Swords and sorcery: a structural gamification framework for higher education using role-playing game elements
Abstract
Students attend the first sessions of your units and then disappear, some of them forever, and some of them have no clue what is going on or they work for other units’ assessments. When it comes to providing them with formative assessment, it is not always well received as it is perceived as extra work. The purpose of this article is to define a gamification framework based on structural gamification that focuses on that weak part of your cohorts that do not engage as much, and it does that in a great way, as it embeds video game rules and role-playing into the curriculum. This is achieved through implementing game elements to the entire second-year cohort (N = 34) of computer game development students, in the unit ‘Engineering Software Systems’. The goal is to motivate and engage the at-risk students of the cohort with lower activity, attendance and involvement in the unit.
Downloads
References
Barata, G., et al., (2013) Improving Participation and Learning with Gamification, International Conference on Gameful Design, Research, and Applications, Stratford, ON, Canada. https://doi.org/10.1145/2583008.2583010
Black, P. & Wiliam, D. (1998) Inside the Black Box, King’s College of London, London.
Caton, H. & Greenhill, D. (2013) The Effects of Gamification on Student Attendance and Team Performance in a Third-Year Undergraduate Game Production Module, s.l., s.n.
Cherry, K. (2018) ‘Extrinsic vs. intrinsic motivation: what’s the difference?’, [online] Verywell Mind. Available at: https://www.verywellmind.com/differencesbetween-extrinsic-and-intrinsic-motivation-2795384
Compte, O. & Postlewaite, A. (2004) Confidence-enhanced performance. American Economic Review, vol. 94, no. 5, pp. 1536–1557. https://doi.org/10.1257/0002828043052204
De Byl, P. (2012) Can Digital Natives Level-Up in a Gamified Curriculum?, Australasian Society for Computers in Learning in Tertiary Education, s.l.
Deci, L. E., et al., (1991) ‘Motivation and education: the self-determination perspective’, Educational Psychologist, vol. 26, no. 3&4, pp. 325–346. https://doi.org/10.1080/00461520.1991.9653137
Deterding, S., et al., (2011) From Game Design Elements to Gamefulness: Defining ‘Gamification’, ACM, Tampere, Finland.
El-Telbany, O. & Elragal, A. (2017) ‘Gamification of enterprise systems: A lifecycle approach’, Procedia Computer Science, vol. 121, pp. 106–114. https://doi.org/10.1016/j.procs.2017.11.015
Gygax, G. & Arneson D. (1974) Dungeons and Dragons, 1st edn, Lake Geneva, Winsconsin, United States: Tactical Studies Rules, Inc, Wizards of the Coast.
Hakulinen, L., Auvinen, T. & Korhonen, A. (2015) ‘The effect of achievement badges on students’ behavior: an empirical study in a university-level computer science course’, International Journal of Emerging Technologies in Learning, vol. 10, no. 1, pp. 18–29. https://doi.org/10.3991/ijet.v10i1.4221
Jackson, M. (2016) Gamification Elements to Use for Learning, Enspire, [online] Available at: https://trainingindustry.com/content/uploads/2017/07/enspire_cs_gamification_2016.pdf
Kapp, K. (2012) The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education, John Wiley & Sons, s.l.
Kapp, K. (2013) ‘Two types of #Gamification’, Karl Kapp, [online] Karlkapp.com. Available at: http://karlkapp.com/two-types-of-gamification/
Leong, B. & Yanjie, L. (2011) Application of Game Mechanics to Improve Student Engagement, International Conference on Teaching and Learning in Higher Education, Singapore.
Nicol, D. & Macfarlane-Dick, D. (2006) ‘Formative assessment and self-regulated learning: a model and seven principles of good feedback practice’, Studies in Higher Education, vol. 31, no. 2, pp. 199–218. https://doi.org/10.1080/03075070600572090
O'Donovan, S., Gain, J. & Marais, P. (2013) A Case Study in the Gamification of a University-level Games Development Course, South African Institute for Computer Scientists and Information Technologists Conference, East London.
Ryan, R. & Deci, E. (2000) ‘Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being’, American Psychologist, vol. 55, no. 1, pp. 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Sheldon, L. (2011) The Multiplayer Classroom: Designing Coursework as a Game, 1st edn, Cengage Learning PTR, s.l.
Straub, J. (2018) ‘Advergaming: The advertising value video games can offer’, [online] Blog.printsome.com. Available at: https://blog.printsome.com/advergaming-what-it-is-and-how-small-companies-can-use-it/
Topirceanu, A. (2017) Gamified Learning: A Role-Playing Approach to Increase Student In-Class Motivation, Elsevier, Marseilles, France.
Wiliam, D., et al., (2004) ‘Teachers developing assessment for learning: impact on student achievement’, Assessment in Education: Principles, Policy & Practice, vol. 11, no. 1, pp. 49–65. https://doi.org/10.1080/0969594042000208994
Young, S., Young, D. & Young, L. (2013). Classcraft. [online] Available at: https://www.classcraft.com.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors contributing to Research in Learning Technology retain the copyright of their article and at the same time agree to publish their articles under the terms of the Creative Commons CC-BY 4.0 License (http://creativecommons.org/licenses/by/4.0/) allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that appropriate credit is given, that a link to the license is provided, and that you indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
_0%20(002).jpg)
.png){kind=spacer}
