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Analysis of institutional authors

Rubio-Andrada LAuthorSacha GmCorresponding Author

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March 24, 2023
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Gamification Based on User Types: When and Where It Is Worth Applying

Publicated to:Applied Sciences-Basel. 13 (4): e2269 - 2023-02-01 13(4), DOI: 10.3390/app13042269

Authors: Subirats, Laia; Nousiainen, Tuula; Hooda, Apoorwa; Rubio-Andrada, Luis; Fort, Santi; Vesisenaho, Mikko; Sacha, G M

Affiliations

Eurecat Ctr Tecnol Catalunya, Training Dept, C-Bilbao, 72, Barcelona 08005, Spain - Author
Eurecat, Technology Centre of Catalonia - Author
Eurecat, Technology Centre of Catalonia , Universitat Oberta de Catalunya - Author
Univ Autonoma Madrid, Escuela Politecn Super, Ciudad Univ Cantoblanco, Madrid 28049, Spain - Author
Univ Autonoma Madrid, Fac Ciencias Econ & Empresariales, Ciudad Univ Cantoblanco, Madrid 28049, Spain - Author
Univ Jyvaskyla, Dept Teacher Educ, POB 35, Jyvaskyla 40014, Finland - Author
Univ Jyvaskyla, Fac Educ & Psychol, POB 35, Jyvaskyla 40014, Finland - Author
Univ Jyvaskyla, Student & Acad Serv, POB 35, Jyvaskyla 40014, Finland - Author
Univ Oberta Catalunya, ADaS Lab, 156, Barcelona 08018, Rambla Poblenou, Spain - Author
Universidad Autónoma de Madrid - Author
University of Jyväskylä - Author
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Abstract

Students’ motivation is one of the most relevant factors when improving the quality of the learning process. In this context, gamification is a powerful tool for increasing motivation at all levels of teaching. Since gamification methodologies can be applied in many different ways, personalizing gamified activities as a function of gamification user types is a promising strategy. Knowing the user types is also an advantage to understand the nature of learners in the class. In this article, we present the findings from several pilot exercises, where we identified gamification user types among students from Spain and Finland, analyzing their prevalence as a function of age, gender, country, and field of study. We also designed a gamification experience where activities were designed to fit the preferences of different user types. From these pilot experiences, we found that gamification user types are only relevant when other variables, such as the difficulty of the tasks or the presence of students who do not work well in groups, are not present. Based on our findings, we conclude that distance learning and subjects where previous knowledge is not present are good choices when gamifying a subject.

Keywords

higher educationrewardsuser typesGamificationHigher educationIntrinsic motivationUser types

Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

The work has been published in the journal Applied Sciences-Basel due to its progression and the good impact it has achieved in recent years, according to the agency WoS (JCR), it has become a reference in its field. In the year of publication of the work, 2023, it was in position 44/181, thus managing to position itself as a Q1 (Primer Cuartil), in the category Engineering, Multidisciplinary.

From a relative perspective, and based on the normalized impact indicator calculated from the Field Citation Ratio (FCR) of the Dimensions source, it yields a value of: 5.09, which indicates that, compared to works in the same discipline and in the same year of publication, it ranks as a work cited above average. (source consulted: Dimensions Aug 2025)

Specifically, and according to different indexing agencies, this work has accumulated citations as of 2025-08-02, the following number of citations:

  • WoS: 1
  • Scopus: 4
  • Google Scholar: 7

Impact and social visibility

From the perspective of influence or social adoption, and based on metrics associated with mentions and interactions provided by agencies specializing in calculating the so-called "Alternative or Social Metrics," we can highlight as of 2025-08-02:

  • The use, from an academic perspective evidenced by the Altmetric agency indicator referring to aggregations made by the personal bibliographic manager Mendeley, gives us a total of: 55.
  • The use of this contribution in bookmarks, code forks, additions to favorite lists for recurrent reading, as well as general views, indicates that someone is using the publication as a basis for their current work. This may be a notable indicator of future more formal and academic citations. This claim is supported by the result of the "Capture" indicator, which yields a total of: 85 (PlumX).

With a more dissemination-oriented intent and targeting more general audiences, we can observe other more global scores such as:

  • The Total Score from Altmetric: 1.

It is essential to present evidence supporting full alignment with institutional principles and guidelines on Open Science and the Conservation and Dissemination of Intellectual Heritage. A clear example of this is:

  • The work has been submitted to a journal whose editorial policy allows open Open Access publication.
  • Assignment of a Handle/URN as an identifier within the deposit in the Institutional Repository: https://repositorio.uam.es/handle/10486/718692

Leadership analysis of institutional authors

This work has been carried out with international collaboration, specifically with researchers from: Finland.

There is a significant leadership presence as some of the institution’s authors appear as the first or last signer, detailed as follows: Last Author (GOMEZ MOÑIVAS, SACHA).

the author responsible for correspondence tasks has been GOMEZ MOÑIVAS, SACHA.