Design of Academic Gamification Model Based on Myers-Briggs Type Indicator (MBTI) Through Pre-experimental Design

Abstract

Aim/Purpose: This study identifies gamification element preferences based on Myers-Briggs Type Indicator (MBTI) characteristics. It measures the influence of preferences on learning motivation through a pre-experimental design of one group pre-test post-test. Background: Incorporating information technology in education has led to the introduction of e-learning, potentially enhancing the learning process. However, adopting e-learning also brings about negative effects that can lead to frustration, confusion, and reduced learning motivation. One strategy that can be used to address this issue is gamification. However, it is essential to note that a universal approach to gamification is not practical as user needs vary. It can result in less-than-optimal learning outcomes. Thus, gamification settings must be tailored to the user’s characteristics, such as those identified through the MBTI, to provide a more personalized learning experience. Methodology: This study conducted pre-experimental research in one group, pre-test, and post-test, divided into several stages: problem identification, research instrument design, pre-data collection and analysis, treatment, post-data collection and analysis, and evaluation. Pre-test and post-test were used to measure student motivation towards the gamification elements implemented. This study utilized the MBTI, Academic Motivation Scale (AMS), and gamification preferences questionnaire throughout the pre-data collection and analysis stage. For gamification preferences, this study employed 45 questions representing nine elements of gamification frequently used in training and education. Kendall Rank Correlation Coefficient was used to determine the correlation between MBTI and the gamification element from the gamification preferences questionnaire. Contribution: This research contributes to the body of knowledge in gamification experiments by adding one step in recognizing gamification preferences. The practical contribution to this research is aimed at educators in maximizing Moodle by considering the gamification element preference recommendations based on the MBTI type. Findings: The analysis revealed that the gamification preferences of fourteen MBTI types were predominantly associated with extrovert types. Collection and Leaderboard elements showed the highest correlation with MBTI. The effect of gamification was assessed during the treatment stage to evaluate its impact on learning motivation for the dominant MBTI type. Pre-test and post-test measurements of learning motivation show changes that are dominated by the intrinsic motivation dimension. Recommendations for Practitioners: This research is valuable for offering guidance to educators and practical insights to developers into integrating gamification effectively by taking gamification preferences based on MBTI. Tailoring gamification elements based on MBTI creates a more engaging learning experience for every user, ultimately enhancing motivation for learning. Recommendation for Researchers: This study contributes one step to experimental research, mainly focusing on the preliminary identification of gamification preferences based on MBTI. Using the gamification preferences, researchers can broaden the experimental scope and provide validation evidence from quantitative research. This approach supports the robustness of the recommendation gamification elements. Impact on Society: This study presents findings on gamification elements aligned with MBTI characteristics. These findings can be used as strategies for implementing personalized gamification in e-learning to the diverse needs of students, fostering a more tailored learning ecosystem and ultimately advancing education. Future Research: We could expand the identification of gamification preferences in various management learning media to explore the use of gamification elements. Further surveys can be done by increasing the number of respondents from other majors and universities so that more respondents can represent each type of MBTI. This addition will contribute to the data’s characteristics, enabling a more comprehensive gamification preferences analysis. Conducting experiments involving adaptive learning media to align gamification with personality-based preferences, ensuring that the gamification experiences align with personality-based preferences. Multiple groups with varying treatments can carry out experiments that validate gamification preferences.