Empirical Evidence in Support of Gameful Learning Environments. Aguilar, S., Fishman, B. J., & Holman, C. In Philadelphia, PA, USA, 2014. abstract bibtex This paper describes the design and study of two “gameful” courses that reimagined their assessment systems to better support student autonomy and promote engagement. We present results that signal the success of these designs, and in so doing distinguish between “gamification,” (i.e., the addition of superficial extrinsic elements to learning environments), and “game-inspired design”—the process of redesigning the core assessment elements of a learning environment so that the final product leads to a more motivating experience for students. This paper presents data investigating student motivation across two iterations of a political science course, and one instance of a course on videogames and learning.
@inproceedings{aguilar_empirical_2014,
address = {Philadelphia, PA, USA},
title = {Empirical {Evidence} in {Support} of {Gameful} {Learning} {Environments}},
abstract = {This paper describes the design and study of two “gameful” courses that reimagined their assessment systems to better support student autonomy and promote engagement. We present results that signal the success of these designs, and in so doing distinguish between “gamification,” (i.e., the addition of superficial extrinsic elements to learning environments), and “game-inspired design”—the process of redesigning the core assessment elements of a learning environment so that the final product leads to a more motivating experience for students. This paper presents data investigating student motivation across two iterations of a political science course, and one instance of a course on videogames and learning.},
language = {en},
author = {Aguilar, Stephen and Fishman, Barry J. and Holman, Caitlin},
year = {2014}
}
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