<p> As online courses become more established, there has been a clear impetus to build interactivity, personalization, and real-time feedback into courses. Faculty and course designers have cast envious eyes at video and online games that engage and enthrall players for hours and some are experimenting with gamification—a blanket term that covers all manner of attempts to build student intrinsic motivation into online courses. In this study I analyze four cases of gamified online courses at accredited institutions of higher education. I've looked at game elements the course builders are including and whether this might be a means of progress toward educational and societal goals. My conclusion is that there is potential significantly to increase student engagement in the concept of gamifying online courses. I outline areas for future study by suggesting frameworks within which gamification might be further analyzed and assessed.</p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:3635727 |
| Date | 23 October 2014 |
| Creators | Bell, Kevin R. |
| Publisher | University of Pennsylvania |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
Page generated in 0.0091 seconds