Designing practical course from a gamification perspective: Students’ Insights from Informatics Education

Abstract

Gamification is a powerful instrument in the educational process if applied with care, considering the holistic learning experience. Literature has shown that using game-based mechanisms can motivate and engage students to participate actively in the learning process. This study investigates students’ motivation and engagement to participate in practical courses developed based on a holistic gamification approach. In this paper, we present the results of a case study in a Swedish university. In one of our practical courses, we designed and implemented gamification concepts (bonus points, real-life scenarios, and role-playing). The course Software Architecture was designed and developed from scratch with the explicit aim of integrating gamification into its structure and delivery. After each lecture, we planned a workshop (with voluntary participation) with gamification elements, applying the learning outcomes. To investigate students’ insights, we distributed a research survey, complementing the general course evaluation survey, at the end of the course, during which 60% of the enrolled students were present (enrolled students : 100). In total, we collected 50 responses. The preliminary results show positive statistical significance on the students’ motivation to participate actively and engage in the course; moreover, it encourages positive collaboration among the students and helps students better understand the course content. However, students experience different gamification elements (e.g., bonus points and role-playing) differently, i.e., role-playing seems to make students struggle more to apply it to a real-case scenario. Moreover, there are indications that the implemented gamification approach added extra stress and pressure to the students. We also identify implications that awarding bonus points, which are collected during seminars and used on the final exam, at the group level instead of an individual level, cannot be a fair approach. Overall, the results indicated that the students are motivated and engaged to participate in courses developed with a holistic gamification approach. The study will be replicated with a different group of students and in a theoretical course to better understand how gamification designs can be applied in different types of courses.