![]() Measures such as changes in grades/achievement (Domínguez et al.,Ģ013 Yildirim, 2017), motivation (Buckley & Doyle, 2016 To date, most studies of gamification in higher education haveĮxamined student perspectives and learning outcomes, focusing on Quests, competitions, narratives, and avatars (Kapp, 2012 Landers Intended to make learning and teaching more fun and meaningful forīoth instructors and students through features such as challenges, Immediate feedback, increasing student choice, supporting learningĬommunities, and fostering collaboration (Kapp, 2012 Lee & Motivate students by improving their engagement, providing more In education, the gamification of learning promises to help 10), has been used for commercial purposes to retain consumersĪnd improve brand awareness (Zichermann & Cunningham, 2011). ![]() Non-game contexts" (Deterding, Dixon, Khaled, & Nacke, 2011, Gamification, defined as "the use of game design elements in 5(2).ĭoi: Gamification in the wild Gamification in the wild:įaculty perspectives on gamifying learning in higher education Issues and Trends in Learning Technologies. (2017) “Gamification in the wild: Faculty perspectives on gamifying learning in higher education”, Keywords: gamification, learning management systems, online learning, Moodle, badges The article ends with reflections on the institutional and technological constraints that were encountered, and offers recommendations on how to support educators new to gamifying learning in their courses. However, the process of designing itself may be worth going through because it made faculty more conscious of how their teaching values were being reflected in the gamified system. While students' feedback on gamification were largely positive, many faculty members acknowledge that creating a coherent gamified course was difficult and time-consuming. It also discusses the data gathered from students on their perspectives and experiences in class. ![]() It uses a design research approach to inform the gamification design and implementation decisions and draws on data collected from weekly meetings recorded over Google Hangout, as well as meeting minutes, design documents, emails, and informal reflections that retrospectively examine the process of designing and implementing the gamified courses. This article analyzes the experiences and self-reflections of five university instructors who designed and implemented gamification for their online or hybrid courses. While numerous studies have examined gamification from the students' perspectives, few studies focus on the faculty's experience in detail. Research Articles Gamification in the wild: Faculty perspectives on gamifying learning in higher educationĪuthors: Aaron Chia Yuan Hung (Adelphi University), Emilia Zarco (Adelphi University), Monica Yang (Adelphi University), Diane Dembicki (Adelphi University), Mitchell Kase (Adelphi University) Abstract |Issues and Trends in Learning Technologies Hung | Gamification in the wild: Faculty perspectives on gamifying learning in higher education
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