Adaptation of Modified Gamification User Types Hexad Scale into Turkish - Validity and Reliability Study

Oct 15, 2026

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This study adapts “The Gamification User Types Hexad Scale” into Turkish, building on prior classification models of gamification user types introduced and revised by earlier researchers. Validity and reliability were evaluated using data from 330 university students. Confirmatory factor analysis indicated acceptable fit indices, and Cronbach’s alpha values for the factors fell within acceptable ranges. Results also showed significant mean score differences between the lower 27% and upper 27% groups for items and sub-factors.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Introduction

Gamification

Gamification in educational contexts

Gamification Design

Conditions for success and limitations

Adaptation of Modified Gamification User Types Scale into Turkish Necati Taşkın Ordu University, Turkey ORCID: 0000-0001-8519-6185 Ebru Kılıç Çakmak Gazi University, Turkey ORCID: 0000-0002-3459-6290 Received: 2 Jan 2020 Accepted: 21 Mar 2020 Abstract Marczewski (2015) has introduced a new classification model for different user types. Tondello et al. (2016) developed and later revised (Tondello et al., 2019) “The Gamification User Types Hexad Scale” based on this model. The aim of this study is to adapt this scale into Turkish. The validity and reliability study of the scale was conducted on 330 university students. Confirmatory factor analysis (CFA) on the model also showed that the fit indices were acceptable. The Cronbach’s alpha coefficients of the factors were also within the acceptable range. Additionally, it was found that there was a significant difference between the mean scores of the lower 27% and upper 27% groups for both the items and the sub-factor scores. As a result, it can be concluded that this valid and reliable scale composed of 24 items and 6 factors can be used as an effective tool in the gamification solutions considering the characteristics of the target group. Keywords: gamification, player/user types, scale adaptation, validity, reliability INTRODUCTION Game is a process continuing throughout human life. People start playing games in their early ages with freeplay activities and as growing they play rule-based games (Çelebi Öncü & Özbay, 2009; Thyssen, 2003) . The games that were played in different ways were reshaped in the focus of the computer and the internet. It is estimated that people spend approximately 11% of their free time on video games (Flamberg, 2018) . The widespread use of smartphones and the internet has led to the development of the digital game industry and the expansion of the players’ age range (GIM, 2019) . It has been reported that 94% of the users in Turkey play games at least once a week, while 53% of them play every day. The average playing time is 35 minutes per day (AdColony & Nielsen, 2019) . This evolution in the game industry influenced a large part of the society and made the games a natural part of human life (Schell, 2014) . Games have always been interesting to humans as they meet basic psychological needs (Przybylski, Rigby, & Ryan, 2010) . Many people who developed undisciplined actions against unpleasant situation present a surprising discipline when it comes to game play. Within this scope, games have important effects on keeping people busy for a long time, providing communication between players and building trust (Chou, 2016) . It is thought that the use of games in different contexts will provide solution to many situations when a reluctant participation occurs (McGonigal, 2011) . While in the early times games were used as entertainment tools, today they are seen as the perfect tools that can be used to create behavioral change (Observatory of Educational Innovation, 2016) . Thus, game designs have become valuable aspects so that they can be used to make non-game contexts more entertaining, more motivating and more engaging (Deterding, Khaled, Nacke, & Dixon, 2011) . Educational environments also benefit from games to attract the attention of students (Crisp, 2014) who want to see entertainment and learning as a reward (Aybat, 2017; Prensky, 2002) . In this sense, gamification is defined as the use of game design elements in non-game context (Deterding et al., 2011) offers important opportunities to make educational environments more exciting (Goehle & Wagaman, 2016; Hew, Huang, Chu, & Chiu, 2016; Kopcha, Ding, Neumann, & Choi, 2016) . Gamification Commercial applications of gamification have increased the participation of people in sales activities (Deterding, Dixon, Khaled & Nacke, 2011; Werbach & Hunter, 2012) . This allows customers to visit more shops to earn promotions, discounts and other rewards, or to receive mor

FAQs

What is the purpose of this study?

The study adapts the Gamification User Types Hexad Scale into Turkish and evaluates whether it functions as a valid and reliable measurement tool.

How was the scale’s validity and reliability tested?

The validity and reliability study was conducted with 330 university students, using confirmatory factor analysis and Cronbach’s alpha to assess fit and internal consistency.

What do the group-difference results show?

Significant differences were found between the mean scores of the lower 27% and upper 27% groups for both the items and the sub-factor scores.

Oct 15, 2026

Upload by nayy☆