Content uploaded by Szymon Machajewski
Author content
All content in this area was uploaded by Szymon Machajewski on Nov 20, 2017
Content may be subject to copyright.
INTERNATIONAL JOURNAL OF EDUCATIONAL TECHNOLOGY
IJET
Machajewski, S. (2017). Gamification strategies in a hybrid exemplary college course.
International Journal of Educational Technology, 4(3), 1-16.
Original Paper
Journal homepage: http://educationaltechnology.net/ijet/
* Corresponding author. E-mail address: machajes@gvsu.edu
© The Author(s). 2017 Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License
(http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the
original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.
OPEN
ACCESS
Gamification strategies in a hybrid exemplary college course
Szymon Machajewski*
School of Computing and Information Systems, Grand Valley State University, MI, USA
KEYWORDS
Gamification
Educational technology
Emerging technologies
Amazon Alexa
Kahoot
Cengage
Quizlet
A B S T R A C T
Using technology in teaching and learning finds a wide adoption in recent years. 63.3%
of chief academic leaders surveyed by the Babson Survey Research Group confirm that
online education is critical to their long-term strategy. Modern engagement pedagogies,
such as digital gamification, hold a promise of shaping student experience. While course
builders and instructors investigate new technologies and teaching methods questions
arise about the instructional quality of academic courses with online content or with
gamification elements. In addition, students are not the digital natives many hoped them
to be. 83% of millennials report sleeping with their smartphones, but 58% have poor
skills in solving problems with technology. This paper reports on a gamefully designed
course, delivered in a hybrid modality, which was selected through a peer review
process as an exemplary course in consideration of instructional design. The course was
evaluated according to the Blackboard Exemplary Course Program rubric. Gamification
was introduced in three phases: player onboarding phase, player scaffolding phase, and
player endgame. Various technologies involved in the course included: MyGame
gamification mobile app, Blackboard Learn, Cengage Skills Assessment Manager,
Kahoot, Amazon Alexa, Google Traveler, Twitter, and others. The course focused on
gamification according to the short and long game theory to engage students during
lectures (short game) and throughout the semester (long game).
Introduction
Almost half a century after the invention of the Internet and three decades after the development of the World Wide Web, online learning is no longer a
field reserved for early adopters. 63.3% of chief academic leaders surveyed by the Babson Survey Research Group (Allen & Seaman, 2016) “agreed that
online education was critical to the long-term strategy of the institution.” Further, the number of students taking online courses has been growing for the
last 13 years. However, only 29.1% of academic leaders agreed that their faculty accept the “value and legitimacy of online education.” The instructional
quality of online courses is a concern. Researchers agree that the quality of the online content may have significant impact on student satisfaction and
success (Palloff & Pratt, 2011; Voigt & Hundrieser, 2008).
2 INTERNATIONAL JOURNAL OF EDUCATIONAL TECHNOLOGY, 4(1), 1-10
Machajewski
Another factor related to student success, such as graduation rates, is course engagement (Price & Tovar, 2014). While many pedagogical approaches aim
to increase engagement, one of them is gamification. Gamification is the adoption of game elements in non-game contexts (Deterding, Dixon, Khaled, &
Nacke, 2011; Huotari & Hamari, 2012, Fitz-Walter, Wyeth, Tjondronegoro, & Scott-Parker, 2013). Games can create an immersive feedback
environment and, while promoting making choices, they also ease the impact of failure (Gee, 2003). While gamification is a subject of much business and
educational research, few studies consider the evaluation through peer review of the instructional design quality of gamified courses. Online components
of gamefully designed courses may increase engagement in students, but are they sound from the instructional perspective?
A peer review process is of great value in evaluating academic courses as faculty views on instructional quality of courses can be subjective. For example,
in the STEM academic area, while faculty were often focused on producing high-quality graduates, they also contributed to a high level of attrition in
academically weaker students (Christe, 2013). Faculty sometimes viewed student withdrawal from STEM majors as a sign of successful instruction. The
STEM introductory courses were viewed as a gatekeeping process to spare unfit students from the rigors of scientific work. Problems such as low
achievement, student boredom, and alienation, along with high dropout rates were linked to engagement (Fredricks, Blumenfeld, & Paris, 2004; Swap &
Walter, 2015).
Indiana University Professor Emeritus of Biology Dr. Craig Nelson is the author of “Dysfunctional Illusions of Rigor” (Nelson, 2010). These illustrate
subjective and often erroneous faculty views about their own instruction. 1) Hard courses weed out weak students. When students fail it is primarily due
to inability, weak preparation, or lack of effort. Finding: When students fail it is often due to inappropriate pedagogy. 2) Traditional methods of
instruction offer effective ways of teaching content to undergraduates. Modes that pamper students teach less. Finding: While lectures teach something,
alternative methods teach on average twice as much as traditional lectures.
The instructional effectiveness of courses may also depend on the course delivery mode. 42.3 % of chief academic officers were more favorable about
courses that combine elements of online instruction with those of traditional face-to-face teaching (Allen & Seaman, 2016). Academic leaders rate the
promise of blended or hybrid courses as superior to that of fully online courses.
