School of Digital Wizards: Exploring the Gamification User Types in a Blended IT Course

In this Research to Practice Work-in-Progress paper, we explore gamification user types and related motivation factors through a gamified learning platform used in an Information Technology (IT) course. With the advent and increasing usage of self-hosted online learning platforms like Moodle, universities need innovative ways to engage students to make learning tasks interesting, personally relevant and, hence, motivating. Gamification or "use of game elements" in education is one such innovation that has been found to support motivation and completion of tasks in a timely manner. However, research reveals the increasing need to differentiate game experiences by personalizing game designs for different player typologies or "user types" based on different motivational orientations. This study is based on experiences of students in an IT course in education, where the learning platform in Moodle was modified by implementing certain game elements such as narratives, avatar development and thematic badges. Data were collected through online questionnaires filled by student teachers, which aimed at identifying their predominant gamification user-types using an instrument based on the Hexad Player Type framework for gamification design. Based on the information gathered from these questionnaires, the course material was designed to better fit the characteristics of the major user types, and relevant recommendations were provided to the students for approaching the course material. The results show the predominant gamification user types in this group of students to be Philanthropist (motivated by purpose) and Socializer (motivated by relatedness). Similarities and differences of the predominant user types in this group are discussed in relation to different participant groups from similar studies carried out in different contexts. The study calls for further investigation of purpose and relatability as motivation factors when designing IT-related courses for students in education. Collectively, these results could be used to inform the design of online and blended learning platforms to improve the interest, engagement and motivation of learners.