Design and Implementation of Gamified Course Contents

Design and Implementation of Gamified Course Contents

Md Mahmudul Hasan (Anglia Ruskin University, UK)
DOI: 10.4018/978-1-5225-2706-0.ch003


This chapter sheds light on gamification aspects in a course content and how it can be implemented to enhance students' performance. The aim of this chapter is to give an overview of designing gamified content in the classroom by ‘gamispire-wheel'. It also focuses on implementing existing tool such as ClassDojo. It is especially written for teachers, researchers, practitioners, educationists and students. To make the chapter self-explanatory for the readers, a case study has been illustrated that can be utilised in the classroom. In addition to that, key gamification elements have been mentioned. Moreover, this chapter provides step by step guidelines to design, develop and implement gamified course contents using the web or mobile phones.
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Gamification is a technique to implement game elements in a non-gaming environment. This term was first coined by Nick Pelling in 2003 (A brief history of gamification, 2013). However, gamification started to use commonly in teaching and learning until 2010 (Deterding, et al., 2011). The other related terms like ‘game based learning’ and ‘educational games’ are also used as like as gamification to enhance engagement for students. It has received enormous attention in recent days. This new terminology has harnessed its capacity in various domain. There are significant research works that clearly illustrate the gamified content’s applicability in education (Bonde et al., Christy & Fox, 2014), government services (Bista, Nepal, Paris, & Colineau, 2014), gaming (e.g. FarmVille2, CityVille), fitness (Nike+ app for iOS and Android) and in military unit (e.g. game based training for US army). Technology and social networks play a vital role in education from early childhood to grown-up stages (Kayımbaşıoğlu, et al., 2016). Leah and Erin (2017) argued how gamification and digital games can be used in higher education. Joana (2017) explained the role of gamification in operations research. In her paper, the author distinguishes between gamified and non-gamified courses and demonstrates how gamified courses increase the engagement of students. Besides, gamification can help the children with intellectual disabilities (Colpani and Homem, 2015). In this research paper, authors showed how a set of cutting edge technologies such as augmented and virtual reality can be integrated with gamification model and its significance towards disabilities. David et al. (2016) proposed a platform called ICT-Flag funded by the Spanish government which can be used to benefit students, teachers, and academic contributors. Patrick and Elaine (2016) investigated different levels of expectation from the gamified environment based on personality. Here, authors used the National Tax Forecasting Project (NTFP) which is an Irish gamified learning intervention platform that helps to forecast the national budget by asking input from the students. Furthermore, a platform called Edutronics is introduced to teach electronics by doing various tasks (Assante et al., 2016). Lane, et al., (2016) prototyped an educational platform to teach geometry for children. Hence, we can draw a portrayal of how a gamification model could be productive in education sectors especially in teaching and learning.

Key Terms in this Chapter

Appointment Dynamics: A specific time to gain or earn some extra features.

Gamispire-Wheel: A method of using gamification components in a simplified format by using any technical or non-technical tools anytime and anywhere.

Class-Dojo: It is a platform available in web and mobile platforms to engage students effectively.

Gamified Environment: This refers to an environment where the gamification components are actively arranged to engage users.

Hormones: It refers to chemicals which are secreted from glands for specific function of organs.

Leaderboard: A ranking of players which reflects highest achievements based on performances and earned points.

Gamification: A mechanism of applying game elements in non-gaming context.

Game-Based Learning: A learning style which is actively driven by games.

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