The gamer psychology
A psychological perspective on game design and gamification
Bibliographic Data
| ID | 21631260 |
|---|---|
| Authors | Luis Ángel Gil-Acirón (0000-0002-4979-5102, Department of Foreign Philologies and their Linguistics, National Distance Education University (UNED), Madrid, Spain, corresponding author) |
| Year | 2024 |
| Volume | 32 |
| Issue | 1 |
| Pages | 183-207 |
| Publication date | 2024-01-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Interactive Learning Environments (JOURNAL) |
| Journal identifiers | ISSN: 1049-4820 • E-ISSN: 1744-5191 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10494820.2022.2082489 |
| OpenAlex | W4282599883 |
| Language | EN |
| Citations received | 4 |
| References cited | 73 |
So as to effectively personalize a game design and gamified experiences in a learning context, the psychological characteristics of the students must be inexorably considered. A rigorous search using scientific search engines was conducted in order to explore game user classification theories that can contribute to tailor game content. On the one hand, research revealed that personality traits can be highly predictive of the players' degree of enjoyment of a wide range of game design elements (levels, points, leaderboards, etc.). On the other hand, research also showed that motivation to play is strongly dependent on context and, therefore, tailored player typologies can help predict playing styles more precisely than generic taxonomies of personality traits. Several models for classifying users were found, based on four approaches: personality traits, player types, player motivations, and gamification user types. The overview created and the diagram proposed by the researcher shows great connectivity between these models. Parallels were identified, evincing how Vandenberghe's ([2012]. The 5 domains of play. Applying psychology's big 5 domains to games. Proceedings of the 2012 Game Developers Conference, pp. 25–29) 5 Domains of Play model comprises the concepts of all the others. Consequently, with the purpose of tailoring an efficient gamified classroom experience, this model might be helpful when exploring the relationship between game content and learners' personality
Big Five personality traits · Cognitive psychology · Game design · Game Developer · Game mechanics · Human–computer interaction · Parallels · Personality · Computer Science · Digital Games and Media · Educational Games and Gamification · Engineering · Impact of Technology on Adolescents · Psychology · Social Psychology · Artificial Intelligence
Video game play is positively correlated with well-being
The Motivational Pull of Video Games
A Motivational Model of Video Game Engagement
Four ways five factors are basic
Intrinsic motivation and the process of learning
Computer Gaming and Interactive Simulations for Learning
A Meta‐analytic Examination of the Instructional Effectiveness of Computer‐based Simulation Games
Gamifying learning experiences
From game design elements to gamefulness
Intrinsic Motivation and Self-Determination in Human Behavior
Motivations for Play in Online Games
The Demographics, Motivations, and Derived Experiences of Users of Massively Multi-User Online Graphical Environments
Achievement American style
Who plays, how much, and why? Debunking the stereotypical gamer profile
Intrinsic and Extrinsic Motivations
Validation of the five-factor model of personality across instruments and observers
Toward a Theory of Intrinsically Motivating Instruction
An Overview of the Schwartz Theory of Basic Values
| Citations per year | 1 |
|---|---|
| Citation span | 2022 - 2025 (4) |
| Highly cited | No |