Does Personality Affect Students' Perceived Preferences for Game Elements in Gamified Learning Environments?

Abstract

While gamification has gained considerable scholarly and practitioner attention, less concern is paid regarding individual differences in gamified learning environments. Personality in particular is considered as the source of individual differences even within students. Therefore, this study investigates how personality can affect students' perceived preferences for eight game elements in a gamified Modular Object-Oriented Dynamic Learning Environment (Moodle). One hundred and five students, from a public Tunisian university, used this gamified Moodle during two years to learn "Object Oriented Design Methodology", "Basic Software" and "Information Monitoring Methodology" courses. The obtained results showed that only extraversion, conscientiousness and openness personality traits may affect students' perceived preferences for particular game elements. These findings can be exploited by researchers and practitioners to design personalized and gamified learning environments based on personality.