View in EDS HTML Full Text PDF Full Text

Leveling up Sport Management Education: Gamification in the Classroom

Saved in:
Bibliographic Details
Title: Leveling up Sport Management Education: Gamification in the Classroom
Language: English
Authors: Duguay, Ashley M. (ORCID 0000-0003-2773-6141), Shipherd, Amber M. (ORCID 0000-0003-3505-5004), LeCrom, Carrie, Goebert, Chad (ORCID 0000-0002-8105-534X)
Source: Sport Management Education Journal. Apr 2023 17(1):63-73.
Availability: Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: https://journals.humankinetics.com/view/journals/smej/smej-overview.xml
Peer Reviewed: Y
Page Count: 11
Publication Date: 2023
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Athletics, Business Administration Education, Gamification, Distance Education, Graduate Study, Learning Motivation, Psychological Needs, Authentic Learning, Sport Psychology, Cooperative Learning, Feedback (Response), Course Organization, Curriculum Design
DOI: 10.1123/smej.2021-0019
ISSN: 1938-6974
2163-2367
Abstract: In line with trends in sport management education that have encouraged a transition from traditional forms of passive and depersonalized learning to active and motivated learning, this essay draws on theoretical and applied insight to provide sport management educators with actionable information related to gamification. In educational contexts, gamification involves using game elements such as narratives, teams, and badges in the classroom as a way to support students' intrinsic motivation and basic psychological needs (i.e., autonomy, competence, relatedness). This essay presents a case for gamification as a high-impact pedagogical approach that can help sport management educators replicate the global, complicated, and dynamic nature of the sport industry, thus creating more authentic, engaging, and influential experiences for students. Accordingly, this essay outlines gamification in education, discusses game elements and design, and provides a thorough description of a gamified sport psychology course. It concludes with future considerations and key takeaways for sport management educators.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1391248
Database: ERIC
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwHcLthMJvz3P7Sc443NyuFaAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDN5zVLqIK4b1TuBPigIBEICBm-Ho1lxbk3toSvU9BssCRMYI5wt9pE0sTbTxQYNJoIRHAJd8OHY_DHCuGsL2TiOSQ41s6r4jXlAXa8Nz35-bNBLWjvm0RI0PwJ_83QBW5q1ixwGXxDK_vXuE6MDiTrZeETOURemVzkTh5pFsTd9dJureday8GD6iM4utgVht7dUZXBdUweiiLwxphmn7lOBREYgsgHT5188wV_eU
Text:
  Availability: 1
  Value: <anid>AN0165108733;[egpc]01apr.23;2023Jul24.04:57;v2.2.500</anid> <title id="AN0165108733-1">Leveling Up Sport Management Education: Gamification in the Classroom </title> <p>In line with trends in sport management education that have encouraged a transition from traditional forms of passive and depersonalized learning to active and motivated learning, this essay draws on theoretical and applied insight to provide sport management educators with actionable information related to gamification. In educational contexts, gamification involves using game elements such as narratives, teams, and badges in the classroom as a way to support students' intrinsic motivation and basic psychological needs (i.e., autonomy, competence, relatedness). This essay presents a case for gamification as a high-impact pedagogical approach that can help sport management educators replicate the global, complicated, and dynamic nature of the sport industry, thus creating more authentic, engaging, and influential experiences for students. Accordingly, this essay outlines gamification in education, discusses game elements and design, and provides a thorough description of a gamified sport psychology course. It concludes with future considerations and key takeaways for sport management educators.</p> <p>Keywords: gameful pedagogy; distance education; teaching; motivation; graduate education</p> <p>The pedagogy of teaching and learning in higher education is continuously evolving. In the field of sport management, trends have highlighted a transition from traditional forms of passive and depersonalized learning (e.g., lecture, note taking, memorization) to active and motivated learning ([<reflink idref="bib24" id="ref1">24</reflink>]). Quality learning experiences that have emerged alongside these trends include role-playing ([<reflink idref="bib27" id="ref2">27</reflink>]), the case method ([<reflink idref="bib36" id="ref3">36</reflink>]), mock trials ([<reflink idref="bib23" id="ref4">23</reflink>]), study abroad programs ([<reflink idref="bib21" id="ref5">21</reflink>]), applied coursework ([<reflink idref="bib10" id="ref6">10</reflink>]), service learning ([<reflink idref="bib4" id="ref7">4</reflink>]), and debates ([<reflink idref="bib35" id="ref8">35</reflink>]). While this is certainly not an exhaustive list, <emph>gamification</emph> is a pedagogical advancement that has yet to receive attention in the sport management literature the way it has in other academic disciplines.</p> <p>Gamification was recently advanced as a high-impact teaching approach for sport psychology educators ([<reflink idref="bib33" id="ref9">33</reflink>]). Shipherd and Burt ([<reflink idref="bib34" id="ref10">34</reflink>]) noted that it may be particularly well suited for some sport psychology courses because it allows educators to create abstract realities that simulate the complicated and dynamic nature of sport and the consultancy process, while also supporting learners' motivation. Given the contextual similarities between sport psychology and sport management, we believe that gamification will be of value to sport management educators for this same reason. This essay draws on theoretical and applied insight to provide sport management educators with actionable information related to gamification. We seek to foster interest in this high-impact pedagogical approach while encouraging thoughtful consideration of effective game design for the sport management classroom.</p> <hd id="AN0165108733-2">Gamification: An Introduction</hd> <p>The concept of gamification involves incorporating game elements such as narratives, teams, and badges in nongame contexts ([<reflink idref="bib11" id="ref11">11</reflink>]). This phenomenon has grown immensely over the past decade with a variety of industries including business, health and wellness, and marketing incorporating game elements into their practices to promote participation, engagement, persistence, and achievements ([<reflink idref="bib13" id="ref12">13</reflink>]; [<reflink idref="bib28" id="ref13">28</reflink>]; [<reflink idref="bib32" id="ref14">32</reflink>]). A popular example relevant to sport is the gamification of sport apps like Nike<sups>+</sups>, Strava, and Fitbit that use game elements to create an interactive and engaging way to support users' health and wellness behaviors (e.g., physical activity, sleep quality and duration, mindfulness) while encouraging the continued use of their products.</p> <hd id="AN0165108733-3">Gamification in Education</hd> <p>In educational contexts, gamification is the process of applying these same game elements to support active and motivated student learning ([<reflink idref="bib15" id="ref15">15</reflink>]). For instance, students might create avatars and track their character's short- and long-term course progress based on a variety of metrics (e.g., points, levels, leaderboards, achievements). Using these metrics, students could set personal course goals such as collecting a set of items (e.g., skills) that demonstrate competencies related to course learning objectives. Students could receive rewards such as badges for completing learning activities or unlock more difficult content as they progress through the course. Solo or team challenges, such as boss fights (i.e., an especially hard challenge that acts as a check point where students can test and demonstrate their learning), could mark the culmination of a unit. Unifying all of this could be a narrative set in a fantasy world such as Harry Potter, wherein students are sorted into houses and tasked with conquering quests as they progress through the course from apprentices to masters ([<reflink idref="bib3" id="ref16">3</reflink>]). The possibilities of how to incorporate gamification into the classroom are near endless.</p> <p>As an innovative pedagogical approach, gamification is becoming increasingly popular in educational settings and researchers have highlighted numerous benefits of using gamification approaches in the classroom. In their systematic review of gamified learning in higher education, Subhash and Cudney ([<reflink idref="bib37" id="ref17">37</reflink>]) found that gamification and game-based learning "... have overwhelming support for a number of benefits to both teachers and students in higher education" (p. 204). Of the studies reviewed, benefits included improved student attitudes (i.e., increased effort, participation, attendance, confidence, interest in class), engagement, motivation, enjoyment, performance, and learning ([<reflink idref="bib37" id="ref18">37</reflink>]). A more recent meta-analysis of studies that examined student academic performance in various educational settings also provided support for the use of gamification in the classroom, with results showing an overall significant medium effect size in favor of gamification over learning without gamification ([<reflink idref="bib5" id="ref19">5</reflink>]). A synthesis of qualitative studies in educational settings then highlighted four reasons for learners' enjoyment of gamification: It can foster enthusiasm, provide feedback on performance, fulfill learners' need for recognition, and promote goal setting ([<reflink idref="bib5" id="ref20">5</reflink>]).