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Friday, July 10 • 12:00pm - 1:00pm
Gamification That Isn't Bullshit

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A Playful Class: Case-study Analysis of Gamified Course Design
Seann Dikkers, Amira Alkhawajah, Chris Hawks

Recently researchers of ‘gamified’, or ‘badgified’, classrooms are documenting promising increases in motivation and engagement using vocabulary swapping (Leach et. al, 2014), leaderboards (DeShutter & Abeele, 2014), and formative recognition strategies (Augilar, Homan & Fishman, 2013), yet these efforts retain core pedagogical designs of the traditional classroom. Gaming media leverages elements still foreign to classrooms settings; like ‘questing’, ‘adjusting play-style’, ‘voluntary competition’, ‘repeatable content’, ’strategy guides’, and ‘cheats’. How much more can engagement be amplified by embedding these features as pedagogical changes to traditional course designs? We present qualitative design-based research and supporting evidence from one course iteration. Participants reported increased motivation and engagement supported by time on task data, ‘help desk’ data, and an increase in average task completion to 66.2 per student. We conclude game-like elements further increase student motivation, engagement, and a striking investment of time.

Teaching as Designing: Creating Game-Inspired Classes
Jeffrey Holmes, Adam Ingram-Goble

Good teaching is a form of design. Yet, while there has been a significant increase in game-based learning approaches over the last decade, little work has been done to bridge the good pedagogical principles of games with a robust theory of teaching and course design. This paper describes the implementation of two “game-inspired” undergraduate courses which leveraged the conceptual and organizational principles of games to structure each course. While both courses established student roles aligned to content goals, one course emphasized collaboration structures and specialization, while the other iterated roles in the service of supporting a broader dispositional development. We argue that course design is one way of meaningfully orienting learners’ engagement with the course content and their own participation.

avatar for Dennis Ramirez

Dennis Ramirez

Technical Director, USC IMGD, Videogame Researcher

avatar for Seann Dikkers

Seann Dikkers

Education Department Chair, Bethel University
Seann Dikkers is an associate professor of Education at Bethel University. Formerly, Seann served fourteen years as a middle school teacher, high school principal, and researcher. Now he teaches, writes, and works with some amazing colleagues at Bethel. He studies exemplary teaching, learning design, and learning systems. His books include *Real-Time Research*, *Mobile Media Learning I and II*, and *TeacherCraft: Minecraft in the Classroom... Read More →
avatar for Scott Nicholson

Scott Nicholson

Associate Professor, Syracuse University School of Information Studies
Dr. Scott Nicholson is an Associate Professor at Syracuse University’s School of Information Studies and the Director of the Because Play Matters game lab. His areas of interest include meaningful gamification and the creation of transformative games for informal learning and training through participatory design. Dr. Nicholson is a published board game designer, wrote the book Everyone Plays at the Library, and was the host of the Web video... Read More →

Friday July 10, 2015 12:00pm - 1:00pm
Old Madison

Attendees (53)