Online courses are often categorized into fully online and hybrid courses. Allen & Seaman (2016) propose four categories: traditional courses, web
facilitated courses, blended/hybrid courses, and fully online courses. Traditional courses contain 0% of content delivered online. The content is delivered
in writing or orally. Web facilitated courses deliver from 1 to 29% of content online. Next, 30 to 79% of online content delivered online make it
blended/hybrid courses. Such courses have a substantial proportion of content delivered online. Finally, courses with 80% of online content or above are
considered fully online. Online courses deliver most or all content online without face to face meetings.
Todd et al. (2017) support the notion that hybrid courses deliver better results over face-to-face or fully online courses, especially in teaching complex
content. As an example of such content, in teaching ethical decision-making skills as a process-based content, the hybrid modality was recommended.
The researchers admitted, that the success of the hybrid delivery might have been due to the extensive development of the course over the effort in
development of the traditional or fully online versions.
Another reason, why hybrid courses may be more effective than fully online courses are computer skills of students. As the academic world and the
workplace slowly come to terms with the myth of the digital natives, studies warn about negative consequences in assuming students have digital skills
simply because they are of a younger generation (Kirschner & Bruyckere, 2017). A global research in 33 developed countries reported that only 5% of
general population possesses high computer-related skills and only 30% can address medium-complexity tasks (OECD, 2016). In another study, while
83% of millennials report sleeping with their smartphones, 58% have poor skills in solving problems with technology, and out of 19 countries examined in
the study, the U.S. millennials ranked last.
The findings about advantages of hybrid courses are supported in the literature by considering the strengths and weaknesses of each modality. Fully
online delivery features a self-paced nature, which may lead to rapid progression through key content without sufficient learning taking place (Daymont
and Blau 2011; Kirschner, Sweller, & Clark, 2006). The advantage of such delivery, especially over face-to-face courses, is in the student’s ability to
pause, rewind, and otherwise consume content at their own rate (Osguthorpe and Graham 2003). Hybrid courses tend to capitalize on the benefits of both
modes of delivery in keeping students more accountable for their knowledge of the online content leading to increased learning and course effectiveness
(Sapp & Simon, 2005).
In addition to the course delivery mode, other factors contribute to course quality. Peer review of the online course content and the evidence of classroom
activities tends to be a primary tool in promoting course quality (Chao, Saj, & Tessier, 2006; Feldman, McElroy, & LaCour, 2000; Little 2009; McGahan,
Jackson, & Premer, 2015). In a paper dedicated to the review of national and statewide evaluation instruments of online courses, Baldwin, Ching, and Hsu
(2017) list the following course quality improvement programs:
3
1. Blackboard’s Exemplary Course Program Rubric (2017a)
2. California Community Colleges’ Online Education Initiative (OEI) Course Design Rubric (2017)
3. The Open SUNY Course Quality Review Rubric (OSCQR) (State University of New York, 2016).
4. Quality Matters (QM) Higher Education Rubric (2017)
5. Illinois Online Network’s Quality Online Course Initiative (QOCI) (2017)
6. California State University Quality Online Learning and Teaching (QOLT) (2017)
Blackboard Exemplary Course Rubric
The Blackboard Exemplary Course Program was designed to recognize courses that “demonstrate best practices in four major areas: Course Design,
Interaction & Collaboration, Assessment, and Learner Support” (Blackboard, 2017b). Each category was evaluated quantitatively within five levels of
mastery: exemplary (5-6), accomplished (3-4), promising (2), incomplete (1), not evident (0). Reviewers were instructed to apply lower ratings when
within a category some sub-categories were accomplished in an exemplary manner, but others appeared below that mastery level.
The rubric was distributed publically with a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. This meant that course
builders were allowed to use the rubric privately or within their organizations. They could also modify the rubric and institutionalize it as long as it was
for non-commercial purposes and contained a note of Blackboard’s authorship.
The rubric contained the following categories and sub-categories with their weight:
Category: Course Design
Goals and Objectives (x3)
Content Presentation (x3)
Learner Engagement (x2)
Technology Use (x1)
Category: Interaction and Collaboration
Communication Strategies (x3)
Development of Learning Community (x3)
Interaction Logistics (x2)
Category: Assessment
Expectations (x3)
Assessment Design (x3)
Self-Assessment (x1)
Category: Learner Support
Orientation to Course and LMS (x0.5)
Supportive Technologies (x0.5)
Instructor Role and Information (x1)
Course/Institutional Policies & Support (x0.5)
Technical Accessibility Issues (x0.5)
Accommodations for Disabilities (x1)
Feedback (x1)
Findings
Course Design
The course “Introduction to Computing” (CIS150) at Grand Valley State University was awarded the Blackboard Exemplary Course award in 2017
(Blackboard, 2017c). The course was offered to a range of students from freshmen to seniors in a variety of majors of study. Over time, a steady growth
of enrollment in the course was recorded with 1561 students in 2013, 1616 in 2014, 1697 in 2015, and 1740 in 2016. The Blackboard course, which was
peer-reviewed by the Blackboard Exemplary Course Program (ECP) reviewers (Blackboard, 2017a), was utilized by 874 students between Fall 2013 and
Winter 2017 semesters. A case study exploring the phenomenon of engagement with gamification in this course was conducted between 2015 and 2017.
The case study investigated 501 students in 15 sections over 4 semesters (Machajewski, 2017a).
