Özet:

Gamified learning environments interact with individuals in the context of the game through the components, mechanics, and dynamics it contains. Also, these environments are expected to provide the effective and efficient learning experiences required by the learning domain. In this context, it is necessary to design environments where players/learners will not be disengaged from the gamification environment but can learn effectively. In other words, gamified learning environments should adapt to individual characteristics both within the framework of play and learning. At this point, common denominators and features in the context of play and learning should be investigated and revealed. In this study, the learning characteristics of the player types were tried to be determined. For this purpose, we conducted a survey study which we tried to determine the relationship and differences between dominant player type (Bartle) and some individual characteristics such as gender, score type and dominant learning style (Kolb) of 326 higher education students. According to the results of the study, it was found that there was a significant relationship with gender in the distribution of player types. It is seen that male students are more likely to be killer and explorer, while female students tend to be more socializer and achiever. Female students are greatly distributed in socializer. On the other hand, it is seen that there is no significant difference between the distribution of player types and student placement score type and learning styles. However, in correlation analysis, it is seen positive relationship between explorers and the abstract conceptualization dimension

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