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Identifying Player Types to Tailor Game-Based Learning Design to Learners: Cross-sectional Survey using Q

A E J Van Gaalen1, J Schönrock-Adema2, R J Renken3

  • 1Anatomy & Medical Physiology Section, Department of Biomedical Sciences of Cells and Systems, University Medical Center Groningen, University Groningen, Groningen, Netherlands.

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Summary

Understanding student game preferences is key for effective game-based learning. This study identified five distinct player types among medical and dental students, highlighting the need for personalized learning strategies.

Keywords:
computersfocus groupframeworkgame-based learninggamificationmedical educationnew technologyplayplayer typesqualitativeserious gamestaxonomytheory

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Area of Science:

  • Educational Psychology
  • Human-Computer Interaction
  • Game Design

Background:

  • Game-based learning (GBL) offers engagement and motivation but lacks data-driven design guidance.
  • Effectiveness of GBL hinges on player enjoyment, necessitating consideration of individual game preferences.

Purpose of the Study:

  • To identify patterns in student perceptions of play and categorize game-player types.
  • To determine the key characteristics associated with different game-player types.

Main Methods:

  • Q methodology was employed to analyze game preferences among undergraduate medical and dental students (n=102).
  • Participants ranked 49 statements on game preferences, derived from focus groups and literature.
  • By-person factor analysis and varimax rotation identified common viewpoints and patterns.

Main Results:

  • Five distinct game preference patterns emerged: social achiever, explorer, socializer, competitor, and troll.
  • These patterns were primarily characterized by themes of sociability and achievement.
  • Differences were noted in attitudes towards cheating, solo play, storytelling, and winning complexity.

Conclusions:

  • Identified player types are distinct and interpretable, revealing diverse perceptions of play among students.
  • Tailoring game-based learning designs to individual student preferences is crucial for effectiveness.
  • This research provides a scientifically-grounded framework for selecting student-centered game elements in educational settings.