BACKGROUND
Attempts to introduce gamification in classrooms are increasing, but this has mainly been restricted to elementary and secondary education. Attempts directed at university level education are scarce. It is necessary to analyze how the primary users play games before developing a gamification program, as it facilitates the successful implementation of the program.
OBJECTIVE
This cross-sectional study aimed to analyze game player types and learning preferences among nursing students to aid the development of educational gamification programs and examine the correlation between player types and perceptual learning style preference (PLSP).
METHODS
: Recruitment notices were posted on social network services that are frequently visited by nursing students to introduce the research elements. Self-administered questionnaires were distributed to nursing students nationwide from March 24 to June 9, 2022. The self-administered questionnaire consisted of 48 questions, including the player’s type, learning type, and general characteristics. Player types were assessed using the “Bartle's Player Type Classification” questionnaire. The survey comprised 24 items, with six questions for each of the four player types. Learning style preference was gauged using the Korean version of Reid’s PLSP questionnaire, which comprises 20 items, with five items each for visual, auditory, tactile, and kinesthetic styles.
RESULTS
: Data from 343 responses were included in the analysis. The most common game player type was the socializers (n=179, 34.5%), followed by explorers (n=170, 32.8%), achievers (n=138, 26.6%), and killers (n=32, 6.2%). The most frequent PLSP was the auditory type (n=140, 31.7%), whereas visual (n=126, 28.5%), tactile (n=90, 20.4%), and kinesthetic (n=86, 19.5%) styles were less preferred. Bartle’s player type and Reid’s PLSP showed a statistically meaningful correlation. Achievers showed the strongest positive correlation with auditory style (r=.298, P<.001) whereas explorers showed the strongest positive correlation with the kinesthetic style (r=.488, P<.001). Killers, unlike other player types, showed a positive correlation with only the visual style (r=.110, P=.027).
CONCLUSIONS
When developing gamification programs for nursing students, player types and learning preferences of the primary users play a key role in the successful implementation of the program. These findings can contribute to the development of gamification programs for nursing university students.