</p> <p>Anchored in self-determination theory ([<reflink idref="bib9" id="ref21">9</reflink>]; [<reflink idref="bib31" id="ref22">31</reflink>]), gamification is a successful teaching method when it fosters students' sense of autonomy (i.e., our need to make our own decisions and feel volitional in what we do), competence (i.e., our need to feel effective and demonstrate skill in our activities), and relatedness (i.e., our need to feel connected to others and feel a sense of belonging), thus facilitating deeper and more internalized learning ([<reflink idref="bib30" id="ref23">30</reflink>]; [<reflink idref="bib38" id="ref24">38</reflink>]). For instance, in a gamified classroom, educators can support learners' autonomy by providing choice through a moderate number of meaningful options (e.g., allowing students to choose their learning activities, having multiple routes to success, selecting their teams, and setting their activity deadlines; [<reflink idref="bib20" id="ref25">20</reflink>]; [<reflink idref="bib38" id="ref26">38</reflink>]). Competence can be supported by providing immediate feedback (or shortened feedback cycles) that is linked directly to students' actions and progression in the game while also allowing students the freedom to fail (e.g., low-risk learning activities or allowing multiple attempts to complete a challenge; [<reflink idref="bib20" id="ref27">20</reflink>]; [<reflink idref="bib38" id="ref28">38</reflink>]). Relatedness can be supported by fostering social interaction either through competition (e.g., boss fights) or cooperation (e.g., team adventures; [<reflink idref="bib20" id="ref29">20</reflink>]; [<reflink idref="bib38" id="ref30">38</reflink>]). When designed in a purposeful way to support students' basic psychological needs, gamification in education can foster autonomous/internalized (high quality) motivation for learning ([<reflink idref="bib30" id="ref31">30</reflink>]; [<reflink idref="bib38" id="ref32">38</reflink>]). It should be noted, however, that the simple addition of game characteristics without strong reasoning and the use of "deeper game elements" (i.e., dynamics and mechanics; outlined below) may result in an underdeveloped and unsuccessful gamified system ([<reflink idref="bib22" id="ref33">22</reflink>]). Accordingly, there are nuanced decisions that need to be made thoughtfully. In addition to building from a strong theoretical foundation (e.g., self-determination theory), this requires an understanding of game elements and design.</p> <hd id="AN0165108733-4">Game Elements and Design</hd> <p>When gamifying the classroom, game elements are typically divided into three categories: dynamics, mechanics, and components ([<reflink idref="bib39" id="ref34">39</reflink>]). Dynamics are the most abstract elements in a gamified system (e.g., emotions, narrative, relationships). They form the overall characteristics of the game and define the patterns of how the game and the players will evolve over time. Mechanics refer to the elements that guide the players to carry out specific actions and drive the action forward (e.g., cooperation, feedback, rewards). Each mechanic is linked to one or more dynamic. Components are the most concrete game elements and reflect the specific application of mechanics and dynamics (e.g., badges, leaderboards, teams). In planning gamified systems, elements should be selected to align with the particular demands of the situation (e.g., learning context; [<reflink idref="bib39" id="ref35">39</reflink>]). It is also important to consider the connection between each element and intentionally implement "deeper game elements" (dynamics and mechanics; [<reflink idref="bib16" id="ref36">16</reflink>]). For instance, teams (components) can be used to encourage cooperation (mechanics) and foster relationships (dynamics). We encourage readers to consult Werbach and Hunter ([<reflink idref="bib39" id="ref37">39</reflink>]) for more examples of game dynamics, mechanics, and components.</p> <p>In educational contexts, game-based learning design mirrors effective instructional design (i.e., backward course design; [<reflink idref="bib40" id="ref38">40</reflink>]; [<reflink idref="bib2" id="ref39">2</reflink>]). That is, game dynamics are first considered alongside learning objectives because these game elements represent the big-picture aspects of the gamification system. Therefore, a learning outcome that includes working with others may lend itself to a collaborative game framework with opportunities to build relationships. In effective instructional design, assessment strategies are considered next, followed by teaching, and learning activities. Game mechanics and components can be jointly considered alongside these aspects. For instance, the use of badges and levels may be used to provide students with feedback and may lead to the creation of thematic assessment units, while the use of debates or case studies may lend themselves to the use of boss fights (competition) and/or the use of teams (cooperation). As with backward course design, connections between the game element categories should be continuously considered (while also considering course learning objectives, assessment strategies, and teaching and learning activities) to ensure constructive alignment ([<reflink idref="bib6" id="ref40">6</reflink>]).</p> <hd id="AN0165108733-5">Gamification in Action</hd> <p>What follows is an example of a gamified sport psychology course that was taught by the first author.[<reflink idref="bib1" id="ref41">1</reflink>][<reflink idref="bib2" id="ref42">2</reflink>] The intention of this section is to demonstrate how this course was gamified, so that readers can gain insight into the application of this teaching method (including the selection of, uses for, and connections between, game elements). We also hope that this example will spark ideas for how gamification could be used in other sport management courses. Please keep in mind there are additional game elements that were not used in this example, but may be relevant in other courses and contexts (see [<reflink idref="bib39" id="ref43">39</reflink>]).</p> <hd id="AN0165108733-6">Learning Context and Learning Objectives</hd> <p>The sport psychology course that was gamified was an elective offered through a graduate sport leadership distance learning program, which was built specifically for students who continue working full time (primarily in the sport industry) while taking classes online. Given the nature of the students in this graduate program (i.e., professional experience working in the sport industry), there was a heavy focus on applying sport psychology theory in practice. This applied focus directly influenced the adoption of gamification (and the course narrative, see below for more details) as the approach allowed the instructor to create abstract realities that simulated the complicated and dynamic nature of sport and the consultancy process, while also supporting learners' motivation ([<reflink idref="bib34" id="ref44">34</reflink>]). It also offered the instructor a flexible and engaging framework to integrate other high-quality learning experiences that have been used in sport management education such as role-playing and the case method. Classes were held synchronously through the Zoom video conferencing platform, while asynchronous elements of the course were managed through the blackboard learning management system (LMS). The asynchronous elements included posting course announcements, sharing course documents (e.g., course syllabus), and sharing preparation materials (e.g., readings). Students also used the blackboard LMS to submit their assignments. The course was 16 weeks (i.e., 15 classes) with one, 2-hr synchronous class per week. There were 15 students (<emph>M</emph><subs>age</subs> = 27.2, range 23–51; 47% female and 53% male) in the class. In line with Fink's ([<reflink idref="bib17" id="ref45">17</reflink>]) Taxonomy of Significant Learning, the learning objectives for this course were</p> <p></p> <ulist> <item> • Students will be able to <emph>identify</emph> key concepts related to sport psychology (e.g., motivation, mental skills, leadership) and <emph>understand</emph> how these concepts relate to individual and group behavior in sport.</item> <p></p> <item> • Students will use sport psychology lexicon, research findings, and prominent psychological theories to analyze (critical thinking) issues related to individual and group behavior in sport, make decisions (practical thinking) related to these issues, and create (creative thinking) interventions for enhancing individual and group performance.</item> <p></p> <item> • Students will make connections among sport psychology concepts (e.g., motivation and goals); make connections between these concepts and students' experiences as professionals working in sport; and integrate these concepts into their own professional practice.</item> <p></p> <item> • Students will <emph>become more confident</emph> in their ability to learn and apply course material, and be able to <emph>communicate</emph> and <emph>collaborate</emph> with others about sport psychology concepts.</item> <p></p> <item> • Students will <emph>discover</emph> skills related to applied sport psychology and <emph>be ready to</emph> use these skills in their current and future professional practice in sport.</item> <p></p> <item> • Students will <emph>learn</emph> how to read assigned material responsibly (being an effective student), <emph>set a learning plan</emph> for successful completion of this course, and be able to <emph>identify</emph> important resources for their own subsequent learning (being a self-directed learner).