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Gamification and Player Profiles in Higher Education Professors

Diego Vergara, Ana Isabel Gómez-Vallecillo, Pablo Fernández-Arias, Álvaro Antón-Sancho

Source Title: International Journal of Game-Based Learning (IJGBL)13(1)

ISSN: 2155-6849|EISSN: 2155-6857|EISBN13: 9781668479735|DOI: 10.4018/IJGBL.323449

MLA

Vergara, Diego, et al. "Gamification and Player Profiles in Higher Education Professors." IJGBL vol.13, no.1 2023: pp.1-16. https://doi.org/10.4018/IJGBL.323449

APA

Vergara, D., Gómez-Vallecillo, A. I., Fernández-Arias, P., & Antón-Sancho, Á. (2023). Gamification and Player Profiles in Higher Education Professors. International Journal of Game-Based Learning (IJGBL), 13(1), 1-16. https://doi.org/10.4018/IJGBL.323449

Chicago

Vergara, Diego, et al. "Gamification and Player Profiles in Higher Education Professors," International Journal of Game-Based Learning (IJGBL) 13, no.1: 1-16. https://doi.org/10.4018/IJGBL.323449

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Abstract

This paper conducts descriptive quantitative research of the player profile of a set of 808 university professors, and the player profiles that participants consider most suitable for learning when educational gamification is employed in higher education. It also studied the existence of influential variables in the chosen player profiles, including sociological (gender and age) and academic variables (area of knowledge). The results reveal that most professors are mostly explorers, followed by the socializers, and consider these player profiles as the most efficient for achieving learning objectives. There are no gaps based on sociological aspects or knowledge about gamification, but there are gaps based on area of knowledge. It is proposed that universities design training sessions for professors on educational gamification and further research on factors that influence the configuration of their player profile.