Some of the goals of gamification are to introduce new objectives, help students retain information and engage students. As researchers have looked into the learning tool of gamification, many have found that gamification does, indeed, accomplish those things. Some studies demonstrate uncertain results. Because of these mixed results, there are concerns as to whether or not gamification is a positive learning tool. The empirical research study discussed in this article explored how gamification impacts students learning, engagement and program behavior of different personality types (introverted, extroverted, conscientious, agreeable, open and neurotic).
Gamification has the most positive impact on introverted students. They had higher points, badges and logins. The data collected about introverted students was vastly different than that of extroverted students- demonstrating that personality type has a great deal to do with the impact of gamification. With neurotic personality types, no difference was found in the gamified and non-gamified groups. With the conscientious personality trait, students with high conscious were more accurate in their problem solving.
Taking this research into consideration, in order to use gamification successfully in a classroom I would say that it should be optional. It would be important to share research with your students about the benefits of gamification as well as who it may benefit most. If it is optional, than each student can try it and discover for themselves if this is a helpful study tool for them. If they find that it is they can continue to spend time with it, if they find that it is not helpful than they can find other ways to positively impact their study based off of their personality. I believe it is a poor decision for an educator to make all of their students participate in something that may only benefit a small percentage of them, but I think it is a great tool to offer for some.
"The impact of gamification on students’ learning, engagement and behavior based on their personality traits" by: Rodrigo Smiderle, Sandro José Rigo, Leonardo B. Marques, Jorge Arthur Peçanha de Miranda Coelho and Patricia A. Jaques
