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.
TopCognitive Science Theory To Practice Of Active Learning
Levels of motivation, to set a goal or change one's behavior, very often, not only across time, but also across individuals (Daw & Shohamy, 2008). However the ways in which we target motivation have changed very little in the decades since the concepts of intrinsic and extrinsic motivation were first introduced (Bénabou & Tirole, 2003). Understanding the factors that influence motivation may delineate when and why it varies. Factors influencing motivation, particularly for behavioral change, include the relative experiences of reward and punishment (Bostan, 2009). Consider for example, extant work on operant conditioning, which linked specific rewards, or positive reinforcement, to observable new behaviors (Skinner, 1971). Despite its origins in animal psychology, classical conditioning is considered a generalizable mechanism for behavioral change in humans (Kirsch et al., 2004). However, when the aim is to modify complex behaviors, knowledge, skills, attitudes or goals, simple classic conditioning cannot account for variations in motivation across individuals.
Key Terms in this Chapter
Engagement Loops: A cyclic user interaction that motivates and offers reinforcement mechanisms.
Hedonic Considerations: Contemplation that captures an assumption about human behavior relating to maximizing positive experiences and minimizing unpleasant ones.
Panoply: A complete or impressive collection of things (Oxford Languages).
Crediting Systems: A mechanism by which records from academic institutions are given to those who complete academic experiences (e.g., course credit for course, certificate for workshop).
Big Five Personality Theory: 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. ).
Classical Conditioning: A habituation-based learning process that results from the pairing of excitatory stimulus with a previously neutral stimulus.
Gamification: The use of game elements in non-game contexts (Deterding, Dixon, Khaled & Nacke, 2011 AU64: The in-text citation "Deterding, Dixon, Khaled & Nacke, 2011" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).
Educational Game Design: A plan for the creation of a play-like experience for learning purposes.
Credentialism: Belief in or reliance on academic or other formal qualifications as the best measure of a person's intelligence or ability to do a particular job (Oxford Languages).
OCEAN: An acronym that helps remember the Big Five personality traits (OCEAN (openness, conscientiousness, extraversion, agreeableness, and neuroticism).