Identifying video game player profiles for gamified narratives: a scoping review
DOI:
https://doi.org/10.12795/CP.2024.i33.v2.04Keywords:
Gamification, gamers‘ profiles, gamers’ classification, PRISMA-Scr, educationAbstract
This article presents a scoping review on the classification of video game player profiles and their application in the creation of gamified experiences in education. Through a methodology based on the PRISMA-Scr protocol, more than 2,200 articles from databases such as Scopus, Web of Science and ERIC were analysed. The aim is to identify which player profiles can be used as a basis for designing personalised gamified narratives that improve students' learning and academic performance. The review allowed gamers to be classified into four broad categories: game attachment, social behaviour, game instrumentalisation and game style. In addition, the use of quantitative tools, such as cluster analysis and structural equation modelling, was highlighted for the identification of these gamer profiles. It is concluded that adapting gamified narratives to different types of gamers can favour, in addition to greater success in their application, greater inclusion and effectiveness in the classroom, enhancing the use of advanced educational technologies and promoting key digital competences. The article suggests the creation of an ad hoc scale to identify the profiles of students as gamers, optimising the design of personalised gamified experiences that are long-lasting and aligned with the Sustainable Development Goals (SDGs).
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