Classroom Gamification: Merging Game Design Theory and Behavior Analysis for Increased Engagement

Abstract

Many instructors have added gamification to the classroom with the intention of increasing student engagement to promote student achievement. Gamification is a process by which non-game activities are designed to be more like a game. Thus far, the implemented designs of classroom gamification are influenced by methods used in video games such as earning points, badges, and advancing to new levels. These techniques have demonstrated some success in increasing student engagement at various age levels; we believe there is more to explore in order to maximize classroom participation and retention of academic information. This is an introductory paper that explores video game design theory through the lens of behavior analysis with the intention of utilizing game design to increase student engagement in the college classroom. We designed a gamified classroom by implementing video game design theory, then had the model critiqued by a professional behavior analyst using a behavior analytic framework. With the inclusion of behavior analytic research and video game design theory, our goal with this paper is to analyze classroom engagement of college age neurotypical students who are attending a gamified classroom. Additionally, we will provide suggestions for modifying existing instructional strategies to support the creation of gamified classrooms.