Player Types: A Meta-synthesis

By Juho Hamari, Janne Tuunanen. Trans. Digit. Games Res. Assoc., 2014

348 citations recorded by the source corpus.

ToDIGRA publications are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 2.5 Generic License (http://creativecommons.org/licenses/by-nc-nd/2.5/).

Subfields: Developmental and Educational Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/a4fd78a8713f353ac3994f420b45c91ac6c87612

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Sociology and Political Science

Citations in the corpus

The Lens of Intrinsic Skill Atoms: A Method for Gameful Design (2015, methodology): “Third, Bartle’s (1996) typology, based on the unsystematic review of one bulletin board regarding one MUD, has been superseded by a plethora of alternative typologies, based on empirical studies with representative samples and rigorous methods (Hamari & Tuunanen, 2014).”
What is eSports and why do people watch it? (2017, background): “The first category is concerned with player types (Bartle, 1996; Hamari and Tuunanen, 2014), mentalities and orientations (Kallio et al., 2011).”
"Working out for likes": An empirical study on social influence in exercise gamification (2015, background): “Recognition Hernandez et al. (2011), Hsu and Lin (2008), Lin (2008), Lin and Bhattacherjee (2010) RECOG1 I feel good when my achievements in Fitocracy are noticed 0.”
A definition for gamification: anchoring gamification in the service marketing literature (2016, background): “This difference in outcome may arise, for example, from differences in the operant resources of the two users/players, such as skills (e.g., Hamari and Tuunanen 2014; Yee 2006).”
Why do people play games? A meta-analysis (2017, background): “…is getting longer: there are more different kinds of games available for a multitude of different platforms that cater for differing gaming needs (Hamari & Tuunanen 2014; Kallio et al. 2011; Yee 2006a; Yee 2006b), for widening audiences (Greenberg et al. 2010; Griffiths et al. 2003; Griffiths et…”
The Gamification User Types Hexad Scale (2016, methodology): “A more comprehensive review has been done by Hamari and Tuunanen [18].”
Measuring flow in gamification: Dispositional Flow Scale-2 (2014, background): “Other appeals of video games (see e.g. Hamari & Tuunanen, 2014; Yee, 2006 on gaming motivations), such as audiovisual immersion and stimuli that are commonly missing in the gamification context but often are an elemental aspect of video games.”
Serious Games and Gamification for Mental Health: Current Status and Promising Directions (2017, background): “Hamari J, Tuunanen J. Player types: a meta-synthesis.”
Does gamification affect brand engagement and equity? A study in online brand communities (2020, positive): “…translate differently to brand engagement and brand equity depending on the gaming history of consumers (Bittner & Schipper, 2014), what kinds of players they are (Robson et al., 2016), and how their interactions relate to their demographic factors such as age and gender (Koivisto & Hamari, 2014).”
Demographic differences in perceived benefits from gamification (2014, background): “However, the relationship of personality traits (McCrae & John, 1992) – and in the field of game studies, player types (Hamari & Tuunanen, 2014; Yee, 2007) – to gamification should be studied as well, for better understanding of the psychological outcomes that gamification produces and that attract…”
Do badges increase user activity? A field experiment on the effects of gamification (2017, background): “Therefore, future research could also consider the moderating role of, for example, personality differences (McCrae & John, 1992) and player types (Hamari & Tuunanen, 2014; Yee, 2006) on the use and experiences of gamification initiatives.”
Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning (2016, background): “Therefore, further studies could investigate the moderating role of, for example, personality differences (McCrae & John, 1992) and playing orientations (Yee, 2006; Hamari & Tuunanen, 2014).”