Motivating Students to Learn: Transforming Courses Using a Gameful Approach. CRLT Occasional Paper No. 40

Autor/inn/en	Ajlen, Ronit; Plummer, Benjamin; Straub, Evan; Zhu, Erping
Institution	University of Michigan, Center for Research on Learning and Teaching (CRLT)
Titel	Motivating Students to Learn: Transforming Courses Using a Gameful Approach. CRLT Occasional Paper No. 40
Quelle	(2020), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Teaching Methods; Game Based Learning; Educational Games; Student Motivation; Higher Education; Personal Autonomy; Inquiry; Risk; Competence; College Environment; Student Participation; Program Development; Grading; Feedback (Response); College Faculty; College Students; Michigan + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Educational game; Lernspiel; Schulische Motivation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Individuelle Autonomie; Risiko; Kompetenz; Hochschulumwelt; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Programmplanung; Notengebung; Schulnote; Fakultät; Collegestudent
Abstract	Gameful pedagogy is "an approach that takes inspiration from well-designed games to create learning environments that support student motivation" (Holman, 2018, p. 1). According to Self-Determination Theory (Ryan & Deci, 2000), students are intrinsically motivated when their basic psychological needs for autonomy (the need to make meaningful choices), competence (the need to master optimally difficult challenges), and sense of belonging (the need to have positive interactions with others) are met. Gameful pedagogy incorporates design elements of games, such as choice and safe failure, to motivate students to engage with course content. As such, it requires instructors to fundamentally rethink their course design, especially their assignments and grading systems. Courses at the University of Michigan (U-M) that take a gameful approach are defined by some amount of assignment choice, as well as an additive point system in which students build their grade up from zero. That is, their final grade is a sum of all of their assignment grades rather than an average of those grades. This framework allows students the freedom to fail because there is room to recover from setbacks by completing additional work. Students are encouraged to take learning risks and to step outside comfortable territory. According to the Center for Academic Innovation, U-M instructors from a range of disciplines and across 48 programs have employed gameful pedagogy impacting over 10,000 learners as of summer term 2019. This report shares: (1) faculty perspectives on why they have chosen a gameful approach to their course(s); (2) examples of how they have implemented it; and (3) important considerations for those interested in doing the same. (ERIC).
Anmerkungen	Center for Research on Learning and Teaching (CRLT), University of Michigan. 1071 Palmer Commons, 100 Washtenaw Ave. Ann Arbor, MI 48109-2218. Tel: 734-764-0505; Fax: 734-647-3600; e-mail: crlt@umich.edu; Web site: http://crlt.umich.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01