThe change in matching 'Unlockables/Rare Content' and 'Certificates' was necessary for content-related reasons.
“This change was necessary for content-related reasons.”
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PremisecitationSelf-determination theory considers three essential psychological needs of human motivation: autonomy, competence, and relatedness.
“The theory considers three essential psychological needs of human motivation: (1) autonomy, which refers to the need for freedom and having meaningful choices; (2) competence, which considers the desire to gain mastery and achievements; and (3) relatedness, which is the need to interact and to be connected to others.”
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PremisecitationIntrinsic autonomous motivation is considered the most beneficial type of motivation, with high fulfillment of the three psychological needs and high-quality learning.
“Intrinsic autonomous motivation is considered to be the most beneficial type of motivation, with a high level of fulfillment of the three psychological needs (Deci & Ryan 2000) and high-quality learning (Deci & Ryan 1985, 1993;Ryan & Deci 2017).”
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PremisereasoningGamification mechanics and associated user types provided a suitable classification of the aspects investigated in this study.
“Gamification mechanics and associated user types were used because (1) they provided a suitable classification of the aspects investigated in this study”
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PremisecitationSuccessful gamification is not simply applying game elements or game mechanics but is a more holistic approach to game thinking.
“These definitions with different concepts of game design or game design techniques illustrate that successful gamification is not simply applying game elements or game mechanics (Werbach & Hunter 2012) but is rather a more holistic approach to game thinking (Kim 2018;Salen & Zimmermann 2004;Werbach & Hunter 2012).”
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PremisecitationCurrent literature reviews have highlighted that game mechanics have a positive impact on students' motivation in online learning.
“Current literature reviews have highlighted that game mechanics have a positive impact on students' motivation in online learning (Sailer et al. 2017;Saputro et al. 2017).”
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PremisecitationMarczewski referred to Zichermann and Cunningham for suggested game mechanics and associated user types that he adopted for online learning.
“He referred to Zichermann and Cunningham (2011) for the suggested game mechanics and associated user types that he adopted for online learning.”
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PremisecitationGame elements such as points, badges, and leaderboards are used to reinforce particular learning behavior through their game mechanics.
“Game elements such as points, badges, and leaderboards (PBL; Werbach & Hunter 2012) are used to reinforce particular learning behavior through their game mechanics (Werbach & Hunter, 2012).”
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Premisenone givenThe kind of online learning activity that is useful for the learning process of students depends on the learning goal and desired instruction.
“The kind of online learning activity that is useful for the learning process of students depends on the learning goal and desired instruction.”
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PremisecitationStudies have reported a positive effect of game mechanics on the motivation of students to become engaged in their tasks.
“Finally, studies have reported a positive effect of game mechanics on the motivation of students to become engaged in their tasks (Hew, Huang, Chu & Chiu 2016;Huang et al. 2018).”
Quote in the paperNot a substantial claim0 of 2 sources checkedMay combine two claims.
PremisecitationGamification user types and associated game mechanics can explain students' motivational behavior.
“which can explain students' motivational behavior.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Marczewski 2015
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PremisecitationGame mechanics afford players the ability to engage in various desired behaviors and support the overall dynamics of a game.
“They afford players the ability to engage in various desired behaviors and generally support the overall dynamics of a game (Hunicke, Leblanc & Zubek 2004;Salen & Zimmermann 2004).”
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PremisecitationKapp emphasized the importance of game mechanics in online learning to consider an appropriate set of activities and patterns of actions that can lead to learning.
“Additionally, Kapp (2014) emphasized the importance of game mechanics in online learning to consider an appropriate set of activities and patterns of actions that can lead to learning.”
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PremisecitationBartle developed a classification of player types for video games (Achievers, Explorers, Socializers, and Killers) based on a character theory of player styles.
“Bartle (1996) developed a classification of player types for video games (Achievers, Explorers, Socializers, and Killers) that is based on a character theory of player styles.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Bartle 1996
Not checked in the free run.
