The majority of user models in gamification are based on user’s gamer personality. However, the motivations driving individuals’ learning behavior differ from their motivations when playing. There is no evidence that learners’ experiences in gamified activities are described by these models. Thus, an alternative model capturing learners’ motivational experiences and relating them to the motivational mechanisms of gamification design is needed. To fill this gap we propose a context-specific typology which groups learners based on their type of motivation and perceived ability associated with a learning activity. The purpose of this proposal is to provide a framework for connecting each learner’s type to a set of motivational affordances to which that type is susceptible. Facilitating the task of selecting motivational affordances matching learner’s type aids the design of customized gamified learning.

中文翻译：

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学习者的游戏化学习

游戏化中的大多数用户模型都是基于用户的游戏玩家个性。然而，驱动个人学习行为的动机与他们玩耍时的动机不同。没有证据表明这些模型可以描述学习者在游戏化活动中的体验。因此，需要一种替代模型来捕捉学习者的动机体验并将其与游戏化设计的动机机制联系起来。为了填补这一空白，我们提出了一种特定于上下文的类型学，它根据与学习活动相关的动机类型和感知能力对学习者进行分组。该提案的目的是提供一个框架，将每个学习者的类型与该类型易受的一组动机可供性联系起来。