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Gamification Strategies in a Hybrid Exemplary College Course

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Title: Gamification Strategies in a Hybrid Exemplary College Course
Language: English
Authors: Machajewski, Szymon
Source: International Journal of Educational Technology. 2017 4(3):1-16.
Availability: International Society for Educational Technology. e-mail: educationaltechnologynet@gmail.com; Web site: https://educationaltechnology.net/ijet/index.php/ijet
Peer Reviewed: Y
Page Count: 16
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Descriptors: Higher Education, Educational Technology, Technology Uses in Education, Educational Games, Program Evaluation, Telecommunications, Integrated Learning Systems, Social Media, Game Theory, Blended Learning, Scoring Rubrics, College Students, Assignments, Grades (Scholastic), Attendance
Geographic Terms: Michigan
ISSN: 2476-0730
Abstract: Using technology in teaching and learning finds a wide adoption in recent years. 63.3% of chief academic leaders surveyed by the Babson Survey Research Group confirm that online education is critical to their long-term strategy. Modern engagement pedagogies, such as digital gamification, hold a promise of shaping student experience. While course builders and instructors investigate new technologies and teaching methods questions arise about the instructional quality of academic courses with online content or with gamification elements. In addition, students are not the digital natives many hoped them to be. 83% of millennials report sleeping with their smartphones, but 58% have poor skills in solving problems with technology. This paper reports on a gamefully designed course, delivered in a hybrid modality, which was selected through a peer review process as an exemplary course in consideration of instructional design. The course was evaluated according to the Blackboard Exemplary Course Program rubric. Gamification was introduced in three phases: player onboarding phase, player scaffolding phase, and player endgame. Various technologies involved in the course included: MyGame gamification mobile app, Blackboard Learn, Cengage Skills Assessment Manager, Kahoot, Amazon Alexa, Google Traveler, Twitter, and others. The course focused on gamification according to the short and long game theory to engage students during lectures (short game) and throughout the semester (long game).
Abstractor: As Provided
Number of References: 50
Entry Date: 2018
Accession Number: EJ1167287
Database: ERIC
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  Data: Using technology in teaching and learning finds a wide adoption in recent years. 63.3% of chief academic leaders surveyed by the Babson Survey Research Group confirm that online education is critical to their long-term strategy. Modern engagement pedagogies, such as digital gamification, hold a promise of shaping student experience. While course builders and instructors investigate new technologies and teaching methods questions arise about the instructional quality of academic courses with online content or with gamification elements. In addition, students are not the digital natives many hoped them to be. 83% of millennials report sleeping with their smartphones, but 58% have poor skills in solving problems with technology. This paper reports on a gamefully designed course, delivered in a hybrid modality, which was selected through a peer review process as an exemplary course in consideration of instructional design. The course was evaluated according to the Blackboard Exemplary Course Program rubric. Gamification was introduced in three phases: player onboarding phase, player scaffolding phase, and player endgame. Various technologies involved in the course included: MyGame gamification mobile app, Blackboard Learn, Cengage Skills Assessment Manager, Kahoot, Amazon Alexa, Google Traveler, Twitter, and others. The course focused on gamification according to the short and long game theory to engage students during lectures (short game) and throughout the semester (long game).
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