Eleven game elements for female nonadaptive gamification courses

Abstract

Based on the HEXAD framework, this study examines the size of female gamification user types and explores universal game elements for developing nonadaptive courses. A HEXAD scale questionnaire completed from 309 female university students. Data analysis was completed using frequency measures and the one-way ANOVA test. The dominant user types and universal game elements related to content, learning activities, and assessment were identified. The study found that game elements of challenge, choice, collection, competition, customisation, guild, leader board, level, lottery, prize, and voting have the highest preference amongst female students according to their gamification user types. When designing courses for female students, designers must focus on the most preferred game elements to improve the engagement of the gamification environment by female students. The study also showed that most female students were philanthropists and disruptors, whereas socializers and achievers were the smallest minority. Philanthropists play for a purpose, and in the context of the study sample, the purpose could be personal need or academic goals. Results were discussed in the light of self-determination theory and personality traits of female university students. Research implications indicate how the findings may be significant for faculties, instructional designers and internal auditing committees in higher education institutions.

Keywords: Female students; Game elements; Gamification Hexad user type; Nonadaptive learning; Online learning.

Graph 1

Highest female user types.