Gamification Design To Tailor Gamified Educational Systems Based On Gamer Types

Wilk Oliveira wos@ic.ufal.
br
Gamification Design to Tailor Gamified

Educational Systems Based on Gamer Types
Wilk Oliveira1, Ig Ibert Bittencourt2, Julita Vassileva3
1MSc – Federal University of Alagoas (UFAL)

²Advisor – Federal University of Alagoas (UFAL)
3Co-advisor – University of Saskatchewan (U of S)
Wilk Oliveira wos@ic.ufal.br
Agenda
Part #1 (3 min.) Part #2 (7 min.) Part #3 (5 min.)
• Introduction; • Candidate Solution • Concluding Remarks

• Gamification; • Theoretical approach • Contributions
• Gamification in Education. • General Proposed
• Problem; Architecture
• One size fits all approach. • Candidate solution
• Proposal. Implementation
• Tailored gamification. • Development
• Stat of the Art • Evaluation

• Systematic Literature • Systematic Literature
review. Review
• Results 2
Introduction
3
Gamification
Hamari et al. (2014); Nah et al. (2014); Huotari and Hamari (2016);
Admiraal et al. (2011); Bittencourt et al. (2015); and Connolly et al. (2012)
4
Gamification in Education
5
6
7
Problem
8
One size fits all approach
Orji et al. (2014); Ciocarlan et al. (2017);

Nah et al. (2014); Dicheva et al. (2015) 9
Proposal
10
Tailored gamification
Masthoff and Vassileva (2015) 11

State of the Art
12
Systematic Literature Review
Oliveira, W., Todda, A., Shi, L., Isotani, S. & Bittencourt, I. I. (2019).
How to Design Tailored Gamified Educational Systems? Studying the
Past to Drive the Future. Computers & Education, [submitted].
13
Candidate Solution
14
Theoretical approach
http://brainhex.virtualizegames.com/
Orji et al. (2014)
Nacke et al. (2014)

15
General Proposed Architecture
16
Candidate Solution
Implementation
17
Development
(i) Available for free; (ii) available in Portuguese;

(iii) provide the most used gamification
elements in gamified educational systems; (iv)
have the validated gamification design.
18
Development
19
Development
7 different instances
The seven instances were officially registered by the Brazilian National

Institute of Industrial Property (INPI) with the protocols number: (i) Flow-
Tutor-Achiever - 512018000646-9; (ii) Flow-Tutor-Conqueror - 512018000922-
0; (iii) Flow-Tutor-Daredevil - 512018000923-9; (iv) Flow-Tutor- Mastermind -
512018000954-9; (v) Flow-Tutor-Seeker - 512018000955-7; (vi) Flow- Tutor-
Socializer - 512018000965-4; (vii) Flow-Tutor-Survivor - 512018000957-3. 20
Evaluation
21
What to
evaluate?
22
Flow Experience
Csikszentmihalyi (1997) 23
Systematic Literature Review

We identified the most used
flow model, and a validated
measurement instrument.
Hamari and & Koivisto (2014)
Santos, W. O., Bittencourt, I. I., Isotani, S., Dermeval, D.,

Marques, L. B., & Silveira, I. F. (2018). Flow Theory to Promote
Learning in Educational Systems: Is it Really Relevant?.
Brazilian Journal of Computers in Education, 26(02), 29.
Santos, W. O., Bittencourt, I. I., Isotani, S., Silveira, F. I., &

Marques, L. B. (2015). Challenges of Flow Theory Applied to
Computers in Education. In IV Workshop of Challenges of
Computer in Education. Recife–PE, Brazil. 24
Experiment
25
Experiment
Wollin et al. (2012) 26

Experiment
• Compare the student's flow

experience in the tailored gamified
system with the student flow
experience in the counter-tailored
gamified system
27
Experiment
RQ1. The tailored system based on the students’

gamer types was more effective to keep the
students in flow during the activities than the
counter-tailored system?
28
Experiment
Gamer type Sample Male Female
Achiever 58 21 37
Conqueror 32 19 13
Daredevil 7 5 2
Mastermind 4 1 3
Seeker 17 6 11
Socializer 12 6 6
Survivor 12 4 8
Total 142 62 80
29
Experiment
1. Metrics definition;
2. Gamer types identification (BrainHex);
3. Two groups design;
4. Data collection (Demographic survey and
FSS 2);
5. Statistical analysis of data.
30
Santos, W. O., Bittencourt, I. I., Isotani, S., & Vassileva, J.
Results (2019). Does Tailoring Gamified Intelligent Educational

