Year 2020, Volume 9 , Issue 1, Pages 49 - 68 2020-02-05

Digital Player Typologies in Gamification and Game-Based Learning: A Meta-Synthesis

Sezan SEZGİN [1]

Educational practices based on individual differences have become more significant as a result of technological advances. Learners today, demand learning processes which contain visual stimuli, ease of use, fast thinking and movement and playful activities. The two of such learning approaches are gamification and game-based learning. This research is a concept-centric meta-synthesis study examining player types as an individual difference in playful learning environments. In this research, the studies which analysed the typology of players, are examined in terms of methods used, game environments and contextual aspects The definitions and classifications given in 11 researches were reviewed in detail and analysed in terms of their findings and conclusions. Content analysis revealed the common points and 9 different thematic components in relation to general player typology were identified. According to study, it is concluded that, player typologies can be used as an individual difference criterion in the game-based educational processes. However, it is also recognized that player typologies identified by different researchers may not be eligible for all settings and practices. Given that game-based approaches are highly affected from cultural context, cultural characteristics of community of learners should be taken into consideration if these approaches to be employed in learning environments.
Gamification, Player types, Individual differences, Gamer typology, Meta-synthesis
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Primary Language en
Subjects Education and Educational Research
Journal Section Makaleler / Articles

Orcid: 0000-0002-0878-591X
Author: Sezan SEZGİN (Primary Author)
Institution: Mehmet Akif Ersoy University
Country: Turkey


Publication Date : February 5, 2020

APA SEZGİN, S . (2020). Digital Player Typologies in Gamification and Game-Based Learning: A Meta-Synthesis. Bartın University Journal of Faculty of Education , 9 (1) , 49-68 . Retrieved from