Classified as probably not a substantial claim.
PremisecitationMarczewski identified specific user types for gamification related to game mechanics on the basis of psychological needs for intrinsic motivation.
“Similar to Bartle's and Kim's player types, Marczewski (2015) identified specific user types for gamification that are related to game mechanics on the basis of the psychological needs for intrinsic motivation.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Marczewski 2015
Not checked in the free run.
Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.
Interpretationown dataThe study's findings can provide a foundation for making decisions about instructional problems and provide valuable guidance towards a motivational design.
“The study's findings can provide a foundation for making decisions about instructional problems and provide valuable guidance towards a motivational design.”
Quote in the paperNot a substantial claimMay combine two claims.
PremisereasoningThe students who agreed with Player are extrinsically motivated and solve online problems not because they are interested in them but because they seek to receive acknowledgment or rewards for their actions.
“In contrast to the other four gamification user types (Socializer, Free Spirit, Achiever, and Philanthropist), which are associated with intrinsic motivation (Table 1), the students who agreed with Player are extrinsically motivated and solve online problems not because they are interested in them but because they seek to receive acknowledgment or rewards for their actions.”
Quote in the paperSubstantial claimMay combine two claims.
Interpretationown dataOnline distance learners represent a heterogeneous group and instructional design must aim to meet their needs and learning motivation.
“This gives further evidence that online distance learners represent a heterogeneous group and that instructional design must aim to meet their needs and learning motivation.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationAccording to SDT (Deci & Ryan 1985, 1993), extrinsic motivation can become internalized.
“However, according to SDT (Deci & Ryan 1985, 1993), extrinsic motivation can become internalized.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Deci & Ryan 1985, 1993
Not checked in the free run.
Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).
InterpretationcitationTheir altruistic attitude, as determined in this study, could be of great advantage for online courses since learning strategies in web-based platforms such as Moodle become increasingly group-oriented (Hanna 2013).
“Their altruistic attitude, as determined in this study, could be of great advantage for online courses since learning strategies in web-based platforms such as Moodle become increasingly group-oriented (Hanna 2013).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Hanna 2013
Not checked in the free run.
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationActive distance online learners preferred to interact and collaborate online with their fellow students (Koper 2015).
“Koper (2015) also presented evidence of such learning behavior with active distance online learners who preferred to interact and collaborate online with their fellow students.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Koper (2015)
Not checked in the free run.
May combine two claims.
Interpretationown dataThese students want to invest only limited effort in online tasks and instead focus on their own benefits.
“This result revealed that these students want to invest only limited effort in online tasks and instead focus on their own benefits.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationHigh-achieving students use specific learning strategies to accomplish their learning objectives that affect their learning motivation (Salikina et al., 2017).
“This result is in line with Salikina, Bin-Tahirb, and Emelia (2017), who found evidence of high-achieving students using specific learning strategies to accomplish their learning objectives that affect their learning motivation.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Salikina, Bin-Tahirb, and Emelia (2017)
Not checked in the free run.
Classified as probably not a substantial claim.
Study design and conductcitationThe questionnaire was constructed on the basis of Marczewski's gamification user types and associated gamification mechanics in German.
“This questionnaire was constructed on the basis of Marczewski's gamification user types and associated gamification mechanics (Diamond et al. 2015;Marczewski 2015; Table 2) in German.”
Quote in the paperSubstantial claim0 of 2 sources checked- cites Diamond et al. 2015
Not checked in the free run.
- cites Marczewski 2015
Not checked in the free run.
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationIntegrating students' preferred motivational learning method and strategy in the design of online learning environments is consistent with the previous results of Jones and Blankenship (2017) or Zapalska and Brozik (2006).
“Integrating students' preferred motivational learning method and strategy in the design of online learning environments is consistent with the previous results of Jones and Blankenship (2017) or Zapalska and Brozik (2006).”
