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How Personalization Affects Motivation in Gamified Review Assessments.

Luiz Rodrigues1, Paula T Palomino2,3, Armando M Toda1,4

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Summary
This summary is machine-generated.

Personalized gamification did not significantly differ from one-size-fits-all (OSFA) approaches in boosting student motivation. However, personalization showed varied effectiveness across different student demographics and preferences.

Keywords:
EducationGamefulGamificationSelf-determination theoryTailoring

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Area of Science:

  • Educational Technology
  • Human-Computer Interaction
  • Learning Sciences

Background:

  • Traditional one-size-fits-all (OSFA) gamification struggles to motivate diverse learners.
  • Existing personalization often focuses on single user dimensions, neglecting multifaceted influences on motivation.

Purpose of the Study:

  • To investigate multidimensional personalized gamification versus OSFA in enhancing student motivation.
  • To compare the effectiveness of personalized gamification strategies across multiple institutions.

Main Methods:

  • A controlled experiment was conducted across three institutions with 58 students.
  • Gamification designs compared were OSFA and personalized (based on task, gaming habits, demographics).
  • Student motivation to complete learning assessments was the primary outcome measure.

Main Results:

  • No significant differences in motivation were found between OSFA and personalized gamification designs.
  • Personalization reduced the number of user characteristics influencing motivation.
  • Exploratory analysis indicated positive effects for females and technical degree holders, but negative for adventure/single-player game preference.

Conclusions:

  • Multidimensional personalized gamification may not universally outperform OSFA approaches.
  • Personalization effectiveness is contingent on user characteristics and preferences.
  • Findings inform designers, practitioners, and researchers on personalization strategies in educational gamification.