The Gamified Learning Theory implies that gamification does not affect learning directly but stimulates a learning-related behavior in a mediating or moderating process. A learner-related behavior can, to some extent, be predicted based on the way learners tend to perceive, understand and utilize information. These different ways of learning are known as learning tendencies. This study investigates the moderator role of learning tendencies on gamification success concerning learners' academic participation, engagement, and experience. For this, Felder-Silverman Learning Style Model is used for the identification of learners' tendencies. In our study, 69 Computer Science students were randomly assigned to one control and two treatment groups. Students in the treatment groups were assigned two different gamified courses, while the control group attended a non-gamified course. This allowed us to analyze the individual effect of each gamification design and compare and see which gamification design was more appropriate for a learner with particular tendencies. Our results indicate that gamification design positively contributes to academic participation, affects learners' engagement in gamified environments, and that students' learning tendencies moderated students' engagement.

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游戏化学习理论：学习者学习倾向的调节作用

游戏化学习理论意味着游戏化不会直接影响学习，而是在中介或调节过程中刺激与学习相关的行为。在某种程度上，可以根据学习者感知、理解和利用信息的方式来预测与学习者相关的行为。这些不同的学习方式被称为学习倾向。本研究调查了学习倾向对游戏化成功的调节作用，涉及学习者的学术参与、参与和体验。为此，Felder-Silverman 学习风格模型用于识别学习者的倾向。在我们的研究中，69 名计算机科学专业的学生被随机分配到一个对照组和两个治疗组。治疗组的学生被分配了两个不同的游戏化课程，而对照组则参加了非游戏化课程。这使我们能够分析每个游戏化设计的个人效果，并比较并查看哪种游戏化设计更适合具有特定倾向的学习者。我们的研究结果表明，游戏化设计对学术参与有积极贡献，影响学习者在游戏化环境中的参与，并且学生的学习倾向调节了学生的参与。