Playing it right: Empirical validation of the Gamertype scale for game-based learning in higher education

Playing it right: Empirical validation of the Gamertype scale for game-based learning in higher education

Playing it right: Empirical validation of the Gamertype scale for game-based learning in higher education

Joel-Manuel Prieto-Andreu, Pablo Moreno-Ger

Abstract

"The growing interest in applying gamified designs in higher education is challenged by mixed results in terms of student acceptance. Different players are attracted to games for different reasons and game design elements, and a better understanding of how each learn- er will connect to different game mechanics provides valuable input for game design and evaluation. In this paper, we present and val-idate a scale to measure the affinity of each player with different game elements. First, a theoretical review was carried out on three profile classifications and six motivational theoretical models, proposing a taxonomy for twelve player profiles based on three axes: re-lational, competence and motivational. Then, a pilot test was carried out with 54 subjects, analysing content and comprehension validity through the judgment of six experts and con- struct validity through an exploratory facto- rial analysis. Subsequently, with a sample of 1010 subjects, a confirmatory factor analysis was performed. The scale was made up of 30 items, with a Cronbach’s alpha of 0.822; three main components were obtained: dominators, interactors and trackers. The results show the validity of the scale, with high levels of con-fidence. It provides an understanding of the player’s profile in a playful context, their mo-tivational orientation and their affinity with the specific game design. This can be used to improve the design of gamified experiences in higher education."

Reference

Prieto-Andreu, J.-M., & Moreno-Ger, P. (2024). Playing it right: Empirical validation of the Gamertype scale for game-based learning in higher education [Jugar correctamente: Validación empírica de la escala Gamertype para el aprendizaje basado en juegos en la educación superior]. Revista Española de Pedagogía, 82(288), 243–270. https://doi.org/10.22550/2174-0909.4056

Keywords

Scale, Gamification, Profile