Investigating the relationship between gamification, personality traits, and goal attainment in online postsecondary settings

Abstract

Though gamification has been found to improve motivation and achievement, it is important to recognize that no intervention influences all learners equally. The objective of this study was to identify the relationships between learners’ personality traits, perceived goal attainment, and their perception of badges and leaderboards to explore the effects of these critical influences on higher education online learning. This study’s framework was formed around Self Determination Theory (Deci & Ryan, 1985), The Big Five model of personality (Costa & McCrae, 1992), and Goal-Setting Theory (Latham & Locke, 1991) and addresses five critical research questions. Accordingly, this mixed-methods study collected data from one hundred fifty-six (n=156) students through surveys in a higher education online setting. Variables in this study included perceived goal attainment, perceptions of gamification elements (badges and leaderboards), and five personality traits: extraversion, neuroticism, conscientiousness, agreeableness, and openness. Three (n=3) participants were recruited for interviews. Quantitative results found four correlations between conscientiousness and perception of goal attainment, perception ofgamification (badging and leaderboards) and perception of goal attainment, perception of goal attainment and agreeableness, and perception of gamification (badging and leaderboards) and extraversion. Qualitative results found several main themes. This study yielded three major conclusions. First, conscientiousness is a possible predictor for goal attainment. Second, gamification is a supplement to engaging teaching. Third, the importance of mastery goals to support learning. These findings hold particular relevance for designers and instructors involved in the development and delivery of online postsecondary courses, as they emphasize the importance of integrating effective teaching strategies and understanding the learners they are working with. Conclusions drawn from this study may influence future research on instructional design and gamification implementation within a course.