Enhancement of educational games based on personality type indicators

  • Negar Shabihi Electrical and Computer Engineering department, University of Tehran
  • Fattaneh Taghiyareh Electrical and Computer Engineering department, University of Tehran
  • Mohammad Hossein Abdoli Electrical and Computer Engineering department, University of Tehran
Keywords: Game-based learning, Game design, Game-element, Adaptive learning, Personalization, MBTI, Personality

Abstract

Previous studies indicate that the use of adaptive learning and game techniques enhances learning process; nevertheless, the adaptation based on learner’s personality has not been well researched in serious-game’s literature. There are plenty of game-elements which can be used in an educational game, but the effect of them may vary due to differences in personality types of learners. The purpose of this paper is to investigate the impact of various game-elements on learning outcomes. With the aim of improving learning process we have focused on designing a game-based learning where the game-elements have been personalized based on learner’s personality types. The developed game contains a non-adaptive mode and also an in-game adaptive mode that assigns game-elements due to learner’s personality type. The results represented significant difference between engagement levels of two modes; in addition, learning outcomes were better for the adaptive mode. Besides, in this paper the sensitivity analysis of various personality dimensions relative to the game-elements has been determined and presented in a corresponding table. The results of this paper indicates that a well-designed game environment can improve the learning process. This paper presents the prominent and influential elements for each of personality types. Results of this paper can be used to improve effect of using game-elements in designing learning environments.

Downloads

Download data is not yet available.

Author Biographies

Negar Shabihi, Electrical and Computer Engineering department, University of Tehran

Negar Shabihi received her B.Sc. degree from University of Tabriz in Information Technology engineering and her M.Sc. in the Department of Computer Engineering, Information Technology Group, at the University of Tehran. She is interested in e-learning systems, gamification, game-based learning and Human-Computer Interaction topics. Also, she has experiences in game design systems, level design and implementation of learning and serious games with focuses on mobile platform.

Fattaneh Taghiyareh, Electrical and Computer Engineering department, University of Tehran

Fattaneh Taghiyareh is an Assistant Professor of Computer Engineering Software & Information Technologyat the University of Tehran, where she has served since 2001. She received a Ph.D. in Computer Engineering- Parallel Algorithm Processing- from the Tokyo Institute of Technology in 2000. Her research interests include Human-Centered Computing applied to Leaming Management Systems and based on Multi-Agent Systems. She is currently working on "Group Collaborative Leaming" as well as "Educational Data Mining (EDM)" with a pedagogical approach. In addition, Web Services are also another concern of her research to solve the composition problem from an ontology-based perspective.

Mohammad Hossein Abdoli, Electrical and Computer Engineering department, University of Tehran

Mohammad Hossein Abdoli got his B.Sc. from University of Tehran in software engineering. He is M.Sc. student in software engineering in university of Tehran. He is interested (and conducting research) in gamification, game-based learning and more specifically, personalization of serious games. Saeed intends to continue his career in similar fields. He also has experience in designing and programming mobile games and has published an educational game on online markets.

References

[1] A. All, E. P. Nuñez Castellar, and J. Van Looy, “Towards a conceptual framework for assessing the effectiveness of digital game-based learning,” Comput. Educ., vol. 88, pp. 29–37, Apr. 2015.
[2] K. Kiili, “Digital game-based learning: Towards an experiential gaming model,” Internet High. Educ., vol. 8, no. 1, pp. 13–24, 2005.
[3] R. Van Eck, “Digital Game-Based Learning : It ’ s Not Just the Digital Natives Who Are Restless ….,” Educ. Rev., vol. 41, no. 2, pp. 1–16, 2006.
[4] M. Prensky, Digital Game-Based learning. McGraw-Hill Education, 2001.
[5] M.-C. Li and C.-C. Tsai, “Game-Based Learning in Science Education: A Review of Relevant Research,” J. Sci. Educ. Technol., vol. 22, no. 6, pp. 877–898, 2013.
[6] F. Ke, K. Xie, and Y. Xie, “data-driven exploration,” 2016.
[7] T. Hainey, T. M. Connolly, E. A. Boyle, and A. Wilson, “Computers & Education A systematic literature review of games-based learning empirical evidence in primary education,” Comput. Educ., vol. 102, no. January 2004, pp. 202–223, 2016.
[8] P. Moreno-ger, D. Burgos, and J. Torrente, “Digital Games in eLearning Environments,” Simul. Gaming, vol. 40, pp. 669–687, 2009.
[9] M. Carlyn, “An assessment of the Myers-Briggs Type Indicator,” Joumal Personal. Assess., vol. 41, pp. 461–473, 1977.
[10] G. J. Boyle, “Myers-Briggs Type Indicator ( MBTI ): Some psychometric limitations,” Aust. Psychol., vol. 30, pp. 71–74, 1995.
[11] J. Kim, A. Lee, and H. Ryu, “Personality and its effects on learning performance : Design guidelines for an adaptive e-learning system based on a user model,” Int. J. Ind. Ergon., vol. 43, no. 5, pp. 450–461, 2013.
[12] R. C. Wicklein and J. W. Rojewski, “The Relationship Between Psychological Type and Professional Orientation Among Technology Education Teachers,” vol. 7, no. 1, pp. 57–74, 1995.
[13] A. Krapp, “Interest, motivation and learning: An educational-psychological perspective,” Eur. J. Psychol. Educ., vol. 14, no. 1, pp. 23–40, 1999.
[14] X.-L. Pham, G.-D. Chen, T.-H. Nguyen, and W.-Y. Hwang, “Card-based design combined with spaced repetition: A new interface for displaying learning elements and improving active recall,” Comput. Educ., vol. 98, pp. 142–156, Jul. 2016.
[15] M. Qian and K. R. Clark, “Computers in Human Behavior Game-based Learning and 21st century skills : A review of recent research,” Comput. Human Behav., vol. 63, pp. 50–58, 2016.
[16] M. Soflano, T. M. Connolly, and T. Hainey, “Learning style analysis in adaptive GBL application to teach SQL,” Comput. Educ., vol. 86, pp. 105–119, Aug. 2015.
[17] C. Dreyer and C. Nel, “Teaching reading strategies and reading comprehension within a technology-enhanced learning environment,” System, vol. 31, no. 3, pp. 349–365, 2003.
[18] J. Hamari, D. J. Shernoff, E. Rowe, B. Coller, J. Asbell-Clarke, and T. Edwards, “Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning,” Comput. Human Behav., vol. 54, pp. 170–179, Jan. 2016.
Enhancement of educational games based on personality type indicators
Published
2018-02-17
How to Cite
Shabihi, N., Taghiyareh, F., & Abdoli, M. H. (2018, February 17). Enhancement of educational games based on personality type indicators. International Journal of Information & Communication Technology Research, 9(3), 37-45. Retrieved from http://journal.itrc.ac.ir/index.php/ijictr/article/view/267
Section
Information Technology