An analysis of player types on a gamification platform incorporated into an online judge system
Abstract
Research seeks to understand the preferences of different user profiles in games and gamified environments. In this sense, this paper aims to identify and analyze the preferences and behaviors of users of different profiles within a gamification platform created around a multiplayer RPG game, developed and implemented in real introductory programming classes. User profiles were identified using Hexad taxonomy, and user interactions of each type with the platform’s game elements were stored in log records. Through an analysis of the students’ logs, it was noticed that each profile has nuances in their preferences and behaviors, which are discussed in this study. It is believed that the results of this research can provide important insights for the development and improvement of personalized gamified environments.
Keywords:
Gamification, Player Types, Hexad
References
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Handelsman, M. M., Briggs, W. L., Sullivan, N., and Towler, A. (2005). A measure of college student course engagement. The Journal of Educational Research, 98(3):184–192.
Hassan, M. A., Habiba, U., Majeed, F., and Shoaib, M. (2019). Adaptive gamificationin e-learning based on students’ learning styles. Interactive Learning Environments, pages 1–21.
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Pessoa, M., Fernandes, D., de Carvalho, L. S. G., Oliveira, E., Nakamura, W., and Conte,T. (2019). Codeplay: Uma plataforma de gamificação baseada em jogos de rpg multiplayer. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), volume 30, page 843.
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Qian, Y. and Lehman, J. (2017). Students’ misconceptions and other difficulties in introductory programming: A literature review. ACM Transactions on Computing Education (TOCE), 18(1):1–24.
Rodrigues, L., Toda, A. M., Palomino, P. T., Oliveira, W., and Isotani, S. (2020). Personalized gamification: A literature review of outcomes, experiments, and approaches. In Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality, pages 699–706.
Ryan, R. M. and Deci, E. L. (2000a). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1):54–67.
Ryan, R. M. and Deci, E. L. (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1):68.
Sinly, C., Rusli, A., and Winarno, P. (2018). Utilizing gamification to improve user participation in online judge. In 2018 Joint 10th International Conference on Soft Computing and Intelligent Systems (SCIS) and 19th International Symposium on Advanced Intelligent Systems (ISIS), pages 543–547. IEEE.
Tondello, G. F., Arrambide, K., Ribeiro, G., Cen, A. J.-l., and Nacke, L. E. (2019a). "i don’t fit into a single type": A trait model and scale of game playing preferences. In IFIP Conference on Human-Computer Interaction, pages 375–395. Springer.
Tondello, G. F., Mora, A., Marczewski, A., and Nacke, L. E. (2019b). Empirical validation of the gamification user types Hexad scale in English and Spanish. International Journal of Human-Computer Studies, 127:95–111.
Tondello, G. F., Wehbe, R. R., Diamond, L., Busch, M., Marczewski, A., and Nacke, L. E.(2016). The gamification user types hexad scale. In Proceedings of the 2016 annual symposium on computer-human interaction in play, pages 229–243.
Bartle, R. (1996). Hearts, clubs, diamonds, spades: Players who suit muds. Journal of MUD research, 1(1):19.
Bez, J. L., Tonin, N. A., and Rodegheri, P. R. (2014). Uri online judge academic: A tool for algorithms and programming classes. In 2014 9th International Conference on Computer Science & Education, pages 149–152. IEEE.
Bovermann, K. and Bastiaens, T. J. (2020). Towards a motivational design? connecting gamification user types and online learning activities. Research and Practice in Technology Enhanced Learning, 15(1):1.
Galvão, L., Fernandes, D., and Gadelha, B. (2016). Juiz online como ferramenta de apoio a uma metodologia de ensino híbrido em programação. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), volume 27, page 140.
Hallifax, S., Serna, A., Marty, J.-C., and Lavoué, E. (2019). Adaptive gamification in education: A literature review of current trends and developments. In European conference on technology enhanced learning, pages 294–307. Springer.
Handelsman, M. M., Briggs, W. L., Sullivan, N., and Towler, A. (2005). A measure of college student course engagement. The Journal of Educational Research, 98(3):184–192.
Hassan, M. A., Habiba, U., Majeed, F., and Shoaib, M. (2019). Adaptive gamificationin e-learning based on students’ learning styles. Interactive Learning Environments, pages 1–21.
Jia, Y., Xu, B., Karanam, Y., and Voida, S. (2016). Personality-targeted gamification: a survey study on personality traits and motivational affordances. In Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems, pages 2001–2013.
Kasahara, R., Sakamoto, K., Washizaki, H., and Fukazawa, Y. (2019). Applying gamification to motivate students to write high-quality code in programming assignments. In Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education, pages 92–98.
