Questing as learning: iterative course design using game inspired elements

Abstract

Purpose – This study aims to review the development of six iterations of a master’s level course between the summers of 2013 and 2015, with a particular focus on the use of optional quests to engage and motivate student learning. Design/methodology/approach – The comparative case study analysis draws on design-based research theory to consider learner activity, perceptions and commentary on course design. Findings – Findings show students consistently exceeding expectations in the classroom, creating their own assignments, accepting custom challenges and, on average, sustaining a high regard for the learning process and format. Practical implications – Positive results appear using free and available tools that can be adopted in any classroom setting. Originality/value – Given the degree of voluntary engagement with course content, this local set of case studies implies that quest-based learning can drive an entire course design with positive results and provides a design model for others to adopt and bui...