4 INTERNATIONAL JOURNAL OF EDUCATIONAL TECHNOLOGY, 4(1), 1-10
Machajewski
The course “Introduction to Computing” was a coordinated course with approximately 30 sections each semester. The content of the course was centrally
managed. This content included the course objectives, textbooks, exams, quizzes, Cengage SAM tutorials, and Cengage SAM projects. All graded
assignments were standardized across the course sections. The course consisted of 49 graded assignments, 3 performance exams, 2 summative exams, and
a self-paced project. The content of the course was broad including over 700 computing terms in the theory section along with hands-on skills in Microsoft
Word, Excel, and Access. The course was delivered in a hybrid approach with 6 hours a week of online, self-guided work, in addition to 2 hours of
lecture, and 1 hour of hands-on lab.
Course Peer Review Details
The course was evaluated according to the Blackboard Exemplary Course Rubric. In addition to the specific levels of mastery, anonymous reviewers also
provided qualitative commentary for each category of the rubric. The reviewers were able to login as students and instructors to the course. They were
also provided evidence of learner activity through anonymized content extracts, screenshots, and videos. Table 1 contains the levels of mastery assessed
by the program reviewers.
Table 1. Course Reviewer Ratings per Rubric Category
Categories*and*Sub-categories*
Reviewer'A'
Reviewer'B'
Reviewer'C'
'
Course'Design'
!!
!!
!!
Goals*and*Objectives*
accomplished!
accomplished!
incomplete!
Content*Presentation*
exemplary!
accomplished!
exemplary!
Learner*Engagement*
exemplary!
exemplary!
exemplary!
Technology*Use*
exemplary!
exemplary!
exemplary!
*
Interaction'and'Collaboration'
!!
!!
!!
Communication*Strategies*
exemplary!
exemplary!
exemplary!
Development*of*a*Learning*Community*
exemplary!
exemplary!
exemplary!
Interaction*Logistics*
accomplished!
exemplary!
exemplary!
*
Assessment'
!!
!!
!!
Expectations*
accomplished!
accomplished!
exemplary!
Assessment*Design*
exemplary!
exemplary!
exemplary!
Self-assessment*
exemplary!
exemplary!
exemplary!
*
Learner'Support'
!!
!!
!!
Orientation*to*Course*and*CMS*
accomplished!
exemplary!
accomplished!
Supportive*Software*(Plug-ins)*
accomplished!
exemplary!
exemplary!
Instructor*Role*and*Information*
exemplary!
exemplary!
exemplary!
Course/Institutional*Policies*and*Support*
exemplary!
exemplary!
exemplary!
Technical*Accessibility*Issues*
exemplary!
exemplary!
exemplary!
Accommodations*for*Disabilities*
exemplary!
exemplary!
accomplished!
Feedback**
exemplary!
exemplary!
exemplary!
5
Some of the rubric categories evaluated at the exemplary level were Learner Engagement, Technology Use, Development of a Learning Community, and
Technical Accessibility Issues. These categories apply to the gamification design of the course. Three phases of the gamification strategy were player
onboarding phase, player scaffolding phase, and player endgame.
Student engagement in the course was designed into short-term activities, such as lecture peer-instruction activities, and long-term activities such as
earning XP points through participation and completion of missions between lectures to use later as a course currency. The short-term activates were no
longer independent events. The long-term design helped students to experience the hero’s journey (Rank, Raglan, Dundes, & Segal, 1990) leading to the
boss level activity and completion of the course. This design reflected the short and long game theory for academic courses (Machajewski, 2017d).
Player Onboarding Phase
Game Discovery and Introduction
The course adopted the MyGame platform from game.dataii.com and established the CIS150 mobile app (Machajewski, 2013). The game operated as an
experience point (XP) ledger. Each game code became a deposit or a withdrawal from the ledger. Students joined the game at different times during the
semester. The game was presented as autonomous and not required for any of the graded activities.
The game was introduced during the first meeting of the class. A text game code was provided, which students could enter after downloading the mobile
app for iOS and Android. The first step, within the mobile app, was to type in student’s email address. Next, a verification link was activated in the email
message. This method made usernames or passwords unnecessary and the validation link tied a mobile phone to the email account. A player could
always sign out and allow another user to sign in with a new email on the device.
The initial rules of the game shared with students included only basic game mechanics as text mission codes that were entered into the app (Figure 1). A
list of available missions was shared with students. Some initial missions included locating hallway maps that contained QR codes, a campus bus stop,
textbook question, syllabus question, exploration of the Blackboard course, and others.
The game functionality was shared with students gradually as the semester
progressed. Halfway through the semester attendance codes were
introduced to remove XP when students missed classes. Major
achievements and advanced game functions were introduced in varied
intervals. This allowed for a measure of unpredictability in the class and
mystery, which were necessary to maintain excitement and interest in the
game.
The MyGame platform was also adopted by the Department of Germanic
Studies at the University of Illinois at Chicago (Ryder & Machajewski,
2017). Since the game is based on collecting game challenges and using
XP as a course currency, it is independent of the course content. In
teaching the German language, the app was integrated with Duolingo.
This allowed for language vocabulary practice and remediation of
introductory knowledge.
