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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
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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)
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Student background information
Data collected from 136 (out of 166) Year 2 students in three BA programmes Gender balanced
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EL completion and seminar attendance
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Performance in the gamified v. non-gamified condition
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Online learning engagement & course performance
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Gamification design framework
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Goals you want a gamified course to accomplish
What is this for? What defines success or failure? Be specific & concrete
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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
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Who’s going to use this?
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How will you motivate your players?
Engagement loops Progression loops
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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
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Moodle offers many tools!
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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
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References Chou, Y.K., Octalysis: Complete gamification framework. Yu-Kai Chou & Gamification. Werbach, K. and Hunter, D., For the win: How game thinking can revolutionize your business. Wharton Digital Press. Dicheva, D., Dichev, C., Agre, G., Angelova, G., Gamification in education: A systematic mapping study. Educational Technology & Society 18, Landers, R.N., Callan, R.C., Casual social games as serious games: The psychology of gamification in undergraduate education and employee training, Serious games and edutainment applications. Springer, pp
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