A proposed grouping of personality traits ( Allport & Odbert, 1936 ; Goldbert, 1990 AU63: The in-text citation "Goldbert, 1990" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).
Published in Chapter:
I Would Rather Be Playing: Enhancing Faculty Development Through Gamification
Yusuf Yilmaz (McMaster University, Canada), Sandra Monteiro (McMaster University, Canada), Teresa Chan (McMaster University, Canada), David Chandross (Toronto Metropolitan University, Canada), Sarrah Lal (McMaster University, Canada), and Vanessa Munford (McMaster University, Canada)
Copyright: © 2023
|Pages: 23
DOI: 10.4018/978-1-6684-6339-0.ch009
Abstract
Intrinsic and extrinsic motivation in faculty development creates several reasons to address participation in a program. While the former depends on voluntary participation which is a prominent type for recruiting faculty members for faculty development, the latter is the result of certification and promotion purposes. Intrinsic motivation is easy to address since the faculty members address their own development needs; extrinsic motivation, however, tends to yield a lower bar for development and lower priority for faculty development before teaching and scholarly obligations. Gamification of faculty development is an appropriate strategy to increase both intrinsic motivations through techniques like cultivating and extrinsic motivation by providing an environment to showcase abilities, skills, and accomplishments. However, gamification in the scope of faculty development requires some directions. Therefore, the purpose of this chapter is to define how to harness gamification for faculty development while describing five ways fine-tuned for faculty development.