Research Article
Preferences of Student In-Game Elements for Implementation in Gamified Learning: A Survey Report
@INPROCEEDINGS{10.1007/978-3-031-28993-4_9, author={Francisco Machado and Teresa Vieira and M\^{a}rio Silva and Hugo Machado}, title={Preferences of Student In-Game Elements for Implementation in Gamified Learning: A Survey Report}, proceedings={ArtsIT, Interactivity and Game Creation. 11th EAI International Conference, ArtsIT 2022, Faro, Portugal, November 21-22, 2022, Proceedings}, proceedings_a={ARTSIT}, year={2023}, month={4}, keywords={Gamification Learning Survey}, doi={10.1007/978-3-031-28993-4_9} }- Francisco Machado
Teresa Vieira
Mário Silva
Hugo Machado
Year: 2023
Preferences of Student In-Game Elements for Implementation in Gamified Learning: A Survey Report
ARTSIT
Springer
DOI: 10.1007/978-3-031-28993-4_9
Abstract
Gamified learning environments are used as an aid to traditional teaching methods, with the aim to motivate learners and keep them engaged in making progress. However, the implementation of gamification does not always yield the desired outcomes for several reasons, for example poor implementation and with mixed results among students. Some studies refer the importance of designing personalized or adaptive gamification in order to allow customization and better fit the diverse user preferences. With the objective to implement a customizable gamified system for Maximus project, we interviewed our target students (23 valid responses) to collect their preferences and trends. The survey report provides several answers to students type of preferred games, favorite features for customization in terms of game elements, in-game currency, rewards, among other relevant suggestions. Having students help designing their own gamified learning environment contribute with clear guidelines on the best game components and dynamics to implement in Maximus system and other gamified learning systems or serious games for learning.
