Abstract
Gamified lectures are defined as lectures formatted as games, for the purposes of this research. This paper presents an example of a traditional instruction-based lecture that was redesigned using a game-like design. First, confrontations specific to gaming situations were considered, to derive goals for students in a classroom. Students fought using a game system in these experiments. The teacher acted as a game administrator, and controlled all the game materials. He also became an interface between the game system and students. Redesigned lectures were compared with traditional instruction-based lectures for their effects on relieving student dissatisfaction with the classroom. The achievement levels of students showed no improvement in the gamified design compared to the traditional instruction-based format.
Highlights
Gamified lecture courses are defined as lecture courses formatted as games, for the purposes of this research
This paper presents an example of a traditional instructionbased lecture course that was redesigned using a game-like design
The differences between Quest to Learn and this papers research are that this study focused on a larger lecture with a maximum of 300 students, and this paper focused on how to change from traditional instruction-based lecture courses to gamified lecture courses
Summary
Gamified lecture courses are defined as lecture courses formatted as games, for the purposes of this research. Redesigned lecture courses were compared with traditional instruction-based lecture courses for their effects on relieving student dissatisfaction with the classroom. The achievement levels of students showed no improvement in the gamified design compared to the traditional instruction-based format. Gamification is often defined as the use of game components in non-game activities (Deterding et al, 2011; Huotari and Hamari, 2012). Confrontation is a key point in gamified lecture courses because it does not seem to be explicitly considered in traditional lecture course design. A traditional instruction-based lecture course is Gamified Lecture Courses redesigned using previous research. The confrontation was designed such that students battled a game system produced by an instructor. Students measured progress translated into points, and when a certain number of points were accrued, student received credit for the lecture
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