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Differences in Learning Motivation among Bartle’s Player Types and Measures for the Delivery of Sustainable Gameful Experiences

Author

Listed:
  • Sungjin Park

    (Department of Industrial Engineering, Kangwon National University, Chuncheon 24341, Korea)

  • Kyoungsoon Min

    (Department of Industrial Engineering, Kangwon National University, Chuncheon 24341, Korea)

  • Sangkyun Kim

    (Department of Industrial Engineering, Kangwon National University, Chuncheon 24341, Korea)

Abstract

Gamification is one of the methods used for delivering gameful experiences to Generation Z learners. The player-type theory must be reflected to effectively design gamification. This study aims to analyze the differences in learning motivation among different player types and to propose methods that can deliver effective gameful experiences. The study was conducted on 91 university students who were instructed to attend a class that utilized gamification. Based on the results, there were no statistical differences in the motivation among the different player types. Accordingly, constructing environments that can establish gameful experiences, rules, and strategies preferred by each type of player is proposed as an important factor in gamification design.

Suggested Citation

  • Sungjin Park & Kyoungsoon Min & Sangkyun Kim, 2021. "Differences in Learning Motivation among Bartle’s Player Types and Measures for the Delivery of Sustainable Gameful Experiences," Sustainability, MDPI, vol. 13(16), pages 1-10, August.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:16:p:9121-:d:614479
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    References listed on IDEAS

    as
    1. Adar Ben-Eliyahu, 2021. "Sustainable Learning in Education," Sustainability, MDPI, vol. 13(8), pages 1-10, April.
    2. Sungjin Park & Sangkyun Kim, 2021. "Is Sustainable Online Learning Possible with Gamification?—The Effect of Gamified Online Learning on Student Learning," Sustainability, MDPI, vol. 13(8), pages 1-12, April.
    3. Stella K. Hadjistassou, 2016. "Culturally Afforded Tensions in the Second Life Metaverse: From Sustainability Initiatives in Europe to Sustainability Practices in the United States," International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), IGI Global, vol. 11(2), pages 14-38, April.
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    Cited by:

    1. Said Salloum & Amina Al Marzouqi & Khaled Younis Alderbashi & Fanar Shwedeh & Ahmad Aburayya & Mohammed Rasol Al Saidat & Rana Saeed Al-Maroof, 2023. "Sustainability Model for the Continuous Intention to Use Metaverse Technology in Higher Education: A Case Study from Oman," Sustainability, MDPI, vol. 15(6), pages 1-19, March.
    2. Sungjin Park & Sangkyun Kim, 2023. "The Avaritia: Entrepreneurship Practice to Understand the Problem of Information Control through Gamification," Sustainability, MDPI, vol. 15(8), pages 1-14, April.
    3. Sungjin Park & Sangkyun Kim, 2022. "Learning Performance Styles in Gamified College Classes Using Data Clustering," Sustainability, MDPI, vol. 14(23), pages 1-13, November.
    4. Flavio Boccia & Joanna Rosak-Szyrocka & Houman Hashemzadeh & Daniela Covino, 2023. "Metaverse, the last technological frontier of environmental sustainable food: Worldwide evidence from the first business case studies," RIVISTA DI STUDI SULLA SOSTENIBILITA', FrancoAngeli Editore, vol. 0(1), pages 153-165.
    5. Sungjin Park & Sangkyun Kim, 2022. "Identifying World Types to Deliver Gameful Experiences for Sustainable Learning in the Metaverse," Sustainability, MDPI, vol. 14(3), pages 1-14, January.

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