1. 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

2. Insert video clip:

4. 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)

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

7. EL completion and seminar attendance

8. Performance in the gamified v. non-gamified condition

9. Online learning engagement & course performance

10. Gamification design framework

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

12. 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

13. Who’s going to use this?

14. How will you motivate your players?
Engagement loops
Progression loops

15. 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

16. Moodle offers many tools!

17. 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

18. 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