KaydedilenlerDerginizi ekleyin

Dergiler / International Journal of Assessment Tools in Education / 2018 / Cilt: 5 - Sayı: 3

Adaptation of the Gamification User Types Hexad Scale into Turkish

Özcan Erkan AKGÜN
Murat TOPAL
Sayfa
389–402
Yayın Tarihi
2022-10-19
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

It is recommended to use the translated scale in researchespecially on determining the effects of factors related to user types and ondesigning more affective gamification strategies.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:The aim of this study is to adapt the Gamification User TypesHexad Scale (GUTHS) created based on Marczewski’s(2015) user type hexadframework and validated by Tondello et al. (2016) into the Turkish context.The original scale consists of six dimensions, each of which has four items.The dimensions — and the user types that they refer to — are “Free spirit,”“Socializer,” “Achiever,” “Philanthropist,” “Player,” and “Disruptor.” It is themotive of this study that identifying and studying these user types may proveuseful for understanding the effects of gamification dynamics and mechanicsand assist in designing specific gamification techniques corresponding to eachuser type.
📊
Temel Bulgular & Veri:To verify the linguisticequivalence, both the Turkish and English versions were then administered to30 English Language Education (ELE) students.
💡
Sonuç & Katkı:It is recommended to use the translated scale in researchespecially on determining the effects of factors related to user types and ondesigning more affective gamification strategies.
🔬Tür:Araştırma Makalesi
📍Kapsam:2015 Verileri
⚙️Değişkenler:Alan Parametreleri

Abstract

The aim of this study is to adapt the Gamification User TypesHexad Scale (GUTHS) created based on Marczewski’s(2015) user type hexadframework and validated by Tondello et al. (2016) into the Turkish context.The original scale consists of six dimensions, each of which has four items.The dimensions — and the user types that they refer to — are “Free spirit,”“Socializer,” “Achiever,” “Philanthropist,” “Player,” and “Disruptor.” It is themotive of this study that identifying and studying these user types may proveuseful for understanding the effects of gamification dynamics and mechanicsand assist in designing specific gamification techniques corresponding to eachuser type. The adaptation of the instrument began with translation, continuedwith an examination of the linguistic equivalence, and finalized with analysesof validity and reliability. The scale items were initially translated by theresearchers. The translation was examined by seven experts with good Englishproficiency to finalize the Turkish version. To verify the linguisticequivalence, both the Turkish and English versions were then administered to30 English Language Education (ELE) students. The correlation findingsshowed a high degree of correlation between the Turkish and English versions.Next, the Turkish version was administered to 452 university studentsstudying at the Faculty of Education, Sakarya University, to check its validityand reliability. The results obtained from a confirmatory factor analysis andthe reliability analysis indicate that the Turkish version of the scale is validand reliable. It is recommended to use the translated scale in researchespecially on determining the effects of factors related to user types and ondesigning more affective gamification strategies.

🔖

Bu Makaleye Atıf Yap

AKGÜN, Ö. E., TOPAL, M. (2022). Adaptation of the Gamification User Types Hexad Scale into Turkish. International Journal of Assessment Tools in Education, Cilt: 5 - Sayı: 3, 389–402. https://ajindex.com/articles/540246

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (14)

  1. Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological bulletin, 88(3), 588-606.
  2. Bunchball (2010). Gamification 101: An Introduction to the Use of Game Dynamics to Influence Behavior [White paper]. Retrieved from http://www.bunchball.com/sites/default/files/downloads/gamification101.pdf.
  3. Büyüköztürk, Ş. (2012). Veri analizi el kitabı (17. Baskı). Ankara:
  4. Pegem Akademi. Byrne, B. M., & Campbell, T. L. (1999). Cross-cultural comparisons and the presumption of equivalent measurement and theoretical structure: A look beneath the surface. Journal of Cross-Cultural Psychology, 30(5), 555-574.
  5. Cho, E & Kim, S. (2015). Cronbach’s coefficient alpha: Well known but poorly understood. Organizational Research Methods, 18(2), 207-230.
  6. Chou, Y. (2015). Octalysis: Complete gamification framework-Yu-kai Chou. Octalysis media, Fremont. Deterding, S. (2012). Gamification: designing for motivation. Interactions, 19(4), 14-17.
  7. Deterding, S., Khaled, R., Nacke, L. E., & Dixon, D. (2011). Gamification: Toward a definition. CHI 2011 Gamification Workshop Proceedings, 12-15.
  8. Foucault, M., Blanc, X., Storey, M. A., Falleri, J. R., & Teyton, C. (2018). Gamification: a Game Changer for Managing Technical Debt? A Design Study. arXiv preprint arXiv:1802.02693. Retrieved from https://arxiv.org/pdf/1802.02693.
  9. Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of marketing research, 39-50.
  10. Gee, J. P. (2008). Learning and games. K. Salen (Ed.) The ecology of games: Connecting youth, games, and learning (John D. and Catherine T. MacArthur Foundation series on digital media and learning). Cambridge, MA: The MIT Press.
  11. Hamari, J., Koivisto, J., & Sarsa, H. (2014, January). Does gamification work?--a literature review of empirical studies on gamification. In System Sciences (HICSS), 2014 47th Hawaii International Conference on (pp. 3025-3034).
  12. IEEE. Johnson, L., Becker, S., Estrada, V., & Freeman, A. (2014). Horizon report: 2014 higher education. retrieved from http://cdn.nmc.org/media/2014-nmc-horizon-report-he-ENSC.pdf.
  13. Johnson, D., & Gardner, J. (2010, November). Personality, motivation and video games. In Proceedings of the 22nd Conference of the Computer-Human Interaction Special Interest Group of Australia on Computer-Human Interaction (pp. 276-279).
  14. ACM. Lee, J. J., & Hammer, J. (2011). Gamification in education: What, how,