The Gamification of Higher Education Teaching Practices
Rationale: Traditional pedagogic models for higher education are becoming increasingly
ineffective and challenging to apply (Clearly-Holdforth, 2007). Motivating students to
perform crucial tasks such as complete readings, engage in class activities, participate in class
discussions, or conduct self-directed research, is becoming more and more difficult for many
teachers.
This project will build upon the belief that this great challenge for higher educational
pedagogy (and indeed pedagogy at all levels) is also a great opportunity. Many of today's
students have spent their formative years learning through mediated experiences, such video
games, online environments, and social networks. Rather than dismissing the significance of
this, or trying to train students out their 'bad habits', there is the opportunity to embrace the
pedagogic potential of these systems. Contemporary video gaming in particular, has evolved
to be a highly complex and rich medium, which mobilises a sophisticated range of both subtle
and overt pedagogic systems in order to train players into highly specialised and specific
skills (Tulloch, 2009). This project will evaluate whether these game logics and mechanisms
can be effectively adapted and applied to the classroom environment. It will aim to develop
new models and methods of pedagogy specifically designed to engage and appeal to
contemporary and future generations of students.
The concept of 'gamification' is becoming one of the most widely used, but poorly
understood, terminologies of contemporary times (Bogost, 2011). Broadly defined,
gamification is a process whereby game mechanics are integrated into traditionally non-game
tasks in order to make the experience more fun, engaging, or meaningful for the participants.
Techniques of gamification can include setting up precise rules, point systems, rewards,
punishments, and competitions. From teaching institutions to health services to the corporate
world, people are recognising the potential of games to enrich their learning and working
experiences.
The aim of this project is twofold. Firstly, it aims to develop and document world leading
gamified teaching programs. The programs would offer academics specific directions and
instructions to successfully gamify their teaching. Secondly, this project aims to produce high
quality research output for publication in internationally recognised academic journals. These
publications would further the conceptual framework of gamification, developing a robust
and nuanced theoretical model with implications beyond the higher education sphere.
This project will look at both computerised and non-computerised techniques of gamification,
but with a particular emphasis on practical, low-cost, low technology solutions. It will assess
the value of gamification techniques not just as motivators for student engagement but also as
a method of reshaping learning practices. This project will evaluate the possible benefits to
student cognition, comprehension, and application that come with this increased interactivity
and agency. Questions such as can gamification usefully enhance collaborative tasks, can
gamification assist with production and creativity projects, and can gamification work in
conjunction with other pedagogic practices, will be explored.
This project will be conducted by the Interactive Media Institute (IMI), which is comprised
of many of Macquarie's leading digital media theorