Abstract
Gamification is an innovative pedagogical strategy where digital games are used in an educational setting and as an aid to learning. Recent publications on gamification in the classroom investigate the concept of “meaningful gamification” where, in line with Ryan and Deci’s self-determination theory, competency, autonomy and relatedness are prioritized (Ryan and Deci, 2000, p. 68). The paradigm of meaningful gamification works well as a catalyst in motivating students to read background material and grasp key concepts that facilitate a flipped classroom, and this study measures the impact of this intervention by meaningful gaming on students’ motivation at a higher education level. The context for this study is the module ‘Women in Film’, which is part of the Ideas and Exposition Programme at the Centre for English Language Communication, National University of Singapore.
Highlights
Gamification is an innovative pedagogical strategy where digital games are used in an educational setting and as an aid to learning
Recent publications on gamification in the classroom investigate the concept of meaningful gamification, where, in line with Ryan and Deci’s self-determination theory, competency, autonomy, and relatedness are prioritized (Ryan & Deci, 2000a, p. 68)
Meaningful gamification works as a catalyst in motivating students to read background material and grasp key concepts that in turn facilitate a flipped classroom, as students come to class with a level of competency with the material that enables them to participate in discussions
Summary
Gamification is an innovative pedagogical strategy where digital games are used in an educational setting and as an aid to learning. Recent publications on gamification in the classroom investigate the concept of meaningful gamification, where, in line with Ryan and Deci’s self-determination theory, competency, autonomy, and relatedness are prioritized. The paradigm of meaningful gamification works well as a catalyst in motivating students to read background material and grasp key concepts that facilitate a flipped classroom. This study aims to measure the impact of meaningful gaming on students’ motivation within a Women in Film module designed for students studying English Language Communication at the National University of Singapore (NUS). I outline the theoretical framework underlying meaningful gamification and introduce the unique context of the study
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