Toward a Propensity-Oriented Player Typology in Educational Mobile Games

Toward a Propensity-Oriented Player Typology in Educational Mobile Games

Mehran Gholizadeh, Fattaneh Taghiyareh, Saeed Alvandkoohi
Copyright: © 2018 |Pages: 13
DOI: 10.4018/IJGBL.2018040105
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The pivotal role of identifying types of players is inevitable in the game contexts, and educational games are not an exception. This article aims to present a model of player-game interaction in the mobile game-based learning setting regarding the behavioral propensity. This model comprises five different features inherited from the player typology literature including precision, perfection, punctuality, presence, and pace. To this end, we analyzed the activities of players in a mobile educational game and then tried to classify players based on their preferences in how to deal with the game. Furthermore, as a step toward determining the association of features with each other, multiple linear regression analysis was conducted. The outcome of the investigations resulted in a model representing player interaction with the game in a way that it could be used to classify different types of players in educational mobile games.
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Literature Review

Digital Game-Based Learning

Digital game-based learning is the product of a balance between learning and gaming elements. In the other words, entertaining intrinsic of games has potentials to be coupled with the learning process and improve it. Therefore, two important elements of educational games are entertainment and educational component separating educational games from entertaining games and e-learning applications (Bellotti et al. 2013). Two types of games can be distinguished in educational games: special purpose games which have been developed to promote educational purposes and Commercial-Off-The-Shelf games that have been developed with entertainment objectives, but that are being used in an educational context. Note, however, that this does not mean that special-purpose DGBL games cannot be commercially available (Stewart, 2013).

The design of educational games could have three purposes, they may be designed to promote learning or to develop cognitive skills, or to take the form of simulation allowing learners to practice their skill in a virtual environment (Erhel & Jamet, 2013). Games that are developed with the primary goal of achieving knowledge transfer are typically used in education, in order to teach math (Castellar et al. 2015) or language (Palomo-Duarte et al., 2017), for instance.

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