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Gamified Learning in Higher Education: An Instructional Design Method to Improve Engagement

Garden, Claire; Rivera, Errol

Authors

Errol Rivera



Contributors

Oscar Bernardes
Editor

Vanessa Amorim
Editor

Antonio Carrizo Moreira
Editor

Abstract

Gamification and Design Thinking can be thought of as 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 agreed method to gamify learning, there are established models for ID. Furthermore, ID and Gamified Learning share limitations, notably a lack 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 in an attempt to remedy these limitations. Although conceived as a means to improve student engagement with formative assessment in UK HE, the method may applied more widely to other settings to support user engagement to enhance other relevant outcomes (e.g. satisfaction) in other global locations.

Acceptance Date Oct 21, 2021
Online Publication Date May 31, 2022
Publication Date 2022
Deposit Date May 9, 2022
Publicly Available Date May 31, 2022
Publisher IGI Global
Pages 497-520
Series Title Handbook of Research
Book Title Handbook of Research on the Influence and Effectiveness of Gamification in Education
Chapter Number 25
ISBN 9781668442876
DOI https://doi.org/10.4018/978-1-6684-4287-6
Keywords Higher education, constructive alignment, learning outcome, instructional design, student engagement, gamified learning, cognitive domain, affective domain, behavioural domain, game attribute
Public URL http://researchrepository.napier.ac.uk/Output/2870621
Publisher URL https://www.igi-global.com/book/handbook-research-influence-effectiveness-gamification/288939

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