Oyunlaştırılmış Öğrenme Ortamlarının Kişiselleştirilmesi Üzerine Bir Derleme*

Year 2024, , 873 - 896, 31.10.2024

Kübra Ertan Şevk , Selay Arkün Kocadere

https://doi.org/10.30831/akukeg.1478810

Abstract

Bu çalışma kişiselleştirilmiş oyunlaştırmanın eğitsel bağlamlardaki kullanımını, özellikle de oyunlaştırmanın farklı öğrenen ihtiyaçlarına yönelik uyarlanmasındaki yaklaşımlar açısından incelemektedir. Çalışma bu bağlamda kullanılan uyarlanmış, uyarlanabilir, kişiselleştirilmiş ve özelleştirilmiş oyunlaştırma terimlerini inceleyerek bu terimlere ilişkin tanımlar ortaya koymuştur. Kişiselleştirilmiş oyunlaştırma, oyunlaştırma sürecindeki herhangi bir değişikliği tanımlayan şemsiye kavramdır. Uyarlanmış oyunlaştırma, uygulamanın başlangıcında yapılan değişikliklerdir. Uyarlanabilir oyunlaştırma, sistem tarafından uygulama sırasında dinamik olarak yapılan değişikliklerdir. Özelleştirme, oyunlaştırma sürecinde kullanıcı/öğrenci tarafından yapılan değişiklikleri ifade eder. Uyarlanmış oyunlaştırma çalışmaları dört başlıkta incelenmiştir: uyarlama kriterleri, uyarlama süreci, uyarlama verisi ve uyarlama müdahalesi. Uyarlama kriterleri, oyuncu tipleri, kişilik modelleri, öğrenme stilleri ve karma profilleri içermektedir. Uyarlama süreci, kullanıcı-kontrollü ve sistem-kontrollü uyarlamayı içerir. Kullanıcı-kontrollü uyarlama, özelleştirmeyi ifade etmekte, sistem-kontrollü uyarlama ise statik uyarlama, dinamik uyarlama ve bu ikisinin kombinasyonu olan dinamik+statik uyarlama altında incelenmektedir. Uyarlama verileri, açık ve dolaylı bilgi toplama yöntemleri olarak iki kategoriye ayrılmaktadır. Son olarak, öneriler ve oyun bileşen ve mekaniklerinin uyarlanması, uyarlama müdahalesi altında ele alınmıştır. Çalışma, Bartle, Hexad ve BrainHex gibi oyuncu tiplerinin ve Beş Faktör ve Myers-Briggs gibi kişilik modellerinin uyarlama çalışmalarında sıklıkla kullanıldığını göstermektedir. Çalışma ayrıca mevcut çerçevelerdeki sınırlılıkları, oyunlaştırmanın nasıl uyarlanacağını gösteren standartlaştırılmış modellerin önemini ve uyarlamanın otomatikleştirilmesi ve sürdürülebilir olması için oyunlaştırma analitiğinin entegrasyonunu vurgulamaktadır.

Keywords

Uyarlanabilir oyunlaştırma, uyarlanmış oyunlaştırma, özelleştirme, kişiselleştirme.

A Review on Personalization of Gamified Learning Environments*

Abstract

This study explores the personalization of gamification in educational contexts, particularly adaptive approaches to meet diverse learner needs. The study examines terminologies and offer definitions for adaptive, tailored, personalized, and customized gamification. Personalization serves as an umbrella term covering any changes in the process. Customization is the changes performed by the user/learner; tailored gamification involves adjustments made at the beginning and adaptive gamification involves system-driven changes as things progress. The analysis of adaptive gamification studies is structured around adaptation criteria, adaptation process, adaptation data, and adaptive intervention. Adaptation criteria includes player types, personality models, learning styles, and hybrid profiles. Adaptation process includes user-controlled and system-controlled adaptation. User-controlled adaptation refers to customization; system-controlled adaptation is examined under static adaptation, dynamic adaptation, and combination of these two. Adaptation data is categorized under explicit and implicit information collection. Lastly, recommendations, and adjusting game elements and mechanics are discussed under adaptation intervention. The review highlights the commonly used player typologies, including Bartle, Hexad, and BrainHex, and personality models such as Big Five and Myers-Briggs Type Indicator. The review identifies limitations in current frameworks, stressing the importance of standardized models and guidelines to implement adaptive gamification and incorporating gamification analytics to sustain adaptation and automation.

