Gamifying the Media Classroom: Instructor Perspectives and the Multidimensional Impact of Gamification on Student Engagement
Katie Seaborn, University College London, London, United Kingdom ; Deborah Fels, Ryerson University, Toronto, Canada ; Rob Bajko, Mount Saint Vincent University, Halifax, Canada ; Jaigris Hodson, Royal Roads University, Victoria., Canada
International Journal of Game-Based Learning Volume 7, Number 4, ISSN 2155-6849 Publisher: IGI Global
Gamification, or the use of game elements in non-game contexts, has become a popular and increasingly accepted method of engaging learners in educational settings. However, there have been few comparisons of different kinds of courses and students, particularly in terms of discipline and content. Additionally, little work has reported on course instructor/designer perspectives. Finally, few studies on gamification have used a conceptual framework to assess the impact on student engagement. This paper reports on findings from evaluating two gamified multimedia and social media undergraduate courses over the course of one semester. Findings from applying a multidimensional framework suggest that the gamification approach taken was moderately effective for students overall, with some elements being more engaging than others in general and for each course over time." Post-term questionnaires posed to the instructors/course designers revealed congruence with the student perspective and several challenges pre- and post-implementation, despite the use of established rules for gamifying curricula.
Seaborn, K., Fels, D., Bajko, R. & Hodson, J. (2017). Gamifying the Media Classroom: Instructor Perspectives and the Multidimensional Impact of Gamification on Student Engagement. International Journal of Game-Based Learning, 7(4), 22-49. IGI Global.