Abstract
Gamification and design thinking can be considered part of instructional design (ID) in the higher education (HE) context. Each of these fields has much to learn from the others. For example, although there is a lack of an agreed method to gamify learning, there are established models for ID. Furthermore, ID and gamified learning share limitations, notably a lack of reflection and empathy/systems approach in the processes used, that can be remedied by borrowing from design thinking. In the context of HE, it is appropriate to frame that empathy as student engagement to draw on the literature base. A gamification method is presented that incorporates reflection and student engagement to remedy these limitations. Although conceived to improve student engagement with formative assessment in UK HE, the process may be widely applied to other settings to support user engagement and enhance relevant outcomes (e.g., satisfaction) in different global locations.
TopBackground
Given the context of the discussion of gamification and ID/ Design Thinking that follow, a brief introduction to learning in the HE context is required. According to UNESCO, the HE sector can be defined as “All universities, colleges of technology and other institutions providing formal tertiary education programmes (i.e. ISCED levels 5, 6, 7, or 8)..” (Higher Education Sector (for R&D Data) | UNESCO UIS, n.d.).” The sector plays an important role in the global economy, e.g. UK HE generated an estimated 1.2% of British GDP 2017 (The Economic Impact of Universities in 2014–15, n.d.).
Key Terms in this Chapter
Learning Outcome: What is achieved through the learning process, organised across five domains of knowledge: psychomotor, cognition, metacognition, affect, self.
Behavioural Domain: The psychological category related to doing, or behaviour. Analogous to the psychomotor domain.
Game Attribute: Distinct game design features used in gamification.
Instructional Design: Design of instructional material, taking into account constructive alignment.
Constructive Alignment: Orientation of system components used in teaching: the environment and activities (including the method and assessment approach), in the same direction in order to achieve the learning outcomes.
Affective Domain: The psychological category related to feeling or affect.
Cognitive Domain: The psychological category related to thinking, or cognition.
Student Engagement: The variable, context-dependent psychological state students experience while learning.
Gamified Learning: The use of game attributes to facilitate learning and related outcomes.
Higher Education: All universities, colleges of technology and other institutions providing formal tertiary education programmes.