The impact of higher education students’ personality traits on susceptibility to specific gamification elements
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Abstract
This research aims to determine if higher education students with certain personality traits are susceptible to specific gamification elements in education like points, levels, rewards, and others. A quantitative survey was carried out with a sample of 382 students from the Faculty of Organizational Sciences, University of Maribor, Slovenia. A 10-term measure of the Five-Factor Model (FFM) called the Ten Item Personality Measure (TIPI) was used. Descriptive statistics were used for analyses of collected data. Based on sample means, t-tests were performed to compare population means for statements of gamification elements between groups. This research's significant findings reveal that students with specific personality traits are more susceptible to particular elements of gamification. For example, students with high expressed extraversion are more susceptible to elements like immediate feedback, verbal praises from the professors, regular progress, teamwork, and constant challenges. The research contributes to a more in-depth understanding of gamification elements and is valuable for practical application.
Keywords: Big Five inventory; gamification; gamification elements; higher education; personality traits.
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