Mobile App
The course game was operated through a mobile app deployed to the
Apple App Store and the Google Play Store (Machajewski, 2013). The
app and the associated gamified process was submitted for U.S. patent as
Educational Gamification System and Gameful Teaching Process
(Machajewski, 2015). The app provided access to classroom activities
such as lecture participation through Kahoot, encryption cipher tools,
exam reviews with Quizlet Live, and lecture slides (Figure 2). Among
other course resources, the mobile app provided access to the assignment
schedule.
The game tools in the app included the player profile with gravatar image,
a display of achievements, total earned XP, list of available missions, the
Figure 1. The CIS150 mobile app: Game code entry screen
6 INTERNATIONAL JOURNAL OF EDUCATIONAL TECHNOLOGY, 4(1), 1-10
Machajewski
leaderboard called experience ranking, and history of all submitted missions. The interfaces for claiming game codes allowed for typing in mission codes
or scanning QR codes with the mobile phone camera.
Optimized Electronic Leaderboard
One of the mobile app navigation tabs was called Progress (Figure 3).
This tab lead to a dynamic list of recently completed missions and most
popular missions, which scrolled in a short list. The leaderboard, called
experience ranking, was available as a link in the Progress screen. It
displayed a list of players in a descending order by XP. The list displayed
player avatar picture, student-selected avatar name, number of missions
completed, total XP, and a name of the game level matching the total XP
range. However, the leaderboard did not display all players at the same
time. The list displayed the authenticated player and 5 players above and
below the ranking. It also allowed for displaying the top 30 players in
addition to the current player.
The list included 5 game winners from each of the previous semesters.
This meant that for some time during the game onboarding process and
scaffolding, the top 30 players were primarily past game winners. Not all
top winners in a specific semester were the highest XP scoring players.
Only a small group of past winners had a very high XP total. Such players
chose not to cash in on the end-of-semester options like Peace of Mind
Points, LinkedIn recommendations, or others. They chose to stay on the
leaderboard sometimes with relatively low XP total.
Figure 2. The CIS150 mobile app: Classroom activities on the Home
screen
7
Player Scaffolding Phase
Blackboard Learn
The Blackboard Learn application provided the official interface for
grades and all graded assignments in the class (Figure 4). It became the
main communication platform for course and game activities. The
gamification activities in Blackboard Learn for this course were described
in more detail at the BbWorld Conference in New Orleans in July of 2017
(Machajewski, 2017b).
Within the Blackboard Learn Grade Center, missed assignments were
marked with a zero score immediately after the due date. The electronic
gradebook was carefully crafted to provide a detailed sequence of events
in the class by employing an indexing system. The first number of a grade
referred to the week and the second to the event number within that week.
For example, an exam may be indexed as 16.1 meaning the first event in
week 16. This system allowed for accurate matching of events in external
vendor systems and the grade book itself.
Further, a projected grade, along with the final grade, were always
available to students in self-service view called My Progress. The default
My Grades menu in Blackboard was renamed to My Progress to reflect
the mindfulness principles of “not yet” based on research in the growth
mindset (Yeager & Dweck, 2012). Within Blackboard Learn course, the
Marked Reviewed feature, along with adoptive release, allowed for game
codes to be distributed to students who have explored the online portion of
the course or students who have completed certain required actions in
Blackboard. This encouraged students to explore all areas of Blackboard
Learn course at the start of the semester. Blackboard Learn course could
be the source of game codes, a host for mission activities, and it was the
repository of the overall graded data.
Blackboard Inc offered mobile apps, which allowed students to view their current grade and interact with the course content. The course featured two
grade displays: Projected Grade and Final Grade. The Projected Grade was the running total for the class, which showed the total grade for all
assignments already turned in. This meant that if the initial assignment was completed at the A grade, Projected Grade showed an A. The description of
the grade stated: “This grade shows your running total. If you keep up the same quality of work you've been delivering so far, this will be your final
grade.”
The Final Grade column displayed an F for most of the semester for all students. Both grades met after completion of the last assignment. The
description of the Final Grade column stated: “This grade calculates all empty grades as zero. If you stopped completing assignments right now, this
would be your final grade.”
Figure 3. The CIS150 mobile app: Progress screen with a link to
Experience Ranking leaderboard
8 INTERNATIONAL JOURNAL OF EDUCATIONAL TECHNOLOGY, 4(1), 1-10
Machajewski
Figure 4. Blackboard Learn course
Cengage Skills Assessment Manager
The Cengage Skills Assessment Manager (SAM) system was facilitated by the textbook publisher, Cengage Learning (Figure 5). The online system was
intended for self-paced learning and practice of Microsoft Office applications (Cengage, 2014). This system was used for graded activities, projects, and
exams. In addition to the graded elements, some activities were in SAM were optional. These activities included post-exams, exam practice activities,
and some sample projects. Such activities were counted toward XP in the game instead of course grade. The activity was transferred to the game by
downloading CSV files from Cengage and importing them into the game. This encouraged students to complete optional activities even when they were
not officially graded. A significant amount of XP (about 80%) could be collected by participating in the optional, hands-on Microsoft Office activities.
9
Figure 5. Cengage SAM Excel simulation activity
ArtPrize & Campus Art
One of the game missions based on QR codes was dedicated to a local art event called ArtPrize. This is an annual art competition event in Grand Rapids,
Michigan. Many art pieces were displayed in public spaces. Such art was often accompanied by QR codes, which were integrated into the game and
offered XP points. Since the course content covered QR code technology as well as the use of mobile devices, the collection of QR codes aligned with the
class. The first 5 QR codes claimed 5 XP, each additional one was worth 1 point.