Keywords

adaptive gamification, tailored gamification, customization, personalization

References

• Altaie, M. A., & Jawawi, D. N. A. (2021). Adaptive gamification framework to promote computational thinking in 8-13 year olds. Journal of E-Learning and Knowledge Society, 17(3). 89-100. https://doi.org/10.20368/1971-8829/1135552
• Antonaci, A., Klemke, R., & Specht, M. (2019). The effects of gamification in online learning environments: A systematic literature review. Informatics, 6(3), 32. http://dx.doi.org/10.3390/informatics6030032
• Bai, S., Hew, K. F., Sailer, M., & Jia, C. (2021). From top to bottom: How positions on different types of leaderboard may affect fully online student learning performance, intrinsic motivation, and course engagement. Computers & Education, 173, Article 104297. https://doi.org/10.1016/j.compedu.2021.104297
• Bartle, R. (1996). Hearts, clubs, diamonds, spades: Players who suit MUDs. Journal of MUD Research, 1(1), 19.
• Bayırlı, A., Orkun, M. A., & Bayırlı, S. (2019). Öğrenme stilleri modellerinin incelenmesi [Investigation of learning styles model]. Maarif Mektepleri Uluslararası Eğitim Bilimleri Dergisi, 3(1), 71-83. https://doi.org/10.46762/mamulebd.567063
• Bayrak, F., Nuhoğlu Kibar, P., & Arkün Kocadere, S. (2021). Powerful student-facing dashboard design through effective feedback, visualization, and gamification. In M. Sahin, & D. Ifenthaler (Eds.), Visualizations and Dashboards for Learning Analytics (pp. 149-172). Springer International Publishing. https://doi.org/10.1007/978-3-030-81222-5_7
• Bennani, S., Maalel, A., & Ben Ghezala, H. (2022). Adaptive gamification in E‐learning: A literature review and future challenges. Computer Applications in Engineering Education, 30(2), 628-642. https://doi.org/10.1002/cae.22477
• Bicen, H., & Kocakoyun, Ş. (2018). Perceptions of students for gamification approach: Kahoot as a case study. International Journal of Emerging Technologies in Learning, 13(2), 72-93. https://doi.org/10.3991/ijet.v13i02.7467
• Bovermann, K., Weidlich, J., & Bastiaens, T. (2018). Online learning readiness and attitudes towards gaming in gamified online learning – a mixed methods case study. International Journal of Educational Technology in Higher Education, 15(1), Article 27. https://doi.org/10.1186/s41239-018-0107-0
• Böckle, M., Micheel, I., Bick, M., & Novak, J. (2018). A design framework for adaptive gamification applications. Proceedings of the 51st Hawaii International Conference on System Sciences, 1227–1236. http://dx.doi.org/10.24251/HICSS.2018.151
• Brusilovsky, P., Specht, M., Weber, G. (1995). Towards adaptive learning environments. In Huber-Wäschle, F., Schauer, H., Widmayer, P. (Eds), GISI 95. Informatik aktuell. https://doi.org/10.1007/978-3-642-79958-7_41
• Chtouka, E., Guezguez, W., Amor, N. B. (2019). Reinforcement Learning for New Adaptive Gamified LMS. In Jallouli, R., Bach Tobji, M., Bélisle, D., Mellouli, S., Abdallah, F., Osman, I. (Eds.) Digital Economy. Emerging Technologies and Business Innovation. ICDEc 2019. Lecture Notes in Business Information Processing, 358. Springer. https://doi.org/10.1007/978-3-030-30874-2_24
• Codish, D., & Ravid, G. (2014). Personality based gamification-Educational gamification for extroverts and introverts. Proceedings of the 9th CHAIS Conference for the Study of Innovation and Learning Technologies: Learning in the Technological Era, 1, 36-44.
• Çakıroğlu, Ü., Başıbüyük, B., Güler, M., Atabay, M., & Yılmaz-Memiş, B. (2017). Gamifying an ICT course: Influences on engagement and academic performance. Computers in Human Behavior, 69, 98-107. https://doi.org/10.1016/j.chb.2016.12.018
