Gamifying History: Designing and Implementing a Game-Based Learning Course Design Framework

Autor/inn/en	Scholz, Kyle W.; Komornicka, Jolanta N.; Moore, Andrew
Titel	Gamifying History: Designing and Implementing a Game-Based Learning Course Design Framework
Quelle	In: Teaching & Learning Inquiry, 9 (2021) 1, S.99-116 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Scholz, Kyle W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-4779
Schlagwörter	Game Based Learning; History Instruction; College Instruction; Learner Engagement; Group Activities; Foreign Countries; Instructional Design; Discovery Learning; Cooperative Learning; Competition; Undergraduate Students; Story Telling; Canada + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Hochschullehre; Gruppenaktivität; Ausland; Lesson concept; Lessonplan; Unterrichtsentwurf; Entdeckendes Lernen; Kooperatives Lernen; Wettkampf; Kanada
Abstract	This paper analyzes the development and implementation of a game-based learning course design framework. Drawing inspiration from task-based learning, the framework is structured around four core gamified elements: narrative assignment design; learner discovery; team-based collaboration and competition; and choice through quests. The intended goal of implementing this framework is to improve learner engagement and foster greater learner investment in the course. The framework, developed at the University of Waterloo, was integrated into the course design for--and subsequently taught in--a third-year history course. A mixed-methods analysis was conducted in which students (n = 15) were surveyed, interviewed, and observed throughout the course at different intervals. The results of the study suggest that the team-based nature of the framework and the embedded gameplay elements are most effective at improving engagement for learners, while some form of extrinsic motivation is still beneficial to ensure all learners find completing additional tasks worthwhile. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01