A similar integration was built for the Grand Valley State University artwork. At the campus library and other campus locations drawings and paintings,
along with sculptures, had associated QR codes. Students could scan the codes to claim XP in the game. This type of a mission especially appeals to
explorer player personality type according to Bartle player types (1996). Eventually a maximum total allowed had to be established at 200 XP in the
mission.
The MyGame platform allowed for identifying a QR code pattern, such as a repeating URL string. This is how event QR codes could be identified and
linked to a specific game mission. Scanning any other QR codes would not activate the mission completion.
NetApp University
One of the game missions was to complete a course with NetApp University. This mission was released during the discussion of enterprise computer
storage. NetApp collaborated with the course instructor on an integration that allowed students to complete any of their professional courses offered to
NetApp clients. The game mission required completion of one-hour course called Storage Fundamentals. The course completion PDF certificate was
then uploaded to Blackboard Learn, where adaptive release displayed the game code to the student.
10 INTERNATIONAL JOURNAL OF EDUCATIONAL TECHNOLOGY, 4(1), 1-10
Machajewski
Kahoot
The Kahoot active learning system was used during lectures to stimulate
interest and participation. Students used their Blackboard Learn user
names to sign into Kahoot, which then allowed the instructor to import XP
from Kahoot into the course game for each correct answer given during
the lecture. While tracking class attendance, the integration allowed for
rewarding participation.
In addition to earning XP, performing well during Kahoot activities
appealed to students in other ways. After completion of each question the
student who answered correctly in the shortest amount of time was
recognized by name. This helped the instructor to learn student names and
created a social element during lectures.
Storification
Storification was applied in the course to leverage epic meaning as a game
design principle (Chou, 2015). This introduced a measure of
unpredictability and allowed for capturing the imagination through a
narrative. Historical events and Viking folk stories were used to introduce
certain computer principles during lectures. For example, computer
hacking was likened to Viking raids, the Internet was explained in terms
of river and sea connectivity for the Vikings in medieval world. A
compilation of these stories is available through the Amazon Alexa skill
prepared for the course called “Computers Storified in Viking History by
Floki.”
The game mobile app as well as the Blackboard Learn course contained a
number of visual cues that related to the Vikings (Figure 4). They
included the app icon as a Viking long ship, the mission entry screen
containing a rune carving scene, the game splash screen with a slogan
“Access the Inner Viking & Excel. Rune Word”, which was hinting at the
Microsoft applications covered in the course.
In parallel to the development of the course, the History Channel was running a show, called the Vikings, which allowed students to immerse themselves
in the Viking story and concepts. This entertainment element was a way to recall story elements from the class. The show was adopted by Amazon Prime
and Hulu for viewing in later semesters.
Another feature of storification was the game avatar and the story students told by their own participation. The course game allowed players to select an
avatar name, which was displayed in the leaderboard along with the gravatar picture. The use of student names was further aided by implementation of
the Open Photo Roster in Blackboard Learn (Machajewski, 2016). The use of student names in the classroom allowed for an inclusive learning
environment, while the avatar in the game allowed for anonymity.
The game rules were being shared with students in form of a story. Instead of sharing all elements through a multi-page manual, the various rules and
opportunities were unveiled throughout the course during in-class sessions. This created a perception of mystery and unpredictability, a key concept in
games.
Amazon Alexa
Audio assistants are devices, which allow users to interface with computer artificial intelligence through voice (Machajewski, 2017c). An Amazon Alexa
skill developed for the course allowed students to practice course terminology. Alexa skill would describe a glossary entry, then it would wait for a
response. Five correct answers by the user opened up a game code spoken back by Alexa to the user. This allowed students to claimed the game mission
in the mobile app. The Alexa skill was named: “Introduction to Computing Flashcards Game”.
Figure 6. The CIS150 mobile app: List of available missions including
NetApp Certification
11
A second Amazon Alexa skill with an activation word of Floki was
developed to support the storification of the game. When activated on any
of the Alexa devices, such as the Amazon Echo, Echo Dot, Echo Tap,
Amazon Shopping app for iOS, or FireTV the skill spoke a Viking story
that connected with the world of computers (Figure 7). This following
was a sample conversation a student could carry on with Floki:
User: Alexa, ask Floki to tell me a story.
Floki: The Internet and the World Wide Web are different. The Internet is
a network, the web is a system of documents. Oceans and rivers were like
the Internet for Vikings. The ships were like the world wide web
documents.
User: Alexa, ask Floki to tell me a story.
Floki: Harald Bluetooth was a Viking king with terribly decayed teeth and
that's where he got his name. He united quarrelling Danish tribes and the
wireless technology was to unite the same way wireless communication
protocols.
Google Traveler
The Google Traveler was a beta service from Google created to help people share stories associated with locations. Through the use of a world map along
with photos, videos, and text the designer could share experiences in connection with specific places. This technology landed itself to a historical
exploration and building the storification theme for the class game.
Music
Music was used throughout the gamified course. Before the start of a lecture music was played in the classroom. After 30 minutes of lecture, music was
played again with students standing up for 60 seconds and being encouraged to participate in a guided dance in place to increase blood circulation. Music
was also used for background during certain game events such as the Quizlet Live exam review. The selected music was typically dance or pop music
from current performers, largely based on the Amazon playlist called Student Favorites.