• Daghestani, L. F., Ibrahim, L. F., Al‐Towirgi, R. S., & Salman, H. A. (2020). Adapting gamified learning systems using educational data mining techniques. Computer Applications in Engineering Education, 28(3), 568-589. https://doi.org/10.1002/cae.22227
• Deterding, S., Dixon, D., Khaled, R. & Nacke, L. (2011). From game design elements to gamefulness: Defining gamification. 15th International Academic MindTrek Conference, 9-15. https://doi.org/10.1145/2181037.2181040
• Domínguez, A., Saenz-de-Navarrete, J., de-Marcos, L., Fernández-Sanz, L., Pagés, C., Martínez-Herráiz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380-392. https://doi.org/10.1016/j.compedu.2012.12.020
• Erdoğdu, F. (2020). Uyarlanabilir motivasyon stratejileri kullanmanın öğrenci motivasyonu ve başarısına etkisi [The effect of using adaptive motivation strategies on student motivation and achievement]. Eğitim Teknolojisi Kuram ve Uygulama, 10(2), 549-576. https://doi.org/10.17943/etku.717512
• Ertan, K., & Arkün Kocadere, S. (2022). Gamification design to increase motivation in online learning environments: A systematic review. Journal of Learning and Teaching in Digital Age, 7(2), 151-159. https://doi.org/10.53850/joltida.1020044
• Eryılmaz, M., & Şimşek, N. (2014). Uyarlanabilir ortamlarda öğrenci başarısının değerlendirilmesi [The evaluation of students’ academic achievements in adaptive environments]. Eğitim ve Bilim, 39(173), 383-395.
• Gironella, F. (2023). Gamification pedagogy: A motivational approach to student-centric course design in higher education. Journal of University Teaching & Learning Practice, 20(3), Article 04. https://doi.org/10.53761/1.20.3.04
• González, C. S., Toledo, P., & Muñoz, V. (2016). Enhancing the engagement of intelligent tutorial systems through personalization of gamification. International Journal of Engineering Education, 32(1), 532-541.
• Hallifax, S., Serna, A., Marty, J. C., & Lavoué, É. (2019a). Adaptive gamification in education: A literature review of current trends and developments. In Transforming Learning with Meaningful Technologies: 14th European Conference on Technology Enhanced Learning, EC-TEL 2019. (pp. 294-307). Springer International Publishing. https://hal.science/hal-02185634
• Hallifax, S., Serna, A., Marty, J. C., Lavoué, G., & Lavoué, E. (2019b). Factors to consider for tailored gamification. Proceedings of The Annual Symposium on Computer-Human Interaction in Play, 559-572. https://doi.org/10.1145/3311350.3347167
• Hallifax, S., Lavoué, E., & Serna, A. (2020). To tailor or not to tailor gamification? An analysis of the impact of tailored game elements on learners’ behaviours and motivation. International Conference on Artificial Intelligence in Education. Springer International Publishing, 216-227. http://dx.doi.org/10.1007/978-3-030-52237-7_18
• Hallifax, S., Serna, A., Marty, J. C., & Lavoué, E. (2021). Dynamic gamification adaptation framework based on engagement detection through learning analytics. Companion Proceedings of the 11th International Conference on Learning Analytics & Knowledge LAK21. https://hal.science/hal-03196746
• Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161. https://doi.org/10.1016/j.compedu.2014.08.019
• Hassan, M. A., Habiba, U., Majeed, F., & Shoaib, M. (2021) Adaptive gamification in e-learning based on students’ learning styles. Interactive Learning Environments 29(4), 545-565. https://doi.org/10.1080/10494820.2019.1588745
• Hunicke, R., LeBlanc, M., & Zubek, R. (2004). Mda: A formal approach to game design and game research. Proceedings of the AAAI Workshop on Challenges in Game AI, 4, 1722. https://www.aaai.org/Papers/Workshops/2004/WS-04-04/WS04-04-001.pdf
