Toward a Propensity-Oriented Player Typology in Educational Mobile Games

Autor/inn/en	Gholizadeh, Mehran; Taghiyareh, Fattaneh; Alvandkoohi, Saeed
Titel	Toward a Propensity-Oriented Player Typology in Educational Mobile Games
Quelle	In: International Journal of Game-Based Learning, 8 (2018) 2, S.55-67, Artikel 5 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-6849
DOI	10.4018/IJGBL.2018040105
Schlagwörter	Educational Games; Computer Games; Telecommunications; Handheld Devices; Teaching Methods; Educational Technology; Technology Uses in Education; Vocabulary Development; Models; Correlation; Interaction; Multiple Regression Analysis + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Computer game; Computerspiel; Computerspiele; Telekommunikationstechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Wortschatzarbeit; Analogiemodell; Korrelation; Interaktion
Abstract	The pivotal role of identifying types of players is inevitable in the game contexts, and educational games are not an exception. This article aims to present a model of player-game interaction in the mobile game-based learning setting regarding the behavioral propensity. This model comprises five different features inherited from the player typology literature including precision, perfection, punctuality, presence, and pace. To this end, we analyzed the activities of players in a mobile educational game and then tried to classify players based on their preferences in how to deal with the game. Furthermore, as a step toward determining the association of features with each other, multiple linear regression analysis was conducted. The outcome of the investigations resulted in a model representing player interaction with the game in a way that it could be used to classify different types of players in educational mobile games. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01