Figure 7. Amazon Alexa service on Echo speaker
12 INTERNATIONAL JOURNAL OF EDUCATIONAL TECHNOLOGY, 4(1), 1-10
Machajewski
Attendance Tracking
Attendance in the course was tracked in a variety of ways. Kahoot activities showed evidence of participation. Specific game codes shared in class, often
in forms of a question, riddle, or assignment, marked student activity in the class. However, after the Midterm exam, when attendance in class was likely
to start declining, a new storified feature of the game was introduced. The instructor shared a story of Scandinavian trolls, who were recently spotted in
the nearby ravine. Unless the player came to class during scheduled time and collected the protection code, the trolls would steal some of their XP. Each
absence was worth about 10% of total average collected points. This feature applied the loss and avoidance core game drive as well as scarcity and
ownership from the Octalysis gamification framework (Chou, 2015).
Twitter
The Twitter social network was used throughout the course in various activities such as creation of memes during an ice breaking activity, or identifying
computer parts through posting photos under class hash tag. An ongoing game mission included challenges posted on Twitter, which resulted in game
codes. The game tweets could include a QR code as an attached picture or require the viewing of a YouTube video in search of the game code.
Player endgame phase
Game Boss Level
The Boss Level mission was scheduled for the end of the semester. This mission allowed for a reduction of Peace of Mind Points exchange rate, which
was intentionally set high throughout the semester. The Boss Level mission was executed in code.org or codecombat.com, which helped students to learn
visual commands, JavaScript code, or Python programming (Figure 8). The assignment was to sign up for the specific class through a custom URL and
complete a certain section of the programming assignment. The results were available in the grade book of the external site for verification. The
completion of the Boss Level mission was submitted as a screenshot to Blackboard Learn assignment, which triggered adaptive release to display a game
code.
The code allowed for either a discount in Peace of Mind Points (PofM), or in gathering additional XP, in which case Peace of Mind Point exchange was
blocked. The second option was used by students who determined that PofM would not give them a significant improvement in grades, but completing
late assignments would. Therefore, the math of the XP points made it evident, that completing late assignments, and therefore practicing and learning,
would positively affect the grade in a more significant way than PofM exchange.
Figure 8. Boss Level: JavaScript lesson in codecombat.com
13
Quizlet Live
The midterm and final exams were based on computer theory, which required a review of technical terms and definitions. The exams were coordinated
across all sections of the course. This terminology was available in the textbook, publisher Power Point slides, and glossary lists.
Some definitions were uploaded as Quizlet Sets. The Quizlet Live game was executed in the classroom as an exam review (Figure 9). During the activity,
teams of students worked on answering specific questions and competing with each other. The teams raced to answer questions with game status for each
team being displayed on the projector screen. Collaboration and discussion was necessary to participate in the activity.
Figure 9. Students playing Quizlet Live
Late Assignments
The course included 49 graded assignments, with majority executed through the Cengage SAM system. Such assignments included tutorial activities,
projects, and other performance based items. All assignments had strict due dates.
The game established a process for submitting late assignments for grading by paying for them with XP. Late assignments could be completed without
limitations, but moving of the grades from Cengage SAM to Blackboard Learn required the game XP transaction.
Before completing any late assignments, students needed to find a course mentor, who would sponsor their delinquency. A mentor could be a student who
played the game in previous semesters, or a student who scored 500 XP or more in the current class. Once recommended, a student could trade their XP
for late assignments.
Once recommended in the game, the student needed to have enough XP to pay for each late assignment. The cost in XP currency was initially high, with
discount sales occurring toward the end of the semester. The amount of late assignment opportunities was limited by the amount of XP a student was able
to collect and then defend through good attendance. This feature applied the core game drives of social influence and relatedness, as well as development
and achievement (Chou, 2015).
Peace of Mind Points
A few weeks into the semester, the Peace of Mind points were introduced. The points were meant to provide some peace of mind for the midterm and
final exams. Instead of calling it extra credit, the points were directly connected with the amount of wrong answers on the exams. So, instead of offering
5 extra credit points, a student could answer 5 questions incorrectly on the exam, which was 5 Peace of Mind points. Focusing on student experience
during exams instead of the grade promoted intrinsic motivation.
There were four achievements in the course game. A specific game code shared in class opened up the late assignments achievement. This achievement
allowed for trading XP points for PofM points. PofM points were then imported into the official Blackboard Learn grade book. The amount of PofM was
controlled by the XP exchange rate and never exceeded 2% of the total points in the Blackboard course.
Game Achievements
14 INTERNATIONAL JOURNAL OF EDUCATIONAL TECHNOLOGY, 4(1), 1-10
Machajewski
Four game achievements were available in the class and they were indicated in the game profile with specific graphics (Figure 10). The achievements
were: Late Assignment Mentorship, Exam Peace of Mind Points, Recommend Friends, and Boss Level. The achievements marked course milestones and
reminded students of their options in the course game.
Game Bolt-on Design
The game was designed as a bolt-on, which meant that it was optional for
students and it did not modify any of the coordinated curriculum
assignments or exams. The game could be stopped at any time during the
semester by the instructor or by any student without affecting the official
course grade. All required course elements were retained and if necessary
the course could be successfully completed without participation in the
game. This fulfilled a compliance requirement of content and assessments
in the academic program and coordinated course approach.
