Title: Analysis of the relationship between student profiles and the results obtained in a university course gamification study

Authors: Milena Silva De Oliveira; Fabiano Leal; Alexandre Ferreira De Pinho; José Arnaldo Barra Montevechi

Addresses: Institute of Industrial Engineering and Management (IEPG), Federal University of Itajubá, Avenue BPS, Pinheirinho, Zip Code: 37500903, Itajubá – MG, Brazil ' Institute of Industrial Engineering and Management (IEPG), Federal University of Itajubá, Avenue BPS, Pinheirinho, Zip Code: 37500903, Itajubá – MG, Brazil ' Institute of Industrial Engineering and Management (IEPG), Federal University of Itajubá, Avenue BPS, Pinheirinho, Zip Code: 37500903, Itajubá – MG, Brazil ' Institute of Industrial Engineering and Management (IEPG), Federal University of Itajubá, Avenue BPS, Pinheirinho, Zip Code: 37500903, Itajubá – MG, Brazil

Abstract: The objective of this study was to understand the ways that different personality traits of students affect their gamification experiences within the university educational context. The effectiveness of implemented gamification within the aforementioned context was also measured. A required class in the industrial engineering course was gamified in order to conduct this research. The effectiveness average of the gamification in engaging students was 83% and increased motivation among students in the classroom was also observed in the results. Cluster analysis verified that students with the best performance in the gamified course were those who exhibited medium high levels of personality traits linked with conscientiousness, extroversion, and openness to experiences. The results highlight the value of gamification and the need to move from the 'one-size-fits-all' approach to more personalised applications. This study provides guidelines to designers who might seek to employ a personalised gamification approach to improve individual performance.

Keywords: gamification; personality traits; higher education; human learning; active learning; design; educational technology; human behaviour; computers; innovation; engagement; motivation.

DOI: 10.1504/IJIL.2021.10042490

International Journal of Innovation and Learning, 2021 Vol.30 No.4, pp.409 - 440

Received: 21 May 2020
Accepted: 09 Sep 2020

Published online: 04 Nov 2021 *

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