• Iosup, A., & Epema, D. (2014). An experience report on using gamification in technical higher education. Proceedings of the 45th ACM Technical Symposium on Computer Science Education, 27-32. https://doi.org/10.1145/2538862.2538899
• Jameson, A. (2002). Adaptive interfaces and agents. In The Human-Computer Interaction Handbook: Fundamentals, Evolving Technologies and Emerging Applications (pp. 305-330).
• Jia, Y., Xu, B., Karanam, Y., & Voida, S. (2016). Personality-targeted gamification: A survey study on personality traits and motivational affordances. Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems, 2001-2013. https://doi.org/10.1145/2858036.2858515
• Karayiğit, D., Temel, B., Ertan, K., & Arkün Kocadere, S., (2022). Eğitsel oyunlaştırma araçlarının oyun bileşen ve mekaniklerine göre analizi [An analysis of educational gamification tools according to game components and mechanics]. In H. F. Odabaşı, B. Akkoyunlu & A. İşman (Eds.), Eğitim Teknolojileri Okumaları (pp. 285-316). Pegem.
• Kırmacı, Ö., & Kılıç Çakmak, E. (2024). The impact of scenario-based online gamified learning environment tailored to player types on student motivation, engagement, and environment interaction. Journal of Research on Technology in Education, 1-20. https://doi.org/10.1080/15391523.2024.2323447
• Klock, A. C. T., Gasparini, I., Pimenta, M. S., & Hamari, J. (2020). Tailored gamification: A review of literature. International Journal of Human-Computer Studies, 144, Article 102495. https://doi.org/10.1016/j.ijhcs.2020.102495
• Kocadere, S. A., & Çağlar, S. (2018). Gamification from player type perspective: A case study. Educational Technology & Society, 21(3), 12–22. https://www.jstor.org/stable/26458503
• Knutas, A., Ikonen, J., Maggiorini, D., Ripamonti, L., & Porras, J. (2016). Creating student interaction profiles for adaptive collaboration gamification design. International Journal of Human Capital and Information Technology Professionals (IJHCITP), 7(3), 47-62. https://doi.org/10.4018/IJHCITP.2016070104
• Knutas, A., Van Roy, R., Hynninen, T., Granato, M., Kasurinen, J., & Ikonen, J. (2019). A process for designing algorithm-based personalized gamification. Multimedia Tools and Applications, 78, 13593-13612. https://doi.org/10.1007/s11042-018-6913-5
• Kreuter, M. W., Farrell, D. W., Olevitch, L. R., & Brennan, L. K. (2000). Tailoring health messages: Customizing communication with computer technology (1st ed.). Routledge. https://doi.org/10.4324/9781315045382
• Kwon, H. Y., & Özpolat, K. (2021). The dark side of narrow gamification: Negative impact of assessment gamification on student perceptions and content knowledge. INFORMS Transactions on Education, 21(2), 67-81. https://doi.org/10.1287/ited.2019.0227
• Kyewski, E., & Krämer, N. C. (2018). To gamify or not to gamify? An experimental field study of the influence of badges on motivation, activity, and performance in an online learning course. Computers & Education, 118, 25-37. https://doi.org/10.1016/j.compedu.2017.11.006
• Lavoué, E., Monterrat, B., Desmarais, M., & George. S. (2019). Adaptive gamification for learning environments. IEEE Transactions on Learning Technologies, 12(1), 16-28. https://doi.org/10.1109/TLT.2018.2823710
• Lee, J., & Park, O. C. (2008). Adaptive instructional systems. In J. M. Spector, M. D. Merrill, J. v. Merriënboer, & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (3rd ed., pp. 469–484). Taylor Francis.
• Lessel, P., Altmeyer, M., Müller, M., Wolff, C., & Krüger, A. (2016). “Don't whip me with your games”- Investigating “bottom-up” gamification. Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems - CHI ’16, 2026-2037. https://doi.org/10.1145/2858036.2858463