</item> </ulist> <hd id="AN0165108733-7">Game Elements and Class Structure</hd> <p></p> <hd id="AN0165108733-8">Dynamics</hd> <p>To begin, a <emph>narrative</emph> was created to establish a consistent, relevant, and ongoing storyline that helped unify the course (including other game elements) in a coherent way and provide context to progress students forward. The narrative for this course positioned students as members of mental performance advisory <emph>teams</emph> (component; Table 1) that worked within a fictional intercollegiate sports conference to help address various mental performance-related scenarios (i.e., substories; Table 2). This built up to tackling a full mental performance case study at the end of the semester. Students created <emph>avatars</emph> (component; Table 1) to role play within their advisory teams (e.g., athlete, coach, athletic director), while the instructor acted as the fictional director of mental performance. As the director, she was responsible for communicating the mental performance scenarios (i.e., relaying the substories) and overseeing the work of the advisory teams. The substories were communicated in class or prior to class as an announcement through the blackboard LMS.</p> <p>Table 1 Overview of Game Components Applied in the Sport Psychology Course</p> <p> <ephtml> <table><colgroup><col align="left" /><col align="left" /><col align="left" /></colgroup><thead><tr><th>Component</th><th align="left">Description</th><th align="left">How it was applied</th></tr></thead><tbody><tr><td>Avatars</td><td>A player's character in the game</td><td>Students created characters to role-play during in-class activities. These characters reflected their current or dream positions in sport. Students identified their current strengths and areas in need of improvement. They also set three goals for the semester. After each stage students updated their avatars to reflect their growth and development in the course (e.g., the knowledge, skills, and abilities they felt they gained from completing the associated level, progress they have made toward achieving their goals).</td></tr><tr><td>Badges</td><td>The visual representations of achievements</td><td>Nine badges were created to align with the course learning objectives and learning activities. To earn the bare-minimum badge, students read the syllabus. To earn the creativity badge, students created their avatar. To earn the progress badge, students updated their avatar after each stage (i.e., three updates). To earn the self-awareness badge, students completed guided reflections on class topics (i.e., at least five of 12 reflections). To earn the preparation badge, students responded to guided questions related to class preparation material (i.e., at least eight of 12 preparation guides). To earn the active teammate badge, students participated in team-based in-class activities (i.e., at least eight of 12 activities). To earn the next-level badge, students completed activities designed to encourage them to discover new insights related to sport psychology and/or apply sport psychology principles in practice (i.e., at least two activities). To earn the epic badge, students successfully challenged the end of the semester final project (i.e., case study). Finally, to earn the exemplary badge, students earned an excellent/exemplary on at least five activities. To earn an A in the class, students had to earn all nine badges while also accumulating the required points.</td></tr><tr><td>Content unlocking</td><td>Aspects of the game, which are only available once associated requirements are met</td><td>Completing each reflection activity unlocked a next-level challenge where students could respond to the feedback from the instructor to earn more points. Earning badges also unlocked the ability to earn certain grades (e.g., students had to earn all nine badges to earn an A).</td></tr><tr><td>Leaderboards</td><td>A visual display reflecting the students' rankings in the game on the basis of their performance (e.g., points, badges, collections)</td><td>A leaderboard was shared with students via blackboard announcements twice over the course of the semester (i.e., after Stages 1 and 2). The leaderboard displayed all students ranked by accumulated points and badges. Students' names were not included on the leaderboard (i.e., leaderboards were anonymous), but students could find themselves (based on their accumulated points and badges). As students' names were not included, they did not know who was even with, above, or below them.</td></tr><tr><td>Levels</td><td>Defined steps that players progress through as they advance through the game</td><td>Students started the course at Level 1 (i.e., Noob), with no points or badges. As they earned points, students progressed toward Level 30 (i.e., Legend; <xref ref-type="bibr" rid="bibr33">Shipherd, 2020</xref>). Course content was broken down into three stages that progressively increased in complexity and difficulty.</td></tr><tr><td>Tokens</td><td>A voucher that can be exchanged for an advantage or something of benefit to the player</td><td>As discussed in the article, students could revise and resubmit each learning activity once (given the learning activity was submitted on time and reflected an honest effort). Above this, students were given two virtual tokens (Figure 1) at the beginning of the semester, which they could exchange for either a redo (i.e., one token in exchange for one redo) or the opportunity to submit a late activity without penalty (i.e., one token in exchange for one late submission). The intention of these tokens was to reduce students' stress while allowing them to risk, fail, adjust, and learn under low-stakes conditions (<xref ref-type="bibr" rid="bibr25">Nilson, 2014</xref>).</td></tr><tr><td>Points</td><td>The numerical representations of players' performance and game progression</td><td>Students earned points for completing learning activities. The points reflected the level of difficulty and estimated time commitment for each activity. For instance, reading the syllabus was worth 100 points, while the final case study presentation was worth 2,500 points. Points were linked to levels (e.g., Beginner, Skilled, Champion, Legend) as well as letter grades. Specifically, A = 8,950 points and above (exceptional/mastery); B = 7,950–8,949 points (good/high competency); C = 6,950–7,949 points (satisfactory/competent); D = 5,950–6,949 points (weak competency); and F = below 5,950 points (unsatisfactory/failure to master course; <xref ref-type="bibr" rid="bibr33">Shipherd, 2020</xref>). In addition to earning points, students also earned badges to unlock the ability to earn each letter grade.</td></tr><tr><td>Teams</td><td>Defined groups of players working together to achieve a common goal</td><td>To support the narrative, each student was a member of a mental performance advisory team (i.e., three teams of five students) that worked within a fictional intercollegiate sports conference. Each mental performance advisory team stayed together for one stage, at which time the teams would change. The instructor selected the teams for the first two stages while the students selected their team for the final project. Students worked in their teams for in-class activities and for the final case study project. Students created avatars to role-play while working in their mental performance advisory teams.</td></tr></tbody></table> </ephtml> </p> <p>Table 2 Sample Course Substories</p> <p> <ephtml> <table><colgroup><col align="left" /><col align="left" /></colgroup><thead><tr><th>Course topic</th><th align="left">Substory</th></tr></thead><tbody><tr><td>Motivation (Stage 1)</td><td>I received a call from a coach early this morning who expressed concern regarding their team. This coach is finding it hard to motivate their athletes and is questioning their approach to the season. I spent the latter half of the morning in individual meetings speaking with the coach and each of the athletes to try and better understand what might be going on. I have posted a summary of my notes to blackboard for your review. If you could take a few minutes to skim through these notes prior to our advisory meeting tomorrow, that would be much appreciated. We will spend time in our meeting addressing this issue.</td></tr><tr><td>Togetherness (Stage 2)</td><td>As you may know, our conference's annual athletic directors meeting took place this past weekend and I received an email this morning from their representative. It seems that one of their action items for the next year is to develop a number of resources that will help support new coaches. We have been asked to create a document that will help new coaches develop a sense of togetherness in their teams. We will spend time in our advisory meeting tonight discussing your ideas.</td></tr><tr><td>Psychological skills training (Stage 3)</td><td>The regular season is well underway and several players are looking for help improving their mental game (e.g., one is experiencing anxiety, another gets frustrated after making an error, one has low self-confidence, and one is lacking motivation). Drawing from your preparation resources and personal experiences, discuss how you would use self-talk, imagery, goal setting, and/or arousal regulation principles to help the athletes work through these challenges.