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tered speech to a conversation, where the students ex-
plored the new topics.
The results have to be interpreted with caution.
On the first glance one can summarize that the intro-
duction of gamification in the second semester lead to
the improvements of grades and active cooperation in
class. But there are also various other factors to con-
sider. First, the teacher was new both in school and
in class and students need time to adapt to a teaching
style. Furthermore, most of the students’ grades in-
crease towards summer, because they want good end
results.
6 CONCLUSION AND OUTLOOK
In summary, it can be stated that there is no one-size-
fits all design for the successful installation of gamifi-
cation into a lesson. Diverse player types have various
traits and react different to the used game elements.
Pedro et al. show that game mechanics in a par-
ticular game have different effects for students with
different genders (Pedro et al., 2015). They stud-
ied female and male students in standard educational
systems versus virtual learning environments (VLE).
While girls felt more pressure during the the gamified
lessons, boys were more motivated and received bet-
ter scores compared to the standard educational sys-
tem. Overall, one can summarize that in educational
context it is important to consider gender differences
to draw better conclusions about the impact on mo-
tivation and learning (Pedro et al., 2015). There was
not a single female student in both of the classes of the
pilot study. This is why in future research we have to
concentrate on female students as well.
As it turned out, the concepts of gamification
helped this particular class in the pilot study to en-
hance their grades. The next step will be the evalu-
ation of the “BrainHex” player types and the possi-
ble correlation of the player type and the educational
achievements of the corresponding student. Further-
more, it is planned to take a closer look at the sec-
ond group of the pilot phase as well. Those students
had their lesson just once a week and the group was
significant smaller. A detailed analysis of their par-
ticipation in class and grades, as well as the compar-
ison of both groups may provide further information
of how flexible the applied gamification platform and
game elements are and how they perform on different
player types.
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