Conclusion
A complex game requires clear instructions. Effective instructional design
is a foundation for gamification of academic courses. When applying
gamification to academic courses, it is natural to focus on student
engagement and intrinsic motivation. However, it is also important to
validate the instructional design approaches to maintain high quality of
instruction.
The Blackboard Exemplary Course Program allows faculty to
incrementally improve the instructional quality of their online or hybrid
courses. Faculty receive confidential, quantitative, and qualitative
feedback from anonymous reviewers. The course content and evidence of
student activity can be resubmitted to the program multiple times for
additional feedback.
The design of the course, “Introduction to Computing” at Grand Valley
State University demonstrates an application of the short and long game
theory for academic courses (Machajewski, 2017d). The use of technology and gamification methods during lectures provides a short-term engagement
mechanism. At the same time, long-term methods of XP tracking and XP trading allows for creating a player journey and experience shaping mechanism.
REFERENCES
Allen, I. E., & Seaman, J. (2016). Online report card: Tracking online education in the United States. Wellesley: Babson Research Group.
Baldwin, S., Ching, Y. H., & Hsu, Y. C. (2017). Online Course Design in Higher Education: A Review of National and Statewide Evaluation Instruments.
TechTrends, 1-12.
Bartle, R. (1996). Hearts, clubs, diamonds, spades: Players who suit MUDs. Retrieved from http:// www.mud.co.uk/richard/hcds.htm
Blackboard (2017c). Blackboard Announces Winners of 2017 Catalyst Awards. Press Release. Blackboard Inc. Retrieved from
http://press.blackboard.com/Blackboard-Catalyst-Awards-2017
Blackboard. (2017a). Exemplary Course Program. Blackboard Inc. Retrieved from http://www.blackboard.com/consulting-training/training-technical-
services/exemplary-course-program.aspx
Blackboard. (2017b). Blackboard Exemplary Course Rubric. Blackboard Inc. Retrieved from http://www.blackboard.com/resources/catalyst-
awards/bb_exemplary_course_rubric_apr2017.pdf
California Community Colleges Chancellor’s Office. (2017). About the OEI. Retrieved from http://ccconlineed.org/about-the-oei/
California State University. (2017). QOLT evaluation instruments. Retrieved from http://courseredesign.csuprojects.org/wp/qualityassurance/qolt-instruments/
Figure 10. The CIS150 mobile app: Game achievements
15
Cengage. (2014). SAM Helps Intimidated Students Gain Confidence and Proficiency with Computer Technology. Retrieved from
http://www.machajewski.org/szymon/files/ss_sam_machajewski.pdf
Chao, T., Saj, T., & Tessier, F. (2006). Establishing a quality review for online courses. Educause Quarterly, 29(3), 32–40.
Chen, X., & Soldner, M. (2013). STEM attrition: College students’ paths into and out of STEM fields: Statistical analysis report. (NCES 2014-001). National Center
for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. Retrieved from
http://nces.ed.gov/pubs2014/2014001rev.pdf
Chou, Y. K. (2015). Actionable Gamification: Beyond Points, Badges, and Leaderboards. Octalysis Media.
Christe, B. (2013). The Importance of Faculty-Student Connections in STEM Disciplines: A Literature Review. Journal Of STEM Education: Innovations And
Research, 14(3), 22-26.
Daymont, T., & Blau, G. (2011). Deciding between traditional and online formats: Exploring the role of learning advantages, flexibility, and compensatory
adaptation. Journal of Behavioral & Applied Management, 12, 156–175.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining “gamification”. In Proceedings of the 15th
international academic MindTrek conference envisioning future media environments (pp. 9e15). Tampere, F, ACM.
Feldman, S., McElroy, E. J., & LaCour, N. (2000). Distance education, guidelines for good practice. Washington: American Federation of Teachers Retrieved from
http://www.umsl.edu/technology/frc/pdfs/ guidlines_for_good_practice_DL.pdf.
Fitz-Walter, Z., Wyeth, P., Tjondronegoro, D., & Scott-Parker, B. (2013). Driven to drive: Designing gamification for a learner logbook smartphone application. In
Proceedings of the 2013 Symposium on Gameful Design, Research, and Applications, Gamification 2013, Stratford, ON, Canada (pp. 42e49).
Fredricks, J. A., Blumenfeld, P. C., and Paris, A. (2004). School engagement: potential of the concept: state of the evidence. Review of Educational Research, 74,
59–119.
Gee, J. P. (2003). What video games have to teach us about learning and literacy. ACM Computers in Entertainment, 1(1), 20e20.
Huotari, K., & Hamari, J. (2012). Defining gamification: A service marketing perspective. In Proceeding of the 16th international academic MindTrek conference
(pp. 17e22). ACM.
Illinois Online Network. (2017). Quality online course initiative. Retrieved from http://www.ion.uillinois.edu/initiatives/qoci/index.asp
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery,
problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41, 75–86.
Kirschner, P. A., & De Bruyckere, P. (2017). The myths of the digital native and the multitasker. Teaching and Teacher Education, 67, 135-142.
