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What is Learning Game Player Types

Handbook of Research on Effective Electronic Gaming in Education
Four player types of educational games are proposed, based on speed and accuracy of play. Achievers are problem solvers who play quickly and make few errors. They enjoy playing and winning are motivated by extrinsic achievement goals. Explorers play slowly and make few errors/problem solve but are more focused on their own curiosity and imagination than on the game requirements. They enjoy exploring ideas, role play, and game mechanics more than earning top scores. Careless players play quickly and make many errors. They tend to be random guesses interested in finishing quickly and enjoy playing but are not particularly motivated to learn. Lost players play slowly and make many errors. They are random guessers who tend not to enjoy either playing or learning from the game.
Published in Chapter:
Play Styles and Learning
Carrie Heeter (Michigan State University, USA)
Copyright: © 2009 |Pages: 21
DOI: 10.4018/978-1-59904-808-6.ch047
Abstract
This chapter reviews player types found in commercial MMOs and educational games and a palette of play styles and learning is proposed from which game designers and educators can more easily imagine (or perhaps “paint”) their target audience. Two studies show how the palette might be applied. Study 1 examines the impact of different in-game reward schemas on player types. Study 2 compares classroom play with one child per computer versus paired play of the same educational game. Educational game design and the way a teacher structures in-class educational game play both influence emergent play and learning. Player archetypes (more commonly called player types) help game designers imagine the needs and interests of potential players. Considering learner types would be similarly useful. Learning styles relevant to educational game design and classroom use are described, including intrinsic and extrinsic achievement orientation, motivation, individual traits, and competition and other social factors.
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