Gamifying History: Designing and Implementing a Game-Based Learning Course Design Framework

Abstract

This paper analyzes the development and implementation of a game-based learning course design framework. Drawing inspiration from task-based learning, the framework is structured around four core gamified elements: narrative assignment design; learner discovery; team-based collaboration and competition; and choice through quests. The intended goal of implementing this framework is to improve learner engagement and foster greater learner investment in the course. The framework, developed at the University of Waterloo, was integrated into the course design for—and subsequently taught in—a third-year history course. A mixed-methods analysis was conducted in which students (n = 15) were surveyed, interviewed, and observed throughout the course at different intervals. The results of the study suggest that the team-based nature of the framework and the embedded gameplay elements are most effective at improving engagement for learners, while some form of extrinsic motivation is still beneficial to ensure all learners find completing additional tasks worthwhile.

An educational board game for learning orofacial spaces: An experimental study comparing collaborative and competitive approaches

“…In addition, gamification in education seems to be effective strategy to enhance engagement and motivation of learners, 26 especially if it is designed with an interactive response system 27 . Not only competition but also collaboration can motivate and engage learners in game‐based learning 28,29 . Educational games are able to create a social constructivist learning environment, where learners can construct their knowledge through interactions with their peers and instructors.…”

“…27 Not only competition but also collaboration can motivate and engage learners in game-based learning. 28,29 Educational games are able to create a social constructivist learning environment, where learners can construct their knowledge through interactions with their peers and instructors. This concept is promising for learners to self-direct their learning, especially when support is required.…”

Learning Impact Role Playing Game Edukasi Terhadap Motivasi Belajar Sejarah Siswa

“…Salah satu media pembelajaran yang diyakini mampu menarik minat, motivasi dan menyenangkan dalam pembelajaran adalah game based learning [9], [10], [11], dan efektif dijadikan sebagai media pembelajaran alternatif [12], [13], [14], [15]. Sehingga penelitian ini dilakukan dengan tujuan untuk melihat learning imp act dari penggunaan media permainan RPG edukasi sejarah yang telah penulis kembangkan terhadap motivasi siswa dalam belajar sejarah.…”

La Gamificación en el Desarrollo de la Competencia Histórica

“…De este modo, se requiere implementar metodologías activas como la gamificación, que aluden a aplicar la dinámica, la mecánica y el procedimiento del juego en escenarios o espacios controlados con una intención pedagógicametodológica donde se promueve el aprendizaje y se busca resolver problemas [Teixes (2014); Sánchez-Pacheco (2019)]; permite introducir e involucrar al educando en contenidos y problemáticas propios de la disciplina histórica (Sánchez & Colomer, 2018). En otras palabras, los docentes crean experiencias motivadoras y significativas donde el estudiante aprende de manera oportuna, potencia su desarrollo cognitivo, además de reforzar procesos de socialización (Ortiz-Colón et al, 2018;Chapman & Rich, 2018;Scholz et al, 2021). Ello permite interacciones entre el aprendizaje y la comprensión de la materia histórica (Kurniawan et al, 2021).…”