Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Open Access Guideline
Open Access Guideline
Postgraduate Thesis Guideline
Postgraduate Thesis Guideline
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
TURKISH TEACHERS’ GAMIFICATION USER TYPES AND PREFERENCES OF GAME ELEMENTS FOR THEIR INSTRUCTION
Download
Merve Özdemir Tez 25.10.pdf
Date
2023-9-26
Author
Özdemir, Merve
Metadata
Show full item record
This work is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
.
Item Usage Stats
319
views
148
downloads
Cite This
Gamification has become quite widespread in various fields worldwide, including education. The user or player type approach, which departs from the one-size-fits-all model, provides tailored gamified experiences aligned with individual motivations. This study aims to identify gamification user types of in-service teachers in Turkey and explore potential differences based on demographic factors. It also investigates teachers’ preferred game elements for their instruction. Furthermore, the relationships between gamification user types and preferred game elements were investigated. Participants are 1961 in-service teachers who took part in “Digital Teachers Project”, emphasizing their role as designer teachers. The study employed descriptive, causal comparative, and correlational research methods. The results indicated that the dominant gamification user type among teachers is the philanthropist, followed by free spirit, achiever, socialiser, and player, along with disruptor being the least dominant user type. The top five game element preferences among in-service teachers are reinforcement and feedback, onboarding, relationships, narrative, and teams. Moreover, weak correlations were found between some game elements and gamification user types. For instance, player is associated with more game elements (nine in total) compared to other types among gamification user types; achievements, challenges, badges and points have a weak but positive correlation with the player user type. Another important finding is that a game element has correlations with more than one user type. i.e. it was preferred by several user types, e.g. relationships have correlations with all user types. In conclusion, understanding in-service teachers’ gamification user types may greatly benefit teacher professional development, assist gamification designers and policymakers in creating more engaging educational materials, and address the gap in the literature regarding gamification user types among in-service teachers.
Subject Keywords
gamification
,
gamification user types
,
HEXAD
,
game elements
,
in-service teacher
URI
https://hdl.handle.net/11511/105938
Collections
Graduate School of Natural and Applied Sciences, Thesis
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
M. Özdemir, “TURKISH TEACHERS’ GAMIFICATION USER TYPES AND PREFERENCES OF GAME ELEMENTS FOR THEIR INSTRUCTION,” M.S. - Master of Science, Middle East Technical University, 2023.