Desvendando as mentes dos jogadores: utilizando a escala Hexad para identificar preferências de gamificação no ensino de arquitetura de software

Abstract

Gamification in education promotes benefits in student engagement, performance, and motivation. However, its results may vary according to different player profiles. This makes it important to investigate the relationship between different gamification strategies and the profiles of those participating in the experience. This study investigated the impact of a gamification strategy applied to the teaching of Software Architecture, based on the identification of player profiles according to the HEXAD Scale, which categorizes individuals into six player types: Socializer, Philanthropist, Achiever, Free Spirit, Disruptor, and Player. The experience reported in this article took place during the 2024.2 academic semester. Students participated in various activities integrated into the course curriculum and received badges as a form of recognition for their performance and engagement. Each student used an individual card to track their progress, allowing continuous monitoring of their development. The adopted methodology was quantitative-descriptive in nature, with data analysis based on structured questionnaires and classroom observations. The results revealed a predominance of the Achiever profile, present in approximately 40% of participants. This profile is characterized by intrinsic motivation focused on overcoming challenges and achieving goals, aligning with gamified design elements that emphasize progress, clear goals, and immediate feedback. Correlation analysis indicated that the Socializer and Philanthropist profiles achieved high levels of engagement and perceived value, while the Player profile showed lower performance and engagement, possibly due to the absence of attractive external rewards.