</td></tr><tr><td>Positive youth development (Stage 3)</td><td>A local youth sport organization is wondering if we could run a workshop on positive youth development for their coaches. They are really interested in learning more about how coaches can facilitate positive youth development through sport with a particular interest in life skills transfer. What are some best practices/strategies for coaching for positive youth development/life skills transfer?</td></tr></tbody></table> </ephtml> </p> <p> <emph>Note</emph>. A substory was used in 8 of 13 classes. It should be noted that the first class (introduction to the course) and last class (presentation of the epic final project) are not included in this number.</p> <p>Next, a framework for the course that aligned with the narrative and supported students' sense of growth and development in the game was developed (i.e., <emph>progression</emph>). For this, the course was broken down into three stages with the content becoming increasingly integrated as the semester unfolded. That is, the first stage (i.e., understanding participants in sport contexts) built a foundation for the second stage (i.e., understanding teams in sport contexts), and the first two stages built a foundation for the third stage (i.e., performance enhancement and personal development). In this way, the knowledge, skills, and abilities acquired during each stage (e.g., completing learning activities) were important for success in subsequent stages. To mark this progression, students earned <emph>points</emph> (component; Table 1) for completing learning activities, which helped them advance through various <emph>levels</emph> (component; Table 1) of character development. At the end of each stage, students updated their avatars to reflect their perceived progression. Students also earned <emph>badges</emph> (component; Table 1) for completing bundles of learning activities ([<reflink idref="bib25" id="ref46">25</reflink>]), which <emph>unlocked</emph> (component; Table 1) letter grades ([<reflink idref="bib5" id="ref47">5</reflink>]; [<reflink idref="bib19" id="ref48">19</reflink>]). To track student progression, activity cards were created and updated by the instructor ([<reflink idref="bib19" id="ref49">19</reflink>]; Figure 1). These activity cards were emailed to students weekly or biweekly. There was also a progression tracker element associated with several of the learning activities, where students were asked to record their total activity points awarded to date, points still needed to attain their target grade, total badges earned to date, and badges still needed to attain their target grade. In line with the course narrative, all learning material and activities built toward the advisory teams tackling a full mental performance case study at the end of the semester ([<reflink idref="bib14" id="ref50">14</reflink>]).</p> <p>Graph: Figure 1 —An example activity card (i.e., progress tracker): (a) Several boundary conditions were put in place to ensure that students met the course learning objectives and were equipped with the necessary knowledge, skills, and abilities needed to advance to the next stage. (b) A white square with a letter indicated that the student completed this activity and earned the outcome associated with that letter for their efforts (e.g., this student earned an excellent/exemplary on the first reflection activity in Stage 1). A dark gray square with a number indicated that the student chose not to complete this activity (e.g., this student chose not to complete the sixth reflection, which was on a topic from Stage 2). (c) This area displayed a summary of the student's current level, earned badges, accumulated points, and grade (a grade was only added on their final activity card). This student exceeded the requirements that were needed to earn an A. Specifically, they earned an additional 2,250 points and reached the legend level. (d) Visual representations of the tokens that students were given as part of the virtual-token economy. This student had both tokens remaining at the end of the semester (i.e., they did not use their tokens). (e) Students earned badges for completing the associated requirements. This student chose to complete more than the two next-level challenges that were required to earn this badge.</p> <p>Given the team-oriented nature of the sport industry, we felt it was necessary to create a collaborative game framework. Therefore, <emph>relationships</emph> were an important focus. This element involved facilitating positive social interactions, which aligned closely with supporting students' sense of relatedness. To encourage feelings of belonging, connection, and camaraderie, small teams (i.e., advisory teams) were established as a key feature of the course. Once selected, advisory teams stayed together for an entire stage (i.e., four to five classes) before they were changed. The purpose of this was two-fold. First, staying together for an extended period of time (more than one breakout activity) gave students the opportunity to get to know their team members in a small group setting (e.g., more opportunity to communicate with each other, both formally when working on class activities and informally through non-activity-related discussions—sometimes at the beginning and end of a breakout session). Second, creating new teams after each stage gave students the opportunity to work with and get to know new team members while also experiencing different team dynamics. To encourage unique team identities, creativity, and role-playing, the first task for each new group was to create a team name, purpose statement, and motto. Teams shared these points with the class and the instructor tried to draw on this information when communicating with the teams (e.g., when sharing substory details in course announcements, team names were used to address the teams). To further encourage the development of positive relationships, time was allotted each class for team-based activities, which were purposefully designed for students to work in their teams in breakout rooms. This practice encouraged small group discussions, which also helped prompt larger group discussions.</p> <hd id="AN0165108733-9">Mechanics</hd> <p>The mechanics that were chosen to help express the dynamics were cooperation, feedback, challenges, and rewards. <emph>Cooperation</emph> involved students working together (i.e., mental performance advisory teams) to achieve a common goal (i.e., tackle mental performance-related scenarios including the final case study). As part of this process, students worked together to ensure they were prepared for class. Each week the instructor posted up to five preparation resources (e.g., readings, videos, podcasts) on the blackboard LMS. Each team member was responsible for one preparation resource (i.e., preparation guide learning activity). As such, team members had to coordinate to decide who was responsible for each preparation resource. Moreover, students were provided time in each class to meet with their advisory team in breakout rooms and share key elements of their preparation resources. This information was then used, in combination with lecture material, to tackle the in-class mental performance scenarios.</p> <p> <emph>Feedback</emph> included information students received that let them know how they were doing throughout the course. At the end of each week or biweekly, an email with personalized feedback was sent to each participant. This included updated activity cards and activity feedback that was focused on positively informing students about their progression in the course and performance on learning activities, while also providing additional learning material (when applicable) and answering student questions. Informal instructor and peer feedback was also, at times, shared during in-class activities. For grading feedback, specifications grading (i.e., EMRN rubric[<reflink idref="bib3" id="ref51">3</reflink>]) was used to help reduce students' stress while allowing them to risk, fail, adjust, and learn under low-stakes conditions ([<reflink idref="bib25" id="ref52">25</reflink>]). Using the EMRN rubric, students received full points for completing assignments if they earned an excellent/exemplary (E) or meets expectations (M), and no points if they earned a revision needed (R), or not assessable (N). To buffer the risk of no partial credit, all students were provided the opportunity to revise every assignment once (for students to use this option, their activity had to be submitted on time and reflect an honest effort). If a student received a result that they were not satisfied with, they could make adjustments based on the instructor's feedback and resubmit their work. These assessment characteristics complemented the gamification approach. That is, using the EMRN rubric coupled with the opportunity to revise and resubmit learning activities allowed the instructor to focus on providing positive learning-oriented feedback (including suggestions for further discovery and development) and encouraged students to engage with and build on the feedback they were receiving. This aligns with recommendations to provide feedback that positively informs learners about their progress in gaining competence when incorporating gamification in the classroom ([<reflink idref="bib20" id="ref53">20</reflink>]; [<reflink idref="bib38" id="ref54">38</reflink>]). <emph>Leaderboards</emph> (component; Table 1) were also used to provide feedback that let players know how they were doing in the course relative to their classmates.