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

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.