The PBGL Framework for Personality-Based Gamification

Ntokos, Konstantinos and Lamprinou, Dimitra (2020) The PBGL Framework for Personality-Based Gamification. Uhomoibhi, J, Dewar, E, Georgiadou, E, Linecar, P, Marchbank, P, Ross, M and Staples, G (eds.) In INSPIRE XXV: e-Learning as a Solution During Unprecedented Times in the 21st Century. Solent University. pp. 151-163 .

Abstract

According to literature review, it is defined that students in the Higher Education context are not motivated or engaged enough to form a deep connection with a su bject matter of their choice and trigger deep learning. Sudden attendance drops, poor performance on specified marked artefacts or even a complete shift of attention are getting higher. These matters raise the need of a modern teaching technique such as Gamification.

Gamification helps the academics to turn something otherwise dull to an interesting and fun learning experience, tailored to the student’s needs. However, there is no design framework that provides a roadmap for academics new to this technique, and this makes it hard to implement, as it requires further CPD investment and proper planning. However, Gamification does provide a lot of game elements and mechanics that can be used within a class directly as an out-of-the-box solution, but there is a risk that this may overshadow the learning experience in favour of a game.

The main goal of this paper is to formulate a path that an academic can follow, based on the plethora of game elements available, providing suggestions and tools that can be used directly within the context, in order to ensure that this motivates to all learning types of students, just like in every game where different aspects are better suited for different types of players.

Consequently, in this theoretical paper we propose a design gamification framework which is based on a pyramid consisting of the Game Elements at the bottom of the Pyramid, the Player Archetypes and the motivational model of the Self-determination Theory on top, in order to evolve students in a gamified classroom environment in Higher education.

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