</p> <p> <emph>Challenges</emph> are puzzles or tasks that players need to work through. For our purpose, the challenges were the course learning activities (Table 3). As illustrated in Figure 1, students earned points and badges for completing the learning activities (or bundles of the learning activities, such as completing five reflections). To support a sense of autonomy, students were afforded numerous choices when it came to the course learning activities such as which activities to complete (based on topics of interest, type of activity, or due dates; there were a few boundary conditions, see Figure 1 for details), case study to tackle for the final presentation (among several options), team membership for the final presentation, and their avatar's sport-related profession.</p> <p>Table 3 Learning Activities (Challenges) Outlined in Course Syllabus</p> <p> <ephtml> <table><colgroup><col align="left" /><col align="left" /><col align="left" /><col align="left" /></colgroup><thead><tr><th>Category</th><th align="left">Description</th><th align="left">Choice details</th><th align="left">Badge</th></tr></thead><tbody><tr><td>Read the syllabus.100 points(This is a one-time activity.)</td><td>Read the syllabus. This activity ensures that students understand the contents of the syllabus, including what is expected of them in this course.</td><td>It is imperative that students read the syllabus and understand the expectations of the course. Students are strongly encouraged to routinely engage with the syllabus.</td><td>Bare minimum</td></tr><tr><td>Create avatar.100 points(This is a one-time activity.)</td><td>Students will create avatars, which will then be used in class (i.e., role-playing) and in the completion of various activities.</td><td>Students must complete this activity. Students may choose their sport-related profession, skills, strengths, weaknesses, and goals.</td><td>Creativity</td></tr><tr><td>Avatar updates3 at 50 points each(This activity will take place three times over the course of the semester.)</td><td>After each stage (i.e., three times), students will have the opportunity to update their avatars to reflect their growth and development.</td><td>Students may choose to update their avatar's skills, strengths, weaknesses, and/or goals to reflect their personal growth and development following each stage of the course. These updates will then be incorporated into future activities.</td><td>Progress</td></tr><tr><td>Reflections12 available at 400 points each(One reflection is available for each topic covered in class. In total, there are 12 reflections.)</td><td>To encourage students to think about the application of course content, they will complete guided reflections on class topics.</td><td>Students can choose to write their reflections on class topics that interest them. The only constraint is that one reflection must be on a topic from Stage 1, one must be on a topic from Stage 2, and one must be on a topic from Stage 3. The final two reflections can be on a topic from any stage. No topic can be repeated twice.</td><td>Self-awareness</td></tr><tr><td>Preparation guides12 available at 125 points each(One preparation guide is available for each topic covered in class. In total, there are 12 reflections.)</td><td>Prior to each class, students will complete preparation guides on assigned preparation material. These preparation guides are intended to ensure that students come prepared for in-class activities and help the instructor understand where students may require additional information and clarification.</td><td>Students can choose to complete preparation guides for class topics that interest them. The only constraint is that two guides must be on topics from Stage 1, two must be on topics from Stage 2, and two must be on topics from Stage 3. The final two guides can be on a topic from any stage. No guide can be repeated twice.</td><td>Preparation</td></tr><tr><td>In-class activities12 available at 125 points each(Team-based activities will take place each class.)</td><td>In class, students will participate in teams to tackle a number of activities designed to reinforce course content and emphasize practical applications of the material.</td><td>Students will have a number of choices within each activity. These choices will be unique to each activity.</td><td>Active teammate</td></tr><tr><td>Next-level challengesPoints vary per activity.</td><td>These activities have been created to reflect a variety of learning and topic interests. They are intended to challenge students to discover new insight related to sport psychology and/or apply sport psychology principles in practice.</td><td>Students will have the opportunity to choose activities that reflect their learning and topic interests, as well as the points they need to attain their desired grade. • Professional Interview (1,000 points): Interview someone who currently works in the same field as you (your avatar) to better understand how they implement mental performance practices in their daily work (e.g., self-practice, with their colleagues, with athletes, with coaches, etc.) and their perceptions of the associated benefits and challenges of these practices. • Book review (1,000 points): Read a book related to sport psychology and provide a book review. • Sport psychology in situ (1,000 points): Watch (in-person or stream) a sporting event by adopting the perspective of a mental performance consultant and report on your experience. • Mental skills log (500 points): Practice a mental skill over a 2-week period and log your experiences. Submit this log alongside a reflection of your experience. This activity can be completed twice (two different mental skills). • Research article review (500 points): Read and provide a review of a research article with the goal of identifying lessons for professional practice. This activity can be completed twice (two different articles). • Sport psychology in the media (250 points): Find a piece of sports media (e.g., article or video) related to sport psychology and provide a short description of what you found interesting/useful. This activity can be completed twice (two different pieces of sport media). • Reflections: Next level (250 points): Respond to the feedback that the instructor provided on your reflection. This activity can be completed four times (in response to four different reflections). This activity can only be unlocked if you receive an E or M on your reflection. • Be creative (points to be determined): Design (including activity specifications) and complete your own activity. This activity can be completed twice.</td><td>Next level</td></tr><tr><td>Epic final project2,500 points(This is a one-time activity.)</td><td>In teams, students will tackle a case study, which reflects a real-world challenge in the context of sport and requires the application of sport psychology principles to be "solved."</td><td>Students will have the opportunity to choose their teams and case study. In collaboration with their team members, students will also choose their role (e.g., researcher, presenter, content developer) in the development and delivery of their action plan (i.e., intervention).</td><td>Epic</td></tr><tr><td colspan="3">Student receives a grade of excellent/exemplary on at least five activities = <italic>100 points</italic></td><td>Exemplary</td></tr></tbody></table> </ephtml> </p> <p> <emph>Rewards</emph> were used to mark students' progression in the course. As such, a contingent and expected reward system was implemented wherein students earned points and badges for completing learning activities. The reward system was also linked to the course's grading system (e.g., students had to earn at least 8,950 points and all nine badges to earn an A). Drawing from self-determination theory, it should be noted that the use of such external rewards as motivators may be experienced as controlling and diminish autonomous motives to learn ([<reflink idref="bib31" id="ref55">31</reflink>]). Therefore, it is important to foster a deeper quality of motivation across the gamified system by creating opportunities to foster students' autonomy, competence, and relatedness for greater internalization ([<reflink idref="bib29" id="ref56">29</reflink>]; [<reflink idref="bib39" id="ref57">39</reflink>]; [<reflink idref="bib38" id="ref58">38</reflink>]). Some ways to optimize rewards are discussed below as future considerations for this course and other courses.</p> <hd id="AN0165108733-10">Components</hd> <p>Almost all of the components were introduced in the above two subsections. Components are the specific application of dynamics and mechanics. As such, they are often the most visible, concrete, and used game elements. For instance, points, badges, and leaderboards (often referred to as PBLs) are among the most used game elements in gamified systems ([<reflink idref="bib12" id="ref59">12</reflink>]; [<reflink idref="bib39" id="ref60">39</reflink>]). Dichev and Dicheva ([<reflink idref="bib12" id="ref61">12</reflink>]) posit that, in educational contexts, this might be because these components relate very closely to traditional assessment methods and are the easiest to implement (e.g., most assignments are already assessed a numerical value [points] and student grades can be easily transitioned into a leaderboard). However, it is important to reiterate that components are surface-level game elements and when used in isolation or without good reason could result in an underdeveloped and unsuccessful gamified system as detailed above ([<reflink idref="bib22" id="ref62">22</reflink>]). For more details about each component used in the sport psychology course presented herein, please see Table 1.