• López, C., & Tucker, C. (2018). Toward personalized adaptive gamification: A machine learning model for predicting performance. IEEE Transactions on Games, 12(2), 155-168. https://doi.org/10.1109/TG.2018.2883661
• Li, X. & Chu, S. K. W. (2021), Exploring the effects of gamification pedagogy on children’s reading: A mixed‐method study on academic performance, reading‐related mentality and behaviors, and sustainability. British Journal of Educational Technology, 52, 160-178. https://doi.org/10.1111/bjet.13057
• Maher, Y., Moussa, S. M. & Khalifa, M. E. (2020). Learners on focus: Visualizing analytics through an integrated model for learning analytics in adaptive gamified e-learning. IEEE Access, 8. 197597-197616. https://doi.org/10.1109/ACCESS.2020.3034284
• Marczewski, A. (2015). User Types. In Even Ninja Monkeys Like to Play: Gamification, Game Thinking and Motivational Design. 65-80. CreateSpace Independent Publishing Platform.
• Marinho, A., Bittencourt, I. I., dos Santos, W. O. & Dermeval, D. (2019). Does gamification improve flow experience in classroom? An analysis of gamer types in collaborative and competitive settings. Brazilian Journal of Computers in Education (Revista Brasileira de Informática na Educação - RBIE), 27(2), 40-68. http://dx.doi.org/10.5753/rbie.2019.27.02.40
• McCrae, R. R., & Costa Jr, P. T. (1989). Reinterpreting the Myers‐Briggs type indicator from the perspective of the five‐factor model of personality. Journal of Personality, 57(1), 17-40. https://doi.org/10.1111/j.1467-6494.1989.tb00759.x
• Monterrat, B., Lavoué, É., & George, S. (2015). Toward an adaptive gamification system for learning environments. Computer Supported Education, 510, 115-129. https://doi.org/10.1007/978-3-319-25768-6_8
• Nacke, L. E., & Deterding, S. (2017). The maturing of gamification research. Computers in Human Behavior, 71, 450-454. http://dx.doi.org/10.1016/j.chb.2016.11.062
• Oliveira, W, & Bittencourt, I. I. (2019). Tailored gamification to educational technologies. Springer Nature.
• Oliveira, W., Hamari, J., Joaquim, S., Toda, A. M., Palomino, P. T., Vassileva, J., & Isotani, S. (2022). The effects of personalized gamification on students’ flow experience, motivation, and enjoyment. Smart Learning Environments, 9, Article 16. https://doi.org/10.1186/s40561-022-00194-x
• Oliveira, W., Hamari, J., Shi, L., Toda, A. M., Rodrigues, L., Palomino, P. T., & Isotani, S. (2023). Tailored gamification in education: A literature review and future agenda. Education and Information Technologies, 28, 373–406. https://doi.org/10.1007/s10639-022-11122-4
• Oppermann, R. (1994). Adaptively supported adaptability. International Journal of Human-Computer Studies, 40(3), 455-472. https://doi.org/10.1006/ijhc.1994.1021
• Orji, R., Tondello, G. F, & Nacke, L. E (2018). Personalizing persuasive strategies in gameful systems to gamification user types. Proceedings of the 2018 Chi Conference on Human Factors in Computing Systems, 1-14. https://doi.org/10.1145/3173574.3174009
• Özhan Çağlar Ş., & Arkün Kocadere, S. (2020). The effects of flow, emotional engagement, and motivation on success in a gamified online learning environment. Journal of Educational Computing Research, 57(8), 2006–2031. https://doi.org/10.1177/0735633118823159
• Pechenkina, E., Laurence, D., Oates, G., Eldridge, D., Hunter, D. (2017). Using a gamified mobile app to increase student engagement, retention and academic achievement. International Journal of Educational Technology in Higher Education, 14(31), 1-12. https://doi.org/10.1186/s41239-017-0069-7
• Pilkington, C. (2018). A playful approach to fostering motivation in a distance education computer programming course: Behaviour change and student perceptions. The International Review of Research in Open and Distributed Learning, 19(3), 282-298. https://doi.org/10.19173/irrodl.v19i3.3664
