Abstract: Gamification is an increasingly acceptable alternative to traditional classroom structures and practices that is based on the notion that games can be engaging to students. Gamification consists of applying game concepts such as challenges, rewards, and leaderboards to educational materials and courses. While gamification in the classroom is not new, there has been little research on comparing the same or similar gamification approach in different types of courses. To understand the impact of gamification on student engagement, enjoyment, and interest, two university-level undergraduate courses—one on multimedia and one on social media—from different teaching departments were similarly gamified and evaluated. Students found gamification to be a positive and engaging aspect of course. Competition, being able to gain experience points, challenges, and quests inspired students to take greater interest in the course, including seeking out additional materials. However, there was a difference in attitudes and expectations among gamers and non-gamers. Departmental rules, conventional thinking by others, and restrictions on content delivery methods acted as deterrents to gamified course development.
Keywords: Gamification in education, Game design, game-based learning, social media, multimedia, engagement
Download this article: ISEDJ - V14 N6 Page 55.pdf
Recommended Citation: Bajko, R., Hodson, J., Seaborn, K., Livingstone, P., Fels, D. (2016). Edugamifying Media Studies: Student Engagement, Enjoyment, and Interest in Two Multimedia and Social Media Undergraduate Classrooms. Information Systems Education Journal, 14(6) pp 55-72. http://isedj.org/2016-14/ ISSN: 1545-679X. (A preliminary version appears in The Proceedings of EDSIG 2015)