</p> <hd id="AN0165108733-11">Class Structure</hd> <p>Classes were generally structured as follows: breakout rooms for team members to share their key takeaways from their preparation resources (10–15 min), full class debrief of these breakout room discussions (5–10 min), lecture (including discussions driven by instructor prompts or student questions; 45–60 min), breakout rooms for teams to tackle the mental performance scenario (i.e., substories; 20–30 min), full class debrief of the mental performance scenario (10–15 min). During breakout rooms, the instructor spent time visiting each team to listen to discussions, answer questions, ask questions, share insights, and generally be a presence in the learning environment.</p> <hd id="AN0165108733-12">Future Considerations</hd> <p>The above description of gamification in the classroom is but one example of this approach. As mentioned previously, the possibilities of how to incorporate gamification in education are near endless. As such, we would like to offer a few considerations for future iterations of this course (or other courses). For instance, the sport psychology course detailed herein adopted a low-tech entry. Alternatively, there are excellent gamified LMS that can help educators streamline the gamification process for students and educators (e.g., GradeCraft). Gamified LMS allow educators to create an interactive and immersive virtual experience while offering features such as gamified learning activities, progression tracking, leaderboards, and instant feedback systems. For a detailed review of several gamification platforms for higher education, readers are encouraged to consult Goshevski et al. ([<reflink idref="bib18" id="ref63">18</reflink>]). Gamification in the classroom can also be supported by online games and mobile apps. For instance, Afthinos et al. ([<reflink idref="bib1" id="ref64">1</reflink>]) used a sport club management game (i.e., <emph>Top Eleven</emph>) to introduce game elements into a sport management class while Botha-Ravyse et al. ([<reflink idref="bib7" id="ref65">7</reflink>]) used a mobile app as a gamified learning experience to help students enrolled in either a sport and recreation management or sport science program prepare for their summative assessment.</p> <p>To supplement the more contingent and expected reward system, a variable reward schedule could be used ([<reflink idref="bib29" id="ref66">29</reflink>]). That is, some rewards could be kept unexpected rather than having a fixed schedule. In practice, variable rewards could be used to celebrate when students display their strengths, grow in their areas of improvement, make a significant contribution to a class discussion, ask an insightful question, display positive team-related behaviors, or make progress toward their goals (and/or the course learning objectives). The key with this approach is that students are surprised by achievements and rewards that they did not anticipate. Moreover, this feedback does not always have to be based on rewards such as points and badges. Rather, students could receive informational feedback such as additional learning material on topics of interest ([<reflink idref="bib29" id="ref67">29</reflink>]; [<reflink idref="bib39" id="ref68">39</reflink>]). In fact, this type of unexpected, informational feedback can support students' sense of autonomy and intrinsic or well-internalized extrinsic motivation ([<reflink idref="bib29" id="ref69">29</reflink>]; [<reflink idref="bib39" id="ref70">39</reflink>]). Another way to optimize rewards so that they do not undermine intrinsic motivation is to offer them for simply participating rather than being performance dependent ([<reflink idref="bib29" id="ref71">29</reflink>]).</p> <p>To build on the collaborative game framework and extend cooperation, more time could be devoted in class to working on the mental performance case scenarios so that students can create tangible teaching and learning materials for their own reference and to potentially share with others (e.g., coaches and athletes). For instance, for the positive youth development substory (Table 2), the mental performance advisory teams could integrate their best practices and strategies into a podcast or an infographic. Furthermore, low-stakes gamified assessments could be used to evaluate these teaching and learning materials (e.g., students vote for the material that was most creative, most informative, demonstrated the best use of course content, etc.). Working toward these tangible outcomes as a team, rather than solely engaging in discussions, will better replicate the need for and application of cooperation and teamwork in the sport industry.</p> <p>To support students' sense of autonomy, look for and create opportunities for students to tailor their experience in the gamified classroom. Building on the examples previously described, students could create their own badges that reflect their personal learning goals as well as goal achievement plans that detail how they will attain these goals/badges (in collaboration with the instructor). If applicable, these tailored badges could be made available to the entire class. Furthermore, students with common goals could collaborate with each other during the badge and goal achievement planning process to foster a sense of relatedness. Such practices can help educators foster intrinsic or well-internalized extrinsic motivation.</p> <p>While leaderboards can be motivating and give context to progression, they can also be demotivating and cause embarrassment, especially for students who are at the bottom of the leaderboard ([<reflink idref="bib34" id="ref72">34</reflink>]; [<reflink idref="bib39" id="ref73">39</reflink>]). For instance, a student who sees themselves in a lower position on the leaderboard might be hesitant to collaborate with their team members, which could negatively impact their sense of relatedness. As such, educators should use this feature with caution. Some ways to mitigate the challenges associated with leaderboards are to use anonymous leaderboards (i.e., no names or pseudonyms), create separate leaderboards to highlight different aspects of progression, use team-based leaderboards instead of showing each student individually, and only share the top few positions rather than the entire leaderboard ([<reflink idref="bib34" id="ref74">34</reflink>]; [<reflink idref="bib39" id="ref75">39</reflink>]). Educators could also ask the class if they would like to include a leaderboard in the gamification design and provide the opportunity for students to opt out of this element. This way students who are motivated by competition with others (e.g., ego-oriented students) can be included in the leaderboard, whereas students who would rather focus on personal progress can withdraw from the element.</p> <hd id="AN0165108733-13">Key Takeaways for Sport Management Educators</hd> <p>Gamification has received substantial academic and applied interest across a variety of industries, including education. As an innovative pedagogical approach, gamification may be well suited for some sport management courses as it can provide a way for educators to replicate the global, complicated, and dynamic nature of the sport industry. It also provides educators with a flexible and engaging framework to integrate additional high-impact teaching approaches that have been studied and implemented in sport management education (e.g., role-playing, the case method, debates).</p> <p>Sport management educators are encouraged to build their gamified systems from a strong theoretical foundation. Self-determination theory is one of the most established theoretical frameworks within gamification research. Using this theoretical approach, educators seek to foster a sense of autonomy, competence, and relatedness through gamification. This includes, but is not limited to, providing students with choices, allowing students to fail under low-stakes conditions, and creating opportunities for students to build relationships with their peers. Furthermore, it is important to thoughtfully consider the implementation of game elements in light of your teaching philosophy, course learning objectives, assessment procedures, and teaching, and learning activities. Drawing from a strong theoretical foundation and purposely incorporating a thoughtful combination of game dynamics, mechanics, and components will help create a well-developed gamified system that supports students' autonomous motivation.</p> <p>When building your gamified system, keep in mind that the narrative is at the heart of gamification and helps to unify the gamified experience. It is therefore imperative that educators create a narrative that is relevant to the intended learning objectives of their course as well as the interests of their students. For instance, an eSports management course could draw inspiration for their narrative from a popular eSports game. Narratives that lack relevance make it difficult for students to become immersed in the experience, negatively impacting their attitudes toward gamification ([<reflink idref="bib3" id="ref76">3</reflink>]). For example, if a narrative is built around the fantasy novels Harry Potter, but relevance to the intended learning objectives is lacking, or students do not like this book series, then this may negatively impact student engagement.