Quote in the paperNot a substantial claim0 of 2 sources checked- cites Jones and Blankenship (2017)
Not checked in the free run.
- cites Zapalska and Brozik (2006) source
Not checked in the free run.
May combine two claims.
InterpretationreasoningLearners who matched the Socializer user type would like to use various kinds of online learning activities and benefit from the different possibilities implemented in online learning platforms.
“Learners who matched this user type would like to use various kinds of online learning activities and benefit from the different possibilities implemented in online learning platforms.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
PremisecitationEarlier findings of Bovermann et al. (2018) indicated that incentives and rewards with game element badges can be important factors to engage and intrinsically motivate students in online learning, especially when these rewards are perceived as acknowledgement from the students' facilitators.
“Earlier findings of Bovermann et al. (2018) indicated that incentives and rewards with game element badges can be important factors to engage and intrinsically motivate students in online learning, especially when these rewards are perceived as acknowledgement from the students' facilitators.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Bovermann et al. (2018) source
Not checked in the free run.
Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).
PremisecitationIt is of interest for instructors to consider students' learning preferences and motivation to support involvement in online proposals such as the presented activities.
“However, it is of interest for instructors to consider students' learning preferences and motivation to support involvement in online proposals (Werbach & Hunter 2012), such as the presented activities (A-F).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Werbach & Hunter 2012
Not checked in the free run.
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
PremisecitationOnline learners differ in age, experiences, interests, and learning preferences, which is characteristic of distance education.
“This outcome of the study is important because it underlines the heterogeneity of online learners, who differ in age, experiences, interests, and learning preferences that are characteristic of distance education (Allen & Seaman 2017).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Allen & Seaman 2017
Not checked in the free run.
Probably not a substantial claim: may not pass S3 (load-bearing).
InterpretationcitationA Philanthropist can function as a moderator or tutor to support weaker students and help facilitate students' integration into group-oriented online learning (Marczewski 2015).
“A Philanthropist can function as a moderator or tutor to support weaker students and help facilitate students' integration into group-oriented online learning (Marczewski 2015).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Marczewski 2015
Not checked in the free run.
Probably not a substantial claim: may not pass S2 (checkable).
Interpretationown dataThe results provide insights that can have benefits to support a wider range of students in their online learning experiences and motivation.
“The results provide insights that can have benefits to support a wider range of students in their online learning experiences and motivation.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationStudents' online learning improved when the instructions provided are suitable for their learning preferences (Jones & Blankenship 2017; Zapalska & Brozik 2006).
“They concluded that students' online learning improved when the instructions provided are suitable for their learning preferences.”
Quote in the paperNot a substantial claim0 of 2 sources checked- cites Jones and Blankenship (2017)
Not checked in the free run.
- cites Zapalska and Brozik (2006) source
Not checked in the free run.
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationThe review of Lameras et al. (2017) highlighted the potential for classifying connections between learning attributes and gamification mechanics to enable students' motivation in online learning.
“The review of Lameras et al. (2017) also highlighted the potential for classifying connections between learning attributes and gamification mechanics to enable students' motivation in online learning.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Lameras et al. (2017)
Not checked in the free run.
Classified as probably not a substantial claim.
Interpretationown dataGiven the limited number of participants, general conclusions can only be made with caution.
“Given the limited number of participants, general conclusions can only be made with caution.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductnone givenA limited number of online learning activities were chosen in the survey.
“A limited number of online learning activities were chosen in the survey.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S2 (checkable).
Interpretationown dataThe findings do suggest a valuable foundation for designing motivational learning environments in online distance learning settings.
“However, the findings do suggest a valuable foundation for designing motivational learning environments in online distance learning settings.”
Quote in the paperNot a substantial claim
The paper relies on this without support.
No research has been performed to systematically combine gamification user types and relevant gamification mechanics with typical online learning activities that can be provided in learning management systems such as Moodle.
