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Factors at Play in Tertiary Curriculum Gamification

Factors at Play in Tertiary Curriculum Gamification

Penny de Byl
Copyright: © 2013 |Volume: 3 |Issue: 2 |Pages: 21
ISSN: 2155-6849|EISSN: 2155-6857|EISBN13: 9781466632868|DOI: 10.4018/ijgbl.2013040101
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MLA

de Byl, Penny. "Factors at Play in Tertiary Curriculum Gamification." IJGBL vol.3, no.2 2013: pp.1-21. http://doi.org/10.4018/ijgbl.2013040101

APA

de Byl, P. (2013). Factors at Play in Tertiary Curriculum Gamification. International Journal of Game-Based Learning (IJGBL), 3(2), 1-21. http://doi.org/10.4018/ijgbl.2013040101

Chicago

de Byl, Penny. "Factors at Play in Tertiary Curriculum Gamification," International Journal of Game-Based Learning (IJGBL) 3, no.2: 1-21. http://doi.org/10.4018/ijgbl.2013040101

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Abstract

The compulsion to include games and game related mechanism in education is great among educators who want to engage and motivate today’s students and the latest buzzword in this domain is gamification. However, without a thorough understanding of what a gamified curriculum looks like, how it can best be applied and why it might engross students, it cannot be effectively applied. This research examined a gamified course curriculum structure and evaluated its use in two university level subjects. The objective was to gage student enjoyment and engagement with a heavily gamified curriculum and to understand the aspects that make the practice useful in education. Factor analysis of the dataset revealed the possibility of a six dimensional model of curriculum gamification worthy of future study.

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