From: The effects of personalized gamification on students’ flow experience, motivation, and enjoyment
Challenges/suggestions | Suggested research methods | Suggested references |
---|---|---|
Personalization based on different interface aspects (e.g., gamification elements colors and position, interface components and colors) | Surveys (to investigate which interface aspects can be personalized); Design science research (to provide test applications) | Monterrat et al. (2015), Böckle et al. (2017), Lavoué et al. (2018), Oliveira et al. (2018), Koivisto and Hamari (2019), Hallifax et al. (2019) |
Personalization based on different user characteristics (e.g., gender, age, and demographic aspects) | Surveys (to investigate which user characteristics can influence their preferences); Design Science Research (to provide test applications); experiments/quasi-experiments, field studies, case studies and focus groups (to examine the users’ preferences and evaluate proposed approaches) | Lavoué et al. (2018), Oliveira and Bittencourt (2019c), Hallifax et al. (2019) |
Personalization considered multiple gamer types (e.g., second user gamer type or gamer types characteristics percentage) | Design Science Research (to provide test applications); experiments/quasi-experiments, field studies, case studies and focus groups (to evaluate proposed approaches) | Hallifax et al. (2019), Koivisto and Hamari (2019), Bai et al. (2020) |
Personalization considering modern player models and appropriate to the gamification domain (e.g., Hexad) | Experiments/quasi-experiments, field studies, case studies and focus groups (to evaluate the users’ preference based on these player models) | Hallifax et al. (2019), Oliveira and Bittencourt (2019c), Bai et al. (2020) |
Personalization based on educational activities | Surveys (to investigate which most suitable gamification design for each type of activity); Design Science Research (to provide test applications); experiments/quasi-experiments, field studies, case studies and focus group (to evaluate proposed approaches) | Baldeón et al. (2016), Rodrigues et al. (2019), Bovermann and Bastiaens (2020) |