Gamification: Authentic Assessment and impact on Online Learning

GAMIFICATION: Impact and need in Online Education

Student attrition from Classrooms has always been a concern. With lowered financial support from Government, increased calls for accountability and calls from various Stakeholders for student engagement and effective learning. These alarms got louder with the increasing enrolments of Online Learners. According to Online Report Card – Tracking Online Education in the United States, a year‐to‐year 3.9% increase in the number of distance education students, up from the 3.7% rate recorded in 2014 (Accessed at https://onlinelearningconsortium.org/read/online-report-card-tracking-online-education-united-states-2015/)

Since the revenue of most institutions of Higher Learning depends a great deal on student enrolment, it behooves the providers of learning to make learning engaging and a thing of interesting fun.

The use of Technology in Online learning module design and deployment lends itself very well to the innovative use of gamification as an engagement and teaching tool. Most students nowadays are technologically engaged and are already playing games online or just on their iPads or computer desktop apps.

Keep these thoughts in mind as you share your opinion or experience on the following:

Have you at any time played electronic games which were linked with a subject of study in school? What is your experience with online or in-school computer games?

Others will post their opinion to this blog, and you are expected to respond to any post by comment, question or suggestion as the weeks go by. Attached is a Rubric showing how posts are evaluated. Pay attention to the focal areas and the weights ascribed to each, as you make your contributions.

 

References

Grabowski, J., Reed, A., Moore-Russo, D., & Wiss, A. (2016, March). Gamification in Online Education: How and Why?. In Society for Information Technology & Teacher Education International Conference (pp. 254-259). Association for the Advancement of Computing in Education (AACE).

(Accessed in Walden Library)

Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161.

RUBRIC

Needs improvement- 1 point Basic- 2points Proficient- 3 points Advanced- 4 points
Content Content has very little relevance to the question. Content is slightly related to the question Content is directly related to the question. Content is substantial and relates directly to the question under discussion.
Details Very little detail was used to support the argument. Uses some detail, some of which are accurate. Others are not relevant to the topic. Uses details such as explanations and examples that support the topic. Uses details such as explanations and examples that support the topic.
Logical flow The points are rather disjointed. Occasional logic, inconsistent. Generally consistent. Very Consistent.
Grammar Grammar is confusing. Grammar sometimes confuses. Uses appropriate Grammar. Uses completely appropriate grammar that helps readers with understanding.