</p> <p>The example presented herein reflected an elective sport psychology course offered within a sport leadership program. However, gamification may also be a great fit for courses that are more widely offered in sport management programs such as sport marketing. In fact, it has been found that marketing classes that incorporate some form of active learning such as competition can increase student motivation and commitment in the classroom ([<reflink idref="bib8" id="ref77">8</reflink>]). In practice, this might entail creating a narrative where students are members of different established (or emerging) marketing firms that will compete against each other at the end of the semester to land a substantial (albeit fictional) contract for a major sport organization (i.e., boss fight). Students could be tasked with developing the name, logo, and backstory of their firm to foster creativity and role-playing. To encourage cooperation and positive relationships, students could work in teams to create and present their final marketing proposals. To ensure students have the knowledge, skills, and abilities necessary to compete in the boss fight, they could be challenged to complete various learning activities such as sponsorship proposals and SWOT (strengths, weaknesses, opportunities, and threats) analyses, which will help them build their marketing portfolio and unlock the competencies necessary to earn an invitation from the sport organization to present their marketing proposal. For another example, readers are encouraged to consult O'Shea and Link ([<reflink idref="bib26" id="ref78">26</reflink>]) for their description of a gamified simulation wherein students in a first-year sport management class were tasked with transforming a struggling professional sport organization into a successful business. One of the strengths of gamification is that it is a relatively flexible approach that can be adjusted to fit different subjects and classroom contexts. As such, we encourage educators to continue to explore and evaluate, through teaching and research, the application and impact of gamification in sport management education.</p> <p>Duguay (duguayam@vcu.edu) is corresponding author, https://orcid.org/0000-0003-2773-6141</p> <ref id="AN0165108733-14"> <title> Footnotes </title> <blist> <bibl id="bib1" idref="ref41" type="bt">1</bibl> <bibtext> Following the conclusion of the semester, students were invited to participate in individual semistructured interviews to share their reflections on the course. These data are beyond the scope of the current manuscript.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref39" type="bt">2</bibl> <bibtext> The gamification design for this course was inspired by Shipherd ([33]) and Shipherd and Burt ([34]). Readers are encouraged to consult these resources for additional information on how to incorporate gamification in the classroom.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref16" type="bt">3</bibl> <bibtext> https://rtalbert.org/emrn/.</bibtext> </blist> </ref> <ref id="AN0165108733-15"> <title> REFERENCES </title> <blist> <bibtext> Afthinos, Y., Kiaffas, Z., & Afthinos, T. (2022). The serious game "Top Eleven" as an educational simulation platform for acquiring knowledge and skills in the management of sports clubs. Technology, Knowledge and Learning, 27 (1), 255–273. https://doi.org/10.1007/s10758-021-09573-8</bibtext> </blist> <blist> <bibtext> Alaswad, Z., & Nadolny, L. (2015). Designing for game-based learning: The effective integration of technology to support learning. Journal of Educational Technology Systems, 43 (4), 389–402. https://doi.org/10.1177/0047239515588164</bibtext> </blist> <blist> <bibtext> Aldemir, T., Celik, B., & Kaplan, G. (2018). A qualitative investigation of student perceptions of game elements in a gamified course. Computers in Human Behavior, 78, 235–254. https://doi.org/10.1016/j.chb.2017.10.001</bibtext> </blist> <blist> <bibl id="bib4" idref="ref7" type="bt">4</bibl> <bibtext> Alfaro-Barrantes, P., Jacobs, B.L., & Wendry, B. (2020). Integrating service learning into the sport management curriculum. Sport Management Education Journal, 14 (1), 67–69. https://doi.org/10.1123/smej.2019-0036</bibtext> </blist> <blist> <bibl id="bib5" idref="ref19" type="bt">5</bibl> <bibtext> Bai, S., Hew, K.F., & Huang, B. (2020). Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, 30, Article 100322. https://doi.org/10.1016/j.edurev.2020.100322</bibtext> </blist> <blist> <bibl id="bib6" idref="ref40" type="bt">6</bibl> <bibtext> Biggs, J. (2014). Constructive alignment in university teaching. HERDSA Review of Higher Education, 1, 5–22.</bibtext> </blist> <blist> <bibl id="bib7" idref="ref65" type="bt">7</bibl> <bibtext> Botha-Ravyse, C., Lennox, A., & Jordaan, D. (2018). Lessons learned from gamification of a learning experience: A case study. South African Journal for Research in sport, Physical Education and Recreation, 40 (2), 23–40.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref77" type="bt">8</bibl> <bibtext> Civi, E., & Persinger, E.S. (2011). Marketing plan competition for experiential learning. American Journal of Business Education, 4 (12), 51–60.</bibtext> </blist> <blist> <bibl id="bib9" idref="ref21" type="bt">9</bibl> <bibtext> Deci, E.L., & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum Press.</bibtext> </blist> <blist> <bibtext> DeLuca, J.R., & Fornatora, E. (2020). Experiential learning from a classroom desk: Exploring student perceptions of applied coursework. Sport Management Education Journal, 14 (2), 142–150. https://doi.org/10.1123/smej.2019-0015</bibtext> </blist> <blist> <bibtext> Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining "gamification." In A.Lugmayr (Ed.), Proceedings of the 15th International Academic MindTrek Conference: Envisioning future media environments (pp. 9–15). ACM. https://doi.org/10.1145/2181037.2181040</bibtext> </blist> <blist> <bibtext> Dichev, C., & Dicheva, D. (2017). Gamifying education: What is known, what is believed and what remains uncertain: A critical review. International Journal of Educational Technology in Higher Education, 14 (1), Article 9. https://doi.org/10.1186/s41239-017-0042-5</bibtext> </blist> <blist> <bibtext> Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Educational Technology & Society, 18 (3), 75–88. https://doi.org/10.5220/0010498103530361</bibtext> </blist> <blist> <bibtext> Dixon, J.C. (2008). 'Making the case' for using the case method in sport management education. International Journal of Sport Management, 4 (2–3), 146–164.</bibtext> </blist> <blist> <bibtext> Educause. (2011). 7 things you should know about gamification. <ulink href="http://www.educause.edu/library/resources/7-things-you-should-know-about-gamification">http://www.educause.edu/library/resources/7-things-you-should-know-about-gamification</ulink></bibtext> </blist> <blist> <bibtext> Enders, B. (2013). Gamification, games, and learning: What managers and practitioners need to know. The eLearning Guild.</bibtext> </blist> <blist> <bibtext> Fink, L.D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. Jossey-Bass.</bibtext> </blist> <blist> <bibtext> Goshevski, D., Veljanoska, J., & Hatziapostolou, T. (2017). A review of gamification platforms for higher education. Proceedings of the 8th Balkan Conference in Informatics, Article 28, 1–6. https://doi.org/10.1145/3136273.3136299</bibtext> </blist> <blist> <bibtext> Jones, M., Miossi, L., & Blanton, J. (2019, October23–26). Practicing what you teach: Gameful learning as a self-determined approach to the sport psychology classroom [Conference presentation]. Thirty-fourth annual conference of the Applied Association of Sport Psychology, Portland, OR. https://appliedsportpsych.org/site/assets/files/1047/2019_abstracts.pdf</bibtext> </blist> <blist> <bibtext> Kam, A.H.T., & Umar, I.N. (2018). Fostering authentic learning motivations through gamification: A self-determination theory (SDT) approach. Journal of Engineering Science and Technology, 13, 1–9.</bibtext> </blist> <blist> <bibtext> LeCrom, C., Dwyer, B., Greenhalgh, G., Goebert, C., & Gellock, J. (2020). Comparing elements of study abroad among sport management students. Sport Management Education Journal, 14 (2), 85–96. https://doi.org/10.1123/smej.2019-0043</bibtext> </blist> <blist> <bibtext> Lee, J.J., & Hammer, J. (2011). Gamification in education: What, how, why bother?Academic Exchange Quarterly, 15 (2), 1–5.</bibtext> </blist> <blist> <bibtext> Lower-Hoope, L.M., Evans, J., Bailey, R.L., & Brgoch, S.M. (2021). Mock trial: Transforming curriculum through coopetition. Sport Management Education Journal, 15 (1), 54–56. https://doi.org/10.1123/smej.2020-0006</bibtext> </blist> <blist> <bibtext> Miragaia, D.A.M., & Soares, J.A.P. (2017). Higher education in sport management: A systematic review of research topics and trends. Journal of Hospitality, Leisure, Sport & Tourism Education, 21, 101–116. https://doi.org/10.1016/j.jhlste.2017.09.001</bibtext> </blist> <blist> <bibtext> Nilson, L.B. (2014). Specifications grading: Restoring rigor, motivating students, and saving faculty time. Stylus Publishing.</bibtext> </blist> <blist> <bibtext> O'Shea, M., & Link, C. (2019). Implementing augmented learning and teaching design for impact: Exploring the use of digital gamification in tertiary sport and hospitality business curriculum. International Journal of Innovation in Education, 5 (3), 165–181. https://doi.org/10.1504/ijiie.2019.10023254</bibtext> </blist> <blist> <bibtext> Pierce, D., & Middendorf, J. (2008). Evaluating the effectiveness of role playing in the sport management curriculum, International Journal of Sport Management and Marketing, 4 (2/3), 277–294. https://doi.org/10.1504/IJSMM.2008.018652</bibtext> </blist> <blist> <bibtext> Richter, G., Raban, D.R., & Rafaeli, S. (2015). Studying gamification: the effect of rewards and incentives on motivation. In T.Reiners & L.C.Wood (Eds.), Gamification in education and business (pp. 1–20). Springer International Publishing. https://doi.org/10.1007/978-3-319-10208-5_2</bibtext> </blist> <blist> <bibtext> Rigby, C.S. (2015). Gamification and motivation. In S.Deterding (Ed.), The gameful world: Approaches, issues, application (pp. 113–137). The MIT Press.