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Gamifying the Media Classroom: Instructor Perspectives and the Multidimensional Impact of Gamification on Student Engagement

Gamifying the Media Classroom: Instructor Perspectives and the Multidimensional Impact of Gamification on Student Engagement

Katie Seaborn, Deborah I. Fels, Rob Bajko, Jaigris Hodson
Copyright: © 2017 |Volume: 7 |Issue: 4 |Pages: 28
ISSN: 2155-6849|EISSN: 2155-6857|EISBN13: 9781522514527|DOI: 10.4018/IJGBL.2017100102
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MLA

Seaborn, Katie, et al. "Gamifying the Media Classroom: Instructor Perspectives and the Multidimensional Impact of Gamification on Student Engagement." IJGBL vol.7, no.4 2017: pp.22-49. http://doi.org/10.4018/IJGBL.2017100102

APA

Seaborn, K., Fels, D. I., 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 (IJGBL), 7(4), 22-49. http://doi.org/10.4018/IJGBL.2017100102

Chicago

Seaborn, Katie, et al. "Gamifying the Media Classroom: Instructor Perspectives and the Multidimensional Impact of Gamification on Student Engagement," International Journal of Game-Based Learning (IJGBL) 7, no.4: 22-49. http://doi.org/10.4018/IJGBL.2017100102

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Abstract

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.

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