Systems Matter? The Impact on Concentration and Flow
Experience. Computers & Education, [submitted].
CF CF CF CF
M M M M
Achiever Conqueror Daredevil Mastermind
Blue line: students’ flow experience

in the counter-tailored system
Red line: students’ flow experience
in the tailored version
CF: Constructs of flow
CF CF CF
M Seeker M
Socializer
M
Survivor
M: Mean of preference
31
Study about gamification

elements preferences
32
Experiment
• Identifying if the students’ gamer
types have different preferences
about gamification elements;
• Identifying the most suitable

gamification elements to motivate
each students’ gamer type.
33
Experiment
RQ1. Do the students have different preferences

about gamification elements according to their
gamer type?
RQ2. What are the most suitable gamification

elements to motivate each student gamer type?
34
Experiment
Gamer type Sample Male Female
Achiever 48 18 30
Conqueror 28 15 12
Daredevil 6 5 1
Mastermind 3 0 3
Seeker 16 5 11
Socializer 9 5 4
Survivor 12 4 8
Total 122 52 69
35
Santos, W. O., Bittencourt, I. I., Isotani, S., & Vassileva, J. (2019).
Results How to Tailor Gamified Educational Systems. Selecting the

Most Suitable Gamification Elements for Each Gamer Type.
Computers in Human Behaviour, [submitted].
Achiever Conqueror Daredevil
Students had
different preferences
Seeker Socializer Survivor
regarding the
gamification
elements.
36
Results
The best elements
Achiever Points Progress bar Trophies Avatars Badges -
Conqueror Points Badges Levels Progress bar Ranking Avatars
Daredevil Levels Trophies Avatars Badges Ranking -
Seeker Avatars Badges Trophies Points - -
Mastermind -
Socializer Points Ranking Avatars Badges Levels -
Survivor Avatars Badges Ranking - - -
37
Results
The neutral elements
Achiever History Ranking Levels - - -
Conqueror History - - - - -
Daredevil Points Feedback - - - -
Seeker Progress bar History Levels Feedback Ranking -
Mastermind -
Socializer Feedback Progress bar History - - -
Survivor Levels Progress bar History Trophies - -
38
Results
The worst elements
Achiever Feedback Timeline - - - -
Conqueror Feedback Timeline - - - -
Daredevil Timeline History Progress bar - - -
Seeker Timeline - - - - -
Mastermind -
Socializer Timeline Trophies - - - -
Survivor Points Timeline - - - -
39
Results Santos, W. O., Shi, L., Dermeval, D., Santana, S. J., Bittencourt,
I. I., & Isotani, S. (2019). When tailoring gamified educational
systems does not matter! A gander-based study with
elementary students. IEEE Transactions on Education,
[submitted].
Blue line: male student’s preference

Red line: female student’s preference 40
Concluding Remakes
41
Future Studies
42
Main Contributions
43
Publications and Awards

Master
thesis
7 Registred
Softwares
5 Conference 6 Journal 3 Book

papers papers chapters
44

Wilk Oliveira
Ig Ibert Bittencourt
Book Master
Tailored Gamification
thesis
to Educational
Technologies
7 Registred
Softwares

45

Wilk Oliveira
CBIE-ELAP
Ig Ibert Bittencourt
Book Master Reward
thesis
Tailored Gamification
to Educational Master's
Technologies
Thesis
7 Registred Contest
Softwares

