Individualising gamification: An investigation of the impact of learning styles and personality traits on the efficacy of gamification using a prediction market

摘要

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. (C) 2016 Elsevier Ltd. All rights reserved.