Crystal Tsay Alexander Kofinas Jing Luo

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Presentation transcript:

Crystal Tsay Alexander Kofinas Jing Luo Designing a gamified course for enhancement of student learning experience Educational gamification, i.e., the application of game mechanics and elements in an educational context (Deterding et al., 2011) Crystal Tsay Alexander Kofinas Jing Luo

Insert video clip: https://www.youtube.com/watch?v=7HiZSyIi_6o&feature=youtu.be

Educational gamification Motivational affordance Psychological outcomes Behavioural outcomes Using game design elements & thinking in educational contexts. Goals Challenges Customisation Progress Feedback Competition Cooperation Visible status Content unlocking (access) Freedom of choice Freedom to fail Storytelling New identities Time restriction Competence Autonomy Relatedness Self-efficacy Motivation Satisfaction Co-creation of knowledge Expression of individuality Engagement Performance Adapted from Landers and Callan (2011) & Dicheva et al. (2015)

Student background information Data collected from 136 (out of 166) Year 2 students in three BA programmes Gender balanced

EL completion and seminar attendance

Performance in the gamified v. non-gamified condition

Online learning engagement & course performance

Gamification design framework

Goals you want a gamified course to accomplish What is this for? What defines success or failure? Be specific & concrete

What do you want your players to do (in each phase of their journeys)? Watch xxx Do xxx Read xxx Discovery Invite xxx Visit xxx Onboarding Post xxx Submit xxx Take xxx Scaffolding End game

Who’s going to use this?

How will you motivate your players? Engagement loops Progression loops

How would your game function without extrinsic rewards? Easy fun: surprising events Hard fun: challenges People fun: know new people Serious fun: design one’s own learning plan/goals

Moodle offers many tools!

Designing courses through gamification Challenges Opportunities Heavy admin work Change champion Technical constraints Insufficient Moodle analytics User qualities Diverse backgrounds Acceptance of technology Priority of courses Student-centered learning Flipped classroom Reach out to learners with diverse needs Enhance learning flexibility Empower learner (autonomy) Adequate tech support Quantity and quality of learning

References Chou, Y.K., 2013. Octalysis: Complete gamification framework. Yu-Kai Chou & Gamification. Werbach, K. and Hunter, D., 2012. For the win: How game thinking can revolutionize your business. Wharton Digital Press. Dicheva, D., Dichev, C., Agre, G., Angelova, G., 2015. Gamification in education: A systematic mapping study. Educational Technology & Society 18, 1-14. Landers, R.N., Callan, R.C., 2011. Casual social games as serious games: The psychology of gamification in undergraduate education and employee training, Serious games and edutainment applications. Springer, pp. 399-423.