• Post, C., Sarala, R., Gatrell, C., & Prescott, J. E. (2020). Advancing theory with review articles. Journal of Management Studies, 57(2), 351-376. https://doi.org/10.1111/joms.12549
• Rodrigues, L., Toda, A. M., Oliveira, W., Palomino, P. T., Vassileva, J., & Isotani, S. (2022). Automating gamification personalization to the user and beyond. IEEE Transactions on Learning Technologies, 15(2), 199-212. https://doi.org/10.1109/TLT.2022.3162409
• Santos, A. C. G., Oliveira, W., Hamari, J., Rodrigues, L., Toda, A. M., Palomino, P. T., & Isotani, S. (2021). The relationship between user types and gamification designs. User Modeling and User-Adapted Interaction, 31(5), 907-940. https://doi.org/10.1007/s11257-021-09300-z
• Simões, J., Redondo, R. D., & Vilas, A. F. (2013). A social gamification framework for a k-6 learning platform. Computers in Human Behavior, 29(2), 345–353. https://doi.org/10.1016/j.chb.2012.06.007
• Specht, M., & Burgos, D. (2007). Modeling adaptive educational methods with IMS learning design. Journal of Interactive Media in Education. http://files.eric.ed.gov/fulltext/EJ840794.pdf
• Su, C. H., & Cheng, C. H. (2015). A mobile gamification learning system for improving the learning motivation and achievements: A mobile gamification learning system. Journal of Computer Assisted Learning, 31(3), 268–286. https://doi.org/10.1111/jcal.12088
• Sundar, S. S., & Marathe, S. S. (2010). Personalization versus customization: The importance of agency, privacy, and power usage. Human Communication Research, 36(3), 298-322. https://doi.org/10.1111/j.1468-2958.2010.01377.x
• Şimşek, N. (2002). BİG 16 öğrenme biçemleri envanteri [BIG 16 learning modality inventory]. Eğitim Bilimleri ve Uygulama, 1(1), 33-47.
• Tondello, G. F., Wehbe, R. R., Diamond, L., Busch, M., Marczewski, A., & Nacke, L. E. (2016). The gamification user types Hexad scale. CHI PLAY '16: Proceedings of the 2016 Annual Symposium on Computer-Human Interaction in Play, 229-243. https://doi.org/10.1145/2967934.2968082
• Tondello, G. F., Mora, A., & Nacke, L. E. (2017). Elements of gameful design emerging from user preferences. Proceedings of the Annual Symposium on Computer-Human Interaction in Play, 129-142. https://doi.org/10.1145/3116595.3116627
• Tondello, G. F., & Nacke, L. E. (2020). Validation of user preferences and effects of personalized gamification on task performance. Frontiers in Computer Science, 2, Article 29. https://doi.org/10.3389/fcomp.2020.00029
• Utomo, A. Y., & Santoso, H. B. (2015). Development of gamification-enriched pedagogical agent for e-learning system based on community of inquiry. Proceedings of the International HCI and UX Conference, 1-9. https://doi.org/10.1145/2742032.2742033
• Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003-1017. https://doi.org/10.1177/0013164492052004025
• Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Wharton Digital Press.
• Yu, Q., Yu, K., & Li, B. (2023). Can gamification enhance online learning? Evidence from a meta‐analysis. Education and Information Technologies, 29, 4055–4083. https://doi.org/10.1007/s10639-023-11977-1
• Zainuddin, Z., Chu, S. K. W., Shujahat, M., & Perera, C. J. (2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 30, Article 100326. https://doi.org/10.1016/j.edurev.2020.100326
• Zaric, N., Scepanović, S., Vujicic, T., Ljucovic, J., & Davcev, D. (2017). The model for gamification of e-learning in higher education based on learning styles. In ICT Innovations 2017, 778, 265-273. Springer International Publishing. https://doi.org/10.1007/978-3-319-67597-8_25
• Zichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and mobile apps. “ O’Reilly Media, Inc.”.