</bibtext> </blist> <blist> <bibtext> Rigby, C.S., & Przybylski, A.K. (2009). Virtual words and the learner hero: How today's video games can inform tomorrow's digital learning environment. Theory and Research in Education, 7 (2), 214–223. https://doi.org/10.1177/1477878509104326</bibtext> </blist> <blist> <bibtext> Ryan, R.M., & Deci, E.L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, Article 101860. https://doi.org/10.1016/j.cedpsych.2020.101860</bibtext> </blist> <blist> <bibtext> Sailer, M., Hense, J.U., Mayr, S.K., & Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69, 371–380. https://doi.org/10.1016/j.chb.2016.12.033</bibtext> </blist> <blist> <bibtext> Shipherd, A.M. (2020). Gamifying the classroom. In J.E.Coumbe-Lilley& A.M.Shipherd (Eds.), High impact teaching for sport and exercise psychology educators (pp. 16–45). Routledge. https://doi.org/10.4324/9780429316210-4</bibtext> </blist> <blist> <bibtext> Shipherd, A.M., & Burt, D.J. (2018). Game on! Gamifying the sport psychology college classroom. Journal of Sport Psychology in Action, 9 (3), 147–158. https://doi.org/10.1080/21520704.2018.1434581</bibtext> </blist> <blist> <bibtext> Shreffler, M. (2020). Controversial topics in the classroom: Debates on ethical issues in sport. Sport Management Education Journal, 14 (1), 61–63. https://doi.org/10.1123/smej.2019-0022</bibtext> </blist> <blist> <bibtext> Snelgrove, R., Wood, L., & Wigfield, D. (2020). Managing a professional sport franchise: An extended case approach to learning. Sport Management Education Journal, 14 (1), 64–66. https://doi.org/10.1123/smej.2019-0021</bibtext> </blist> <blist> <bibtext> Subhash, S., & Cudney, E.A. (2018). Gamified learning in higher education: A systematic review of the literature. Computers in Human Behavior, 87, 192–206. https://doi.org/10.1016/j.chb.2018.05.028</bibtext> </blist> <blist> <bibtext> Van Roy, R., & Zaman, B. (2017). Why gamification fails in education and how to make it successful: Introducing nine gamification heuristics based on self-determination theory. In M.Ma& A.Oikonomou (Eds.), Serious games and edutainment applications (Vol. 2, pp. 485–509). Springer International Publishing AG. https://doi.org/10.1007/978-3-319-51645-5_22</bibtext> </blist> <blist> <bibtext> Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Wharton School Press.</bibtext> </blist> <blist> <bibtext> Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Association for Supervision and Curriculum Development.</bibtext> </blist> </ref> <aug> <p>By Ashley M. Duguay; Amber M. Shipherd; Carrie LeCrom and Chad Goebert</p> <p>Reported by Author; Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib24" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib27" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib36" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib23" firstref="ref4"></nolink> <nolink nlid="nl5" bibid="bib21" firstref="ref5"></nolink> <nolink nlid="nl6" bibid="bib10" firstref="ref6"></nolink> <nolink nlid="nl7" bibid="bib35" firstref="ref8"></nolink> <nolink nlid="nl8" bibid="bib33" firstref="ref9"></nolink> <nolink nlid="nl9" bibid="bib34" firstref="ref10"></nolink> <nolink nlid="nl10" bibid="bib11" firstref="ref11"></nolink> <nolink nlid="nl11" bibid="bib13" firstref="ref12"></nolink> <nolink nlid="nl12" bibid="bib28" firstref="ref13"></nolink> <nolink nlid="nl13" bibid="bib32" firstref="ref14"></nolink> <nolink nlid="nl14" bibid="bib15" firstref="ref15"></nolink> <nolink nlid="nl15" bibid="bib37" firstref="ref17"></nolink> <nolink nlid="nl16" bibid="bib31" firstref="ref22"></nolink> <nolink nlid="nl17" bibid="bib30" firstref="ref23"></nolink> <nolink nlid="nl18" bibid="bib38" firstref="ref24"></nolink> <nolink nlid="nl19" bibid="bib20" firstref="ref25"></nolink> <nolink nlid="nl20" bibid="bib22" firstref="ref33"></nolink> <nolink nlid="nl21" bibid="bib39" firstref="ref34"></nolink> <nolink nlid="nl22" bibid="bib16" firstref="ref36"></nolink> <nolink nlid="nl23" bibid="bib40" firstref="ref38"></nolink> <nolink nlid="nl24" bibid="bib17" firstref="ref45"></nolink> <nolink nlid="nl25" bibid="bib25" firstref="ref46"></nolink> <nolink nlid="nl26" bibid="bib19" firstref="ref48"></nolink> <nolink nlid="nl27" bibid="bib14" firstref="ref50"></nolink> <nolink nlid="nl28" bibid="bib29" firstref="ref56"></nolink> <nolink nlid="nl29" bibid="bib12" firstref="ref59"></nolink> <nolink nlid="nl30" bibid="bib18" firstref="ref63"></nolink> <nolink nlid="nl31" bibid="bib26" firstref="ref78"></nolink>
Header DbId: eric
DbLabel: ERIC
An: EJ1391248
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Leveling up Sport Management Education: Gamification in the Classroom
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Duguay%2C+Ashley+M%2E%22">Duguay, Ashley M.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2773-6141">0000-0003-2773-6141</externalLink>)<br /><searchLink fieldCode="AR" term="%22Shipherd%2C+Amber+M%2E%22">Shipherd, Amber M.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3505-5004">0000-0003-3505-5004</externalLink>)<br /><searchLink fieldCode="AR" term="%22LeCrom%2C+Carrie%22">LeCrom, Carrie</searchLink><br /><searchLink fieldCode="AR" term="%22Goebert%2C+Chad%22">Goebert, Chad</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8105-534X">0000-0002-8105-534X</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Sport+Management+Education+Journal%22"><i>Sport Management Education Journal</i></searchLink>. Apr 2023 17(1):63-73.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: https://journals.humankinetics.com/view/journals/smej/smej-overview.xml
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 11
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2023
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Evaluative
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Athletics%22">Athletics</searchLink><br /><searchLink fieldCode="DE" term="%22Business+Administration+Education%22">Business Administration Education</searchLink><br /><searchLink fieldCode="DE" term="%22Gamification%22">Gamification</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Study%22">Graduate Study</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Needs%22">Psychological Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Authentic+Learning%22">Authentic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Sport+Psychology%22">Sport Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Organization%22">Course Organization</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Design%22">Curriculum Design</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1123/smej.2021-0019
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1938-6974<br />2163-2367
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In line with trends in sport management education that have encouraged a transition from traditional forms of passive and depersonalized learning to active and motivated learning, this essay draws on theoretical and applied insight to provide sport management educators with actionable information related to gamification. In educational contexts, gamification involves using game elements such as narratives, teams, and badges in the classroom as a way to support students' intrinsic motivation and basic psychological needs (i.e., autonomy, competence, relatedness). This essay presents a case for gamification as a high-impact pedagogical approach that can help sport management educators replicate the global, complicated, and dynamic nature of the sport industry, thus creating more authentic, engaging, and influential experiences for students. Accordingly, this essay outlines gamification in education, discusses game elements and design, and provides a thorough description of a gamified sport psychology course. It concludes with future considerations and key takeaways for sport management educators.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2023
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1391248
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1391248
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1123/smej.2021-0019
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 63
    Subjects:
      – SubjectFull: Athletics
        Type: general
      – SubjectFull: Business Administration Education
        Type: general
      – SubjectFull: Gamification
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Graduate Study
        Type: general
      – SubjectFull: Learning Motivation
        Type: general
      – SubjectFull: Psychological Needs
        Type: general
      – SubjectFull: Authentic Learning
        Type: general
      – SubjectFull: Sport Psychology
        Type: general
      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Course Organization
        Type: general
      – SubjectFull: Curriculum Design
        Type: general
    Titles:
      – TitleFull: Leveling up Sport Management Education: Gamification in the Classroom
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Duguay, Ashley M.
      – PersonEntity:
          Name:
            NameFull: Shipherd, Amber M.
      – PersonEntity:
          Name:
            NameFull: LeCrom, Carrie
      – PersonEntity:
          Name:
            NameFull: Goebert, Chad
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 04
              Type: published
              Y: 2023
          Identifiers:
            – Type: issn-print
              Value: 1938-6974
            – Type: issn-electronic
              Value: 2163-2367
          Numbering:
            – Type: volume
              Value: 17
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Sport Management Education Journal
              Type: main
ResultId 1