Degree Name
MS (Master of Science)
Program
Information Systems
Date of Award
5-2026
Committee Chair or Co-Chairs
Chelsie Dubay
Committee Members
Todd Emma, Tahsin Rezwana
Abstract
Motivation is a key driver of student engagement and persistence, helping learners navigate academic challenges in higher education. Gamification, the use of game-like elements in non-game contexts, is a common strategy to enhance motivation in learning. This study examines the alignment between users’ self-identified Hexad types and their observed behaviors during gameplay. Using a qualitative approach, data were collected through the Hexad survey, semi-structured interviews, and observation of gameplay sessions in Baldur’s Gate 3. Findings show limited alignment, with only half of participants’ reported types matching their behaviors. While most identified as Achievers, their actions more often reflected Player and Free Spirit tendencies. Free Spirit motivations, such as exploration and narrative engagement, were linked to stronger persistence, whereas reward-driven Player behaviors showed more variable engagement. These results suggest motivation is dynamic and context-dependent, highlighting the need to design gamification based on observed behavior rather than self-reports.
Document Type
Thesis - embargo
Recommended Citation
Ghimire, Prinsa, "Perceptions and Behaviour in Gameplay: A Qualitative Study of Self-Reported vs. Observed Engagement through Gamification User Types Hexad Scale" (2026). Electronic Theses and Dissertations. Paper 4652. https://dc.etsu.edu/etd/4652
Copyright
Copyright by the authors.
Included in
Game Design Commons, Graphics and Human Computer Interfaces Commons, Human Factors Psychology Commons