Lander, E. S., & Gates, S. J. (2010). Prepare and inspire. Science (New York, N.Y.), 330(October), 151. http://doi.org/10.1126/science.1198062
Little, B. B. (2009). Quality assurance for online nursing courses. Journal of Nursing Education, 48(7), 381–387.
Machajewski, S. (2013). CIS150. [Mobile application software]. Retrieved from https://itunes.apple.com/us/app/cis150/id944850769?mt=8
Machajewski, S. (2015). Educational Gamification System and Gameful Teaching Process, US Patent Application No. 14/922,321
Machajewski, S. (2016). Computer Software Release: Open Photo Roster. Open Teaching Tools. Book 1. Retrieved from
http://scholarworks.gvsu.edu/oer_teaching/1
Machajewski, S. (2017a). Application of Gamification in a College STEM Introductory Course. (Doctoral dissertation). Retrieved from Education Resources
Information Center https://eric.ed.gov/?id=ED574876
Machajewski, S. (2017b), Gamification in Blackboard Learn. Conference Proceedings. Retrieved from Education Resources Information Center
https://eric.ed.gov/?id=ED575007
Machajewski, S. (2017c). Digital audio assistants in teaching and learning. Blackboard Inc. Retrieved from http://blog.blackboard.com/digital-audio-assistants/
Machajewski, S. (2017d). The short and long game theory for academic courses. Blackboard Inc. Retrieved from http://blog.blackboard.com/the-short-and-long-
game-theory-for-academic-courses/
McGahan, S. J., Jackson, C. M., & Premer, K. (2015). Online course quality assurance: Development of a quality checklist. InSight: A Journal of Scholarly
Teaching, 10, 126–140.
National Research Council NRC. (2012). Monitoring Progress Toward Successful K−12 STEM Education: A Nation Advancing? Washington, DC: National
Academies Press.
Nelson, C. E. (2010). Dysfunctional illusions of rigor: Part 1 - basic illusions. In R. Reis (Ed.), Tomorrow's Professor: Msg. #1058. Retrieved from
http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/posting.php?ID=1058
Neuhauser, A., Cook, L. (2016). U.S. News/Raytheon Annual STEM Index. U. S, News and World Report.
OECD (2016), Skills Matter: Further Results from the Survey of Adult Skills, OECD Publishing, Paris. DOI: http://dx.doi.org/10.1787/9789264258051-en
Osguthorpe, R. T., & Graham, C. R. (2003). Blended learning environments: Definitions and directions. Quarterly Review of Distance Education, 4, 227–234.
Palloff, R. M., & Pratt, K. (2011). The excellent online instructor: Strategies for professional development. John Wiley & Sons.
Price, D. V. and Tovar, E. (2014) Student Engagement and Institutional Graduation Rates: Identifying High-Impact Educational Practices for Community Colleges,
Community College Journal of Research and Practice, Vol 38, No 9, pp 766–782.
Quality Matters. (2016). Course Design Rubric Standards. Retrieved from https://www.qualitymatters.org/qa-resources/rubric-standards/higher-ed-rubric
Rank, O., Raglan, L., Dundes, A., & Segal, R. (1990). In Quest of the Hero. Princeton University Press.
Risen, T. (2016). “Coding Isn’t Just for Coders Anymore.“ U.S. News. Retrieved from https://www.usnews.com/news/articles/2016-06-08/coding-isnt-just-for-
coders-anymore
Ryder, R., & Machajewski, S. (2017). The “UIC German” game app for the enhancement of foreign language learning - Case study. International Journal Of
Educational Technology, 4(1), 1-16. Retrieved from http://educationaltechnology.net/ijet/index.php/ijet/article/view/13
Sapp, D. A., & Simon, J. (2005). Comparing grades in online and face-to-face writing courses: Interpersonal accountability and institutional commitment.
Computers and Composition, 22, 471–489.
Soergel, A. (2015). “Want a Better Job? Master Microsoft Excel.” U.S. News. Retrieved from https://www.usnews.com/news/blogs/data-mine/2015/03/05/want-a-
better-job-master-microsoft-word-excel
State University of New York. (2016). The open SUNY COTE quality review (OSCQR) process and rubric. Retrieved from
https://bbsupport.sln.suny.edu/bbcswebdav/institution/OSCQR/OSCQR-Links-BKP-2016-08-09.html
Swap, R. J., & Walter, J. A. (2015). An Approach to Engaging Students in a Large-Enrollment, Introductory STEM College Course. Journal Of The Scholarship Of
Teaching And Learning, 15(5), 1–21.
Todd, E. M., Watts, L. L., Mulhearn, T. J., Torrence, B. S., Turner, M. R., Connelly, S., & Mumford, M. D. (2017). A meta-analytic comparison of face-to-face and
online delivery in ethics instruction: the case for a hybrid approach. Science and Engineering Ethics, 1-36.
16 INTERNATIONAL JOURNAL OF EDUCATIONAL TECHNOLOGY, 4(1), 1-10
Machajewski
Voigt, L., & Hundrieser, J. (2008). Student success, retention, and graduation: Definitions, theories, practices, patterns, and trends. Noel-Lewitz Retention
Codifications. November, 1-22.
Yeager, D. S., & Dweck, C. S. (2012). Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed. Educational
Psychologist, 47(4), 302–314. http://doi.org/10.1080/00461520.2012.722805