46
References
Admiraal, W., Huizinga, J., Akkerman, S., & Ten Dam, G. (2011) “The concept of flow in collaborative game-based
learning”. In: Computers in Human Behavior, 27(3), 1185-1194.
Andrade, F. R. H., Challco, G. C., Isotani, S. (2014) “Em Direção a Gamificação de Sistemas Tutores Inteligentes:
Aplicando a Teoria do Fluxo no Design Instrucional de Canários Colaborativos de Aprendizagem”. In: Congress of the
Brazilian Computer Society (Vol. 1, pp. 700 – 709). Brasilia-DF.
Bittencourt, Ig Ibert, Maria Cecília Baranauskas, Roberto Pereira, Diego Dermeval, Seiji Isotani, and Patrícia Jaques. "A
systematic review on multi-device inclusive environments." Universal Access in the Information Society (2015): 1-36.
Ciocarlan, A., Masthoff, J., & Oren, N. (2017, July). Qualitative Study into Adapting Persuasive Games for Mental
Wellbeing to Personality, Stressors, and Attitudes. In Adjunct Publication of the 25th Conference on User Modeling,
Adaptation and Personalization (pp. 402-407). ACM.
47
References
Connolly, T. M., Boyle, E. A., Macarthur, E., Hainey, T., & Boyle, J. M. (2012). A systematic literature review of empirical
evidence on computer games and serious games. Computers & Education, 59(2), 661-686.
Csikszentmihalyi, M. (1997). Finding flow: The psychology of engagement with everyday life. Basic Books.
Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study.
Journal of Educational Technology & Society, 18(3).
Dillenbourg, P., Schneider, D., & Synteta, P. (2002). Virtual learning environments. In 3rd Hellenic Conference"
Information & Communication Technologies in Education" (pp. 3-18). Kastaniotis Editions, Greece.
Hamari, J., & Koivisto, J. (2014). Measuring flow in gamification: dispositional flow scale-2. Computers in Human
Behavior, 40, 133-143.
48
References
Hamari, J., & Tuunanen, J. (2014). Player types: A meta-synthesis. Transactions of the Digital Games Research
Association, 1(2).
Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does Gamification Work? – A Literature Review of Empirical Studies on
Gamification. In proceedings of the 47th Hawaii International Conference on System Sciences, Hawaii, USA, January 6-
9, 2014.
Houtari, K. and Hamari, J. “Gamification” from the perspective of service marketing. Proc. CHI 2011 Workshop
Gamification (2011). http://goo.gl/JUIpa
Kitchenham, B. Procedures for performing sys-tematic reviews, TR/SE-0401, Department of Computer Science,
Keele University, 2004, Keele, Staffs, UK
Masthoff, J., & Vassileva, J. (2015, March). Tutorial on Personalization for Behaviour Change. In Proceedings of the
20th International Conference on Intelligent User Interfaces (pp. 439-442). ACM. 49
References
Nacke, L. E., Bateman, C., & Mandryk, R. L. (2014). BrainHex: A neurobiological gamer typology survey. Entertainment
computing, 5(1), 55-62.
Nah, F. F. H., Zeng, Q., Telaprolu, V. R., Ayyappa, A. P., & Eschenbrenner, B. (2014, June). Gamification of education: a
review of literature. In International conference on hci in business (pp. 401-409). Springer, Cham.
Nah, F. F. H., Zeng, Q., Telaprolu, V. R., Ayyappa, A. P., & Eschenbrenner, B. (2014). Gamification of education: A review
of literature. In HCI in Business (pp. 401-409). Springer International Publishing.
Orji, R., Mandryk, R. L., & Vassileva, J. (2014). Selecting Effective Strategies for Tailoring Persuasive Health Games to
Gamer Types.
Orji, R., Mandryk, R. L., Vassileva, J., & Gerling, K. M. (2013, April). Tailoring persuasive health games to gamer type. In
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 2467-2476). ACM.
50
References
Paiva, R. O. A., Bittencourt, I. I., da Silva, A. P., Isotani, S., & Jaques, P. (2015). Improving Pedagogical
Recommendations by Classifying Students According to their Interactional Behavior in a Gamified Learning
Environment.
Wohlin, C., Runeson, P., Höst, M., Ohlsson, M. C., Regnell, B., & Wesslén, A. (2012). Experimentation in software
engineering. Springer Science & Business Media.
51
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Wilk Oliveira wos@ic.ufal.

Gamification Design to Tailor Gamified

Wilk Oliveira1, Ig Ibert Bittencourt2, Julita Vassileva3

1MSc – Federal University of Alagoas (UFAL)

• Introduction; • Candidate Solution • Concluding Remarks

• Stat of the Art • Evaluation

One size fits all approach

Orji et al. (2014); Ciocarlan et al. (2017);

Masthoff and Vassileva (2015) 11

State of the Art

Systematic Literature Review

Nacke et al. (2014)

General Proposed Architecture

(i) Available for free; (ii) available in Portuguese;

The seven instances were officially registered by the Brazilian National

Systematic Literature Review

Santos, W. O., Bittencourt, I. I., Isotani, S., Dermeval, D.,

Santos, W. O., Bittencourt, I. I., Isotani, S., Silveira, F. I., &

Wollin et al. (2012) 26

• Compare the student's flow

RQ1. The tailored system based on the students’

Santos, W. O., Bittencourt, I. I., Isotani, S., & Vassileva, J.

Results (2019). Does Tailoring Gamified Intelligent Educational

Blue line: students’ flow experience

Study about gamification

• Identifying the most suitable

RQ1. Do the students have different preferences

RQ2. What are the most suitable gamification

Santos, W. O., Bittencourt, I. I., Isotani, S., & Vassileva, J. (2019).

Results How to Tailor Gamified Educational Systems. Selecting the

Blue line: male student’s preference

Publications and Awards

5 Conference 6 Journal 3 Book

Publications and Awards

5 Conference 6 Journal 3 Book

Publications and Awards

5 Conference 6 Journal 3 Book

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