Gamifying learning for learners

Abstract

The majority of user models in gamification are based on user’s gamer personality. However, the motivations driving individuals’ learning behavior differ from their motivations when playing. There is no evidence that learners’ experiences in gamified activities are described by these models. Thus, an alternative model capturing learners’ motivational experiences and relating them to the motivational mechanisms of gamification design is needed. To fill this gap we propose a context-specific typology which groups learners based on their type of motivation and perceived ability associated with a learning activity. The purpose of this proposal is to provide a framework for connecting each learner’s type to a set of motivational affordances to which that type is susceptible. Facilitating the task of selecting motivational affordances matching learner’s type aids the design of customized gamified learning.