Oyunlaştırılmış Öğrenme Ortamlarının Kişiselleştirilmesi Üzerine Bir Derleme*

Year 2024, Volume: 17 Issue: 4, 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

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