The examination of gamification user types, motivation and academic achievement in open and distance learning

The rapid development in information and communication technologies (ICT) and the concept of lifelong learning having come into prominence within the last few decades have increased the need and demand for Open and Distance Learning (ODL). However, this increase has been followed by the decrease in learner motivation and high dropout rates within the system. In order to promote learner motivation and the sustainability of learning in the context of ODL, gamification, using game design elements in non-game contexts, is offered as a solution. To this end, the general purpose of the study is to examine the Gamification User Types Hexad and its possible relation with the related variables (intrinsic motivation, general academic achievement, gamification experience, game mode and demographic features) in the context of ODL. The study was designed as quantitative correlational research. The participants of the research were 2292 learners studying at Anadolu University, Open and Distance Education System in 2018-2019 fall term. "Intrinsic Motivation in e-Learning Scale" was conducted online to determine the level of intrinsic motivation of distance learners. Furthermore, "The Gamification User Types Hexad Scale" was also administered online to investigate learners' gamification user types in the Hexad Framework. The findings indicate that Philanthropists, Achievers and Free Spirits with the highest average scores are the most common gamification user types, followed by Socialisers and Players with slightly lower average scores. However, Distruptors are the least prevalent Hexad user type with the lowest average. Moreover, analysis carried out suggests that although the level of intrinsic motivation of distance learners could be considered high, there is no statistically significant relationship between the learners' motivation and grade point average (GPA). Hierarchical regression analysis reveals that in Step 1, all gamification user types significantly predict the learners' GPA. However, when learners' ages, gamification experience and other variables are forced into the equation, only Philanthropists and Free Spirits predict the academic achievement positively; whereas, Disruptors and Soci negatively. Achievers and Players do not make a statistically significant contribution to the equation. Furthermore, the data show that some gamification user types differentiate according to the gender, age, gamification experience and game mode preferences of the learners. Keywords: Open and distance learning, distance education, gamification, gamification user types Hexad, motivation, academic achievement.