“Until now, no research has been performed to systematically combine gamification user types and relevant gamification mechanics with typical online learning activities that can be provided in learning management systems such as Moodle (2018).”
The authors state this as an assumption.
To support students' motivation in an online distance learning course, it is useful to have more information about their learning preferences and interests.
“(1) First, to support students' motivation in an online distance learning course, it is useful to have more information about their learning preferences and interests.”
The authors state this as an assumption.
User types for gamification and associated gamification mechanics capture this crucial issue to learn more about students' attitudes, personal drive, and motivation to make steps towards a personalized online learning experience.
“(2) User types for gamification and associated gamification mechanics capture this crucial issue to learn more about students' attitudes, personal drive, and motivation to make steps towards a personalized online learning experience.”
The authors state this as an assumption.
Insights into gamification user types can help to foster students' engagement in their online learning process.
“(3) Then, these insights can help to foster students' engagement in their online learning process.”
The paper relies on this without support.
Learning management systems are the main learning platforms in distance education.
“Since learning management systems are the main learning platforms in distance education”
The paper relies on this without support.
Many learning activities have an interactional quality.
“This result is not surprising since this type is motivated by relatedness and the desire to interact with others and many learning activities have an interactional quality.”
The paper relies on this without support.
The activity Quiz contains particular rules and guided instructions that students need to follow in order to answer the questions correctly.
“In contrast to this learning preference, the activity Quiz contains particular rules and guided instructions that students need to follow in order to answer the questions correctly.”
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The growing need for test items requires new advancements in item construction and generation in addition to the traditional method.
“The growing need for test items requires new advancements in item construction and generation in addition to the traditional method [1].”
From AI in medical education: uses of AI in construction type A MCQs (2024) · cites this paper as [1]
Items generated through AIGAQG have psychometric properties similar to traditionally constructed [1, 61].
“Items generated through AIGAQG have psychometric properties similar to traditionally constructed [1, 61].”
From AI in medical education: uses of AI in construction type A MCQs (2024) · cites this paper as [1]
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Ph4 is assigned two different mechanics
MinorTable 5 calls Ph4 "Gifting/Sharing," whereas the correlation table calls it "Collect and Trade."
“| | Gifting/Sharing (Ph4) | |”
“Collect and Trade (Ph4) .177-.014 -.013 .081.125 .136”
Table 5 lists a Forum-Ph4 connection that is not significant in Table 3
MinorTable 5 presents Ph4 under Forum among the significant connections, but Table 3 reports a Forum correlation of .177 for Ph4 without a significance marker.
“| (A) Forum | Social Discovery/Network (So1) | Socializer | | | Sharing Knowledge (Ph2) | Philanthropist | | | Gifting/Sharing (Ph4) | |”
“Collect and Trade (Ph4) .177-.014 -.013 .081.125 .136”
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- Authors
- Bovermann, K., & Bastiaens, T. J.
- Affiliations
- FernUniversität in Hagen (DE)
- Open University of the Netherlands (NL)
- Corresponding author
- Bovermann, Klaudia
- ORCID
- Bovermann, Klaudia
- Venue
- Research and Practice in Technology Enhanced Learning
- Published
- 2020-01-10
- Volume
- 15
- Issue
- 1
- ISSN
- 1793-2068 (ISSN-L)
- 1793-7078
- OpenAlex
- W2999718934
- Cited by
- 156
- References
- 63
- Citations by year
- 2026: 12 · 2025: 14 · 2024: 19 · 2023: 37 · 2022: 38 · 2021: 28 · 2020: 8
- FWCI
- 41.91
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- Research and Practice in Technology Enhanced Learning (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Social Sciences › Sociology and Political Science › Digital Games and Media
- Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
- Keywords
- gamification, student motivation, online learning activities, motivational design, gamification mechanics, distance education, learning behavior, person-centered approach
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