Adaptive gamification in e-learning based on students’ learning styles

Hassan, Muhammad; Habiba, Ume; Majeed, Fiaz; Shoaib, Muhammad

doi:10.1080/10494820.2019.1588745

Cited by 183 publications

(123 citation statements)

References 26 publications

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“…The authors found that learners with the adapted game elements spent more time using the learning tool that those with the counter adapted elements. Hassan et al [18] also showed a widely positive result in their study: learners who used game elements adapted to their learning style showed a higher course completion rate than those who used random game elements. This impact was also observed with learners' self-reported motivation using a questionnaire.…”

Section: Short Studiesmentioning

confidence: 90%

“…Studies: Half of the reviewed papers present studies that rely on an adaptive gamification system in an educational setting [18,19,20,25,28,30,31,34,35,36]. These papers provide valuable results about the impact of adaptive gamification on learner motivation and performance.…”

Section: Architecturesmentioning

confidence: 99%

“…Vocabulary: Regarding the second criterion, we observed that the papers reviewed have a general consensus about the vocabulary used to describe the gamification elements. Twelve of the papers reviewed [2,4,6,9,10,11,18,19,20,23,34,35] used the term "game element" to describe the low level implementations they use, such as points, levels, leaderboards, progress. Four papers from the same authors [25,28,29,30] use the term "game features" to present the same level of implementation.…”

Section: Architecturesmentioning

confidence: 99%

“…For the personality traits, two of the five papers [9,11] used the Big Five Factors personality traits [15]. Two papers used a user motivation questionnaire: Roosta et al [35] used the framework presented by Elliot et al [13]; Hassan et al [18] used the questionnaire developed by Chen et al [7]. Only a few static systems used other kinds of user characteristics, such as gender and gaming frequency [10], or learner role (tutor or tutee) [4].…”

Section: Staticmentioning

confidence: 99%

“…Long studies Seven of the reviewed studies lasted more than three weeks [18,25,28,30,31,34,35]. Four studies showed generally positive results [18,28,31,35]. Roosta et al [35] presented learners with a different game element based on their motivation type.…”

Section: Short Studiesmentioning

confidence: 99%

See 4 more Smart Citations

Adaptive Gamification in Education: A Literature Review of Current Trends and Developments

Hallifax

Serna

Marty

et al. 2019

Lecture Notes in Computer Science

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Gamification, the use of game elements in non-game settings, is more and more used in education to increase learner motivation, engagement, and performance. Recent research in the gamification field suggests that to be effective, the game elements should be tailored to learners. In this paper, we perform an in-depth literature review on adaptive gamification in education in order to provide a synthesis of current trends and developments in this field. Our literature review addresses 3 research questions: (1) What are the current kinds of contributions to the field? (2) What do the current contributions base their adaptation on, and what is the effect of this adaptation on the gamified system? (3) What is the impact of the adaptive gamification, and how is this impact measured? We also provide future research guidelines in the form of three needs that should be fulfilled for exploring this field.

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Section: Short Studiesmentioning

confidence: 90%

Section: Architecturesmentioning

confidence: 99%

Section: Architecturesmentioning

confidence: 99%

Section: Staticmentioning

confidence: 99%

Section: Short Studiesmentioning

confidence: 99%

See 3 more Smart Citations

Adaptive Gamification in Education: A Literature Review of Current Trends and Developments

Hallifax

Serna

Marty

et al. 2019

Lecture Notes in Computer Science

View full text Add to dashboard Cite

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Adaptive gamification in E‐learning: A literature review and future challenges

Bennani

Maalel

Ghezala

2021

Comp Applic In Engineering

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The trend of gamification in online education has grown as technological advancements allow for more digitized learning environments to create interactive and engaging learning experiences. Learners are motivated in various ways, which necessitates an understanding of gamification mechanics and dynamics that produce enjoyment to adapt them to a variety of factors such as personality, needs, values, and motivations of each learner. Furthermore, exploration and advancement in the field of artificial intelligence (AI) allow us to provide an intelligent adaptive gamification environment. The aim of this study is to review the existing literature on adaptive gamification in e‐learning, as well as to highlight the scoops and future challenges of adaptive gamification applications. The present research followed the literature review method. For the data collected in this study, we used a qualitative approach. This paper presents in the first part a literature review of studies and a synthesis of the literature on the application of adaptive gamification in online education. The second part deals with the use of AI with adaptive gamification in online education and proposes its different techniques and future adaptation.

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