Adaptive Gamification for Learning Environments

• Published in: IEEE transactions on learning technologies Vol. 12; no. 1; pp. 16 - 28
• Main Authors: Lavoue, Elise, Monterrat, Baptiste, Desmarais, Michel, George, Sebastien
• Format: Journal Article
• Language: English
• Published: Piscataway IEEE 01.01.2019; Institute of Electrical and Electronics Engineers, Inc; The Institute of Electrical and Electronics Engineers, Inc. (IEEE); Institute of Electrical and Electronics Engineers
• Subjects: Adaptation models; adaptation to user profiles; adaptive and intelligent educational systems; Adaptive systems; Adult Learning; Adults; Computer aided instruction; Computer Assisted Instruction; Computer Science; Educational Environment; Educational Games; Electronic Learning; Games; Gamification; Learner Engagement; Learning; Learning Motivation; Program Implementation; School environment; Technology for Human Learning; Time Factors (Learning); Time on Task; Web Based Instruction; Adaptive and intelligent educational systems; Adaptation to user profiles
• ISSN: 1939-1382; 2372-0050
• DOI: 10.1109/TLT.2018.2823710

In spite of their effectiveness, learning environments often fail to engage users and end up under-used. Many studies show that gamification of learning environments can enhance learners' motivation to use learning environments. However, learners react differently to specific game mechanics and little is known about how to adapt gaming features to learners' profiles. In this paper, we propose a process for adapting gaming features based on a player model. This model is inspired from existing player typologies and types of gamification elements. Our approach is implemented in a learning environment with five different gaming features, and evaluated with 266 participants. The main results of this study show that, amongst the most engaged learners (i.e., learners who use the environment the longest), those with adapted gaming features spend significantly more time in the learning environment. Furthermore, learners with features that are not adapted have a higher level of amotivation. These results support the relevance of adapting gaming features to enhance learners' engagement, and provide cues on means to implement adaptation mechanisms.