This paper is in the following e-collection/theme issue:

Serious Games for Education (153) Training Tools for Medical Students (132) Theoretical Foundations and Frameworks on Games and Gamification (41) Games for Medical Education and Training (96) Serious Games for Health and Medicine (692) Gamification (129)

Published on in Vol 10, No 2 (2022): Apr-Jun

Preprints (earlier versions) of this paper are available at https://preprints.jmir.org/preprint/30464, first published .
Identifying Player Types to Tailor Game-Based Learning Design to Learners: Cross-sectional Survey using Q Methodology

Identifying Player Types to Tailor Game-Based Learning Design to Learners: Cross-sectional Survey using Q Methodology

Identifying Player Types to Tailor Game-Based Learning Design to Learners: Cross-sectional Survey using Q Methodology

Authors of this article:

A E J Van Gaalen1 Author Orcid Image ;   J Schönrock-Adema2 Author Orcid Image ;   R J Renken3 Author Orcid Image ;   A D C Jaarsma2, 4 Author Orcid Image ;   J R Georgiadis1 Author Orcid Image
Article Authors Cited by (6) Tweetations (2) Metrics

Journals

  1. Moro C, Phelps C, Birt J. Improving serious games by crowdsourcing feedback from the STEAM online gaming community. The Internet and Higher Education 2022;55:100874 View
  2. Moradi M, Mahdavinasab Y, Mehrvarz M. Adapting player styles to enhance learning and retention in high school science education. E-Learning and Digital Media 2024 View
  3. Brandl L, Schrader A. Student Player Types in Higher Education—Trial and Clustering Analyses. Education Sciences 2024;14(4):352 View
  4. Huang W, Wang T, Tong Y. The effect of gamified project-based learning with AIGC in information literacy education. Innovations in Education and Teaching International 2024:1 View

Books/Policy Documents

  1. Kiron N, Vassileva J. Learning and Collaboration Technologies. View