User profiling is a relevant research topic in both video games and educational software development. For the former, it helps to provide a more enjoyable experience that is tailored to users' preferences; for the latter, it aims to provide a learning environment that adapts to subjects' abilities, disabilities or learning preferences. The aim of this paper is to combine both approaches in order to create a model that accounts for both cognitive and emotional needs of the subjects, and that provides an environment where they feel immersed, empowered, motivated and willing to learn. Because people have different learning styles, needs and preferences, their motivation to play video games, their behaviour and their learning strategies can differ significantly. Unless these singularities are acknowledged, learning benefits on the part of the learner could vary greatly. Although several educational video games were based on Intelligent Tutoring Systems (ITSs), that included a flexible approach to learning and that adapted the educational strategies to learners' skills, very few researchers have tried and managed to model players' behaviours and learning preferences in video games. This paper presents an ongoing quantitative study that aims to profile gamers based on their personality traits. It is based on an online survey carried out with 33 subjects aged between 18 and 44. This survey includes four parts, each of them assess personality traits, motivation for playing video games, emotions sought while playing, preferred features and learning strategies. Following data collection, a correlation analysis was carried out in order to identify significant links between personality traits, in the light of the Big-5 model, and other factors that can affect learning and emotions in serious games. Significant correlations were identified suggesting that the Big-Five model could be used for user profiling in video games in order to increase both learning outcomes and motivation.