Mastery Learning as Gamification: Level-Up Through High-Transparency Assessments.
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| Title: | Mastery Learning as Gamification: Level-Up Through High-Transparency Assessments. |
|---|---|
| Authors: | Sindre, Guttorm1 guttorm.sindre@ntnu.no, Kolås, Line2 line.kolas@nord.no |
| Source: | Proceedings of the European Conference on Games Based Learning. 2025, Vol. 19 Issue 2, p789-797. 9p. |
| Subject Terms: | *Gamification, *Mastery learning, *Instructional systems design, *Student engagement, *Self-managed learning (Personnel management), *Teaching methods, *STEM education, *Educational evaluation |
| Company/Entity: | Norges teknisk-naturvitenskapelige universitet |
| Abstract: | Self-paced mastery learning aims to give the students more autonomy over their own learning process. Typically, such course designs have many lesser tests during the semester rather than one big exam. This pattern of repeated passing of obstacles and gradual level-up resembles a gamified approach to learning. An interesting question is to what extent a selfpaced mastery learning course can be considered gamified even in cases where it does not aim to be entertaining. This paper makes a case study of an introductory programming course for first-year STEM teacher students at NTNU, Norway. The course is analyzed through the lens of gamification, using the Learning Mechanics - Game Mechanics (LM-GM) model. Relating this to student satisfaction and performance data indicates that there are many gamification-related aspects of such a course, contributing positively to student engagement. This paper provides a better understanding of how self-paced mastery learning can be considered a gamified course design and a promising approach for those looking to incorporate more explicit game elements into a course. Additionally, it shows how self-paced mastery learning could be an interesting pedagogical strategy for gamifying traditional higher education settings, especially focusing on affordances related to achievement / progression as well as social affordances. [ABSTRACT FROM AUTHOR] |
| Copyright of Proceedings of the European Conference on Games Based Learning is the property of Academic Conferences & Publishing International Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 188969551 AccessLevel: 6 PubType: Conference PubTypeId: conference PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Mastery Learning as Gamification: Level-Up Through High-Transparency Assessments. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Sindre%2C+Guttorm%22">Sindre, Guttorm</searchLink><relatesTo>1</relatesTo><i> guttorm.sindre@ntnu.no</i><br /><searchLink fieldCode="AR" term="%22Kolås%2C+Line%22">Kolås, Line</searchLink><relatesTo>2</relatesTo><i> line.kolas@nord.no</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Proceedings+of+the+European+Conference+on+Games+Based+Learning%22">Proceedings of the European Conference on Games Based Learning</searchLink>. 2025, Vol. 19 Issue 2, p789-797. 9p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Gamification%22">Gamification</searchLink><br />*<searchLink fieldCode="DE" term="%22Mastery+learning%22">Mastery learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Instructional+systems+design%22">Instructional systems design</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-managed+learning+%28Personnel+management%29%22">Self-managed learning (Personnel management)</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+evaluation%22">Educational evaluation</searchLink> – Name: SubjectCompany Label: Company/Entity Group: Su Data: <searchLink fieldCode="DE" term="%22Norges+teknisk-naturvitenskapelige+universitet%22">Norges teknisk-naturvitenskapelige universitet</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Self-paced mastery learning aims to give the students more autonomy over their own learning process. Typically, such course designs have many lesser tests during the semester rather than one big exam. This pattern of repeated passing of obstacles and gradual level-up resembles a gamified approach to learning. An interesting question is to what extent a selfpaced mastery learning course can be considered gamified even in cases where it does not aim to be entertaining. This paper makes a case study of an introductory programming course for first-year STEM teacher students at NTNU, Norway. The course is analyzed through the lens of gamification, using the Learning Mechanics - Game Mechanics (LM-GM) model. Relating this to student satisfaction and performance data indicates that there are many gamification-related aspects of such a course, contributing positively to student engagement. This paper provides a better understanding of how self-paced mastery learning can be considered a gamified course design and a promising approach for those looking to incorporate more explicit game elements into a course. Additionally, it shows how self-paced mastery learning could be an interesting pedagogical strategy for gamifying traditional higher education settings, especially focusing on affordances related to achievement / progression as well as social affordances. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Proceedings of the European Conference on Games Based Learning is the property of Academic Conferences & Publishing International Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.34190/ecgbl.19.2.3963 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 789 Subjects: – SubjectFull: Gamification Type: general – SubjectFull: Mastery learning Type: general – SubjectFull: Instructional systems design Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Self-managed learning (Personnel management) Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: STEM education Type: general – SubjectFull: Educational evaluation Type: general – SubjectFull: Norges teknisk-naturvitenskapelige universitet Type: general Titles: – TitleFull: Mastery Learning as Gamification: Level-Up Through High-Transparency Assessments. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Sindre, Guttorm – PersonEntity: Name: NameFull: Kolås, Line IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 20490992 Numbering: – Type: volume Value: 19 – Type: issue Value: 2 Titles: – TitleFull: Proceedings of the European Conference on Games Based Learning Type: main |
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