In this paper, we present the fundamental concepts, design, and preliminary findings of a personalized gamification project in the educational context. The project aims to create a balanced, gamified learning environment in which all learners are equally engaged and interested. However, finding the balance between heterogenic learners’ traits and the variety of gamification design elements is a challenging, multistep process. Therefore, this paper presents the first steps towards the design of a balanced gamified environment, in which we a) proposed the Personalized Gamification Design Model (PeGaM) to assist gamification designers in applying a learner-center approach to gamification; b) explored learners’ learning tendencies as personalization criteria and applied PeGaM in the e-learning course, and c) conducted the exploratory study with 124 students to investigate behavioral differences in and between students in the control and treatment group. The study revealed a positive influence of badges, leaderboards, and experience points on learners with reflective, global, visual, and intuitive learning tendencies, and negative on students with sensing learning tendencies. Hence, this study supported the idea of introducing learning tendencies in the gamification design process and indicates the need for further research in this direction.

中文翻译：

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游戏化设计的基础研究：探索学习倾向的影响

在本文中，我们介绍了教育背景下个性化游戏化项目的基本概念、设计和初步发现。该项目旨在创造一个平衡的、游戏化的学习环境，让所有学习者都能平等参与和感兴趣。然而，在异质学习者的特征和游戏化设计元素的多样性之间找到平衡是一个具有挑战性的多步骤过程。因此，本文介绍了设计平衡游戏化环境的第一步，其中我们 a) 提出了个性化游戏化设计模型 (PeGaM)，以帮助游戏化设计师将学习者中心方法应用于游戏化；b) 探索学习者的学习倾向作为个性化标准，并在电子学习课程中应用 PeGaM，c) 对 124 名学生进行了探索性研究，以调查对照组和治疗组学生之间的行为差​​异。该研究揭示了徽章、排行榜和经验点对具有反思、全局、视觉和直观学习倾向的学习者产生积极影响，而对具有感知学习倾向的学生产生消极影响。因此，这项研究支持在游戏化设计过程中引入学习倾向的想法，并表明需要在这个方向上进一步研究。对有感知学习倾向的学生持否定态度。因此，这项研究支持在游戏化设计过程中引入学习倾向的想法，并表明需要在这个方向上进一步研究。对有感知学习倾向的学生持否定态度。因此，这项研究支持在游戏化设计过程中引入学习倾向的想法，并表明需要在这个方向上进一步研究。