Klock, A. C. T., Gasparini, I., Pimenta, M. S., and Hamari, J. (2020). Tailored gamification: A review of literature. International Journal of Human-Computer Studies, page102495.
Kurnia, A., Lim, A., and Cheang, B. (2001). Online judge. Computers Education, 36(4):299–315.
Lopez, C. E. and Tucker, C. S. (2019). The effects of player type on performance: A gamification case study. Computers in Human Behavior, 91:333–345.
Lowry, P. B., Gaskin, J., Twyman, N., Hammer, B., and Roberts, T. (2012). Taking‘ fun and games’ seriously: Proposing the hedonic-motivation system adoption model (hmsam). Journal of the association for information systems, 14(11):617–671.
Marczewski, A. (2015). Even ninja monkeys like to play. Create Space Indep. Publish Platform, Charleston, Chapter User Types, pages 69–84.
Melo, R., Pessoa, M., Haydar, G., de Oliveira, D. B. F., de Oliveira, E. H. T., de Carvalho, L. S. G., Conte, T., and Pereira, F. D. (2021). Um estudo sobre a relação entre os elementos de jogos e os tipos de usuários de sistemas gamificados. In Anais Estendidos do Simpósio Brasileiro de Educação em Computação, pages 35–36. SBC.
Nacke, L. E., Bateman, C., and Mandryk, R. L. (2014). Brainhex: A neurobiologicalgamer typology survey. Entertainment computing, 5(1):55–62.
Oyibo, K. and Vassileva, J. (2019). Investigation of persuasive system design predictors of competitive behavior in fitness application: A mixed-method approach. Digital health,5:2055207619878601.
Pereira, F. D., Oliveira, E. H., Oliveira, D. B., Cristea, A. I., Carvalho, L. S., Fonseca, S. C., Toda, A., and Isotani, S. (2020). Using learning analytics in the amazonas: understanding students’ behaviour in introductory programming. British Journal of Educational Technology.
Pessoa, M., Fernandes, D., de Carvalho, L. S. G., Oliveira, E., Nakamura, W., and Conte,T. (2019). Codeplay: Uma plataforma de gamificação baseada em jogos de rpg multiplayer. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), volume 30, page 843.
Petit, J., Roura, S., Carmona, J., Cortadella, J., Duch, J., Gimnez, O., Mani, A., Mas, J., Rodrguez-Carbonell, E., Rubio, E., et al. (2017). Jutge. org: Characteristics and experiences. IEEE Transactions on Learning Technologies, 11(3):321–333.
Qian, Y. and Lehman, J. (2017). Students’ misconceptions and other difficulties in introductory programming: A literature review. ACM Transactions on Computing Education (TOCE), 18(1):1–24.
Rodrigues, L., Toda, A. M., Palomino, P. T., Oliveira, W., and Isotani, S. (2020). Personalized gamification: A literature review of outcomes, experiments, and approaches. In Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality, pages 699–706.
Ryan, R. M. and Deci, E. L. (2000a). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1):54–67.
Ryan, R. M. and Deci, E. L. (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1):68.
Sinly, C., Rusli, A., and Winarno, P. (2018). Utilizing gamification to improve user participation in online judge. In 2018 Joint 10th International Conference on Soft Computing and Intelligent Systems (SCIS) and 19th International Symposium on Advanced Intelligent Systems (ISIS), pages 543–547. IEEE.
Tondello, G. F., Arrambide, K., Ribeiro, G., Cen, A. J.-l., and Nacke, L. E. (2019a). "i don’t fit into a single type": A trait model and scale of game playing preferences. In IFIP Conference on Human-Computer Interaction, pages 375–395. Springer.
Tondello, G. F., Mora, A., Marczewski, A., and Nacke, L. E. (2019b). Empirical validation of the gamification user types Hexad scale in English and Spanish. International Journal of Human-Computer Studies, 127:95–111.
Tondello, G. F., Wehbe, R. R., Diamond, L., Busch, M., Marczewski, A., and Nacke, L. E.(2016). The gamification user types hexad scale. In Proceedings of the 2016 annual symposium on computer-human interaction in play, pages 229–243.
Published
2021-11-22
How to Cite
PESSOA, Marcela et al.
An analysis of player types on a gamification platform incorporated into an online judge system. In: BRAZILIAN SYMPOSIUM ON COMPUTERS IN EDUCATION (SBIE), 32. , 2021, Online.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2021
.
p. 474-486.
DOI: https://doi.org/10.5753/sbie.2021.218600.
