# Validation of the Player Personality and Dynamics Scale
## 4 Discussion  
The identification of profiles provided by the Player Personality and Dynamics Scale in the context of narrative-based gamification offers a significant strategic advantage when designing personalized educational experiences and collaborative work dynamics. Gamification relies on motivating students through mechanics and narratives that capture their interest, and the identification of these profiles allows for the experience to be adjusted in ways that improve both learning outcomes and group interaction. The creation of a player profile scale for narrative gamification in educational settings is grounded in a thorough review of previous player typology models, such as the Trojan Player Typology [25], and [PERSON]'s model [5]; other lesser-known scales like BrainHex [2], the Online Player Type Scale (OTPS) [29], and the Gameplay Activity Inventory GAIN [30]; and more recent studies that expand the classical understanding of player motivations, behaviors, and styles--factors that directly influence the structure and effectiveness of narrative-based gamification in the classroom. The Player Personality and Dynamics Scale introduces five profiles, each designed to capture the diversity of player interactions and motivations within educational gamification environments. When compared with previously cited scales, we find both points of convergence and expansions upon earlier classifications. For instance, the Tryhard Profile shares similarities with [PERSON]'s \"Achievers,\" as both emphasize overcoming challenges and pursuing high performance. However, the Tryhard Profile broadens this perspective by including the exploitation of system flaws to optimize one's experience. Similarly, the Aesthetic Profile, with its focus on design and storytelling, mirrors [PERSON]'s \"Explorer\" and the \"Narrative\" category in BrainHex, but goes further by emphasizing the visual immersion and lore as key motivational components. On the other hand, the Toxic Profile and Joker Profile reflect dimensions that are less frequently addressed in previous scales. While the Trojan Player Typology refers to intense competitive behaviors, the Toxic Profile in our scale specifically defines emotional reactivity and disruptive conduct during gameplay, offering a lens that can be especially useful for managing behavior in educational contexts. Rather than functioning as rigid behavioral labels, the Toxic and Joker Profiles are designed as narrative and pedagogical tools. The Toxic Profile does not imply a clinical or pathological category but rather flags high emotional reactivity, which can be addressed through story-based self-regulation strategies. The Joker Profile, often misunderstood as merely chaotic, can be reimagined as a creative and socializing agent when aligned with roles that encourage comic relief or imaginative expression. In this sense, both profiles serve as adaptive levers for tailoring narrative arcs and team roles within gamified learning environments. The Coacher Profile shares elements with [PERSON]'s \"Socializer\" and the collaborative, strategy-focused profiles in the OTPS, but it adds a distinct layer of mentorship and performance optimization, highlighting the importance of helping others and conducting post-game analysis. This unique focus on development and support within gamified learning environments positions the Player Personality and Dynamics Scale as a robust tool for personalizing classroom dynamics, addressing both individual performance and social interaction. At this point, a key question arises: how can the profiles identified by the Player Personality and Dynamics Scale be applied to narrative gamification? Identifying students with a Toxic Profile allows for the implementation of narrative elements that redirect their energy toward more constructive activities--an approach that contrasts with more traditional scales, which tend to classify players based on motivation or social role.