How Hexad Player Types Affect Student Behaviour in Three Versions of a Peer-Quizzing Game

In recent years, game-based learning has gained significant attention as an engaging and effective approach to promoting knowledge acquisition and retention. Among various game mechanics, peer quizzing fosters active participation, social interaction, and friendly competition among learners. However, understanding individual preferences and behaviours within this class of educational games setting remains unexplored. Our study investigates how student player types influence their behaviour preferences in three versions of a peer-quizzing game, which differ in the type of support provided to the students. We recruited 136 students from a first-year programming language course. We divided the participants into three groups: two with different supports and one group without support. In the pre-study survey, we collected demographic information about the participants and their Hexad player type. The students played the peer-quizzing game during the academic term, challenging each other to answer questions related to the material taught in the course. We present the findings from the game activity data collected from the students’ gameplay through the lens of their Hexad player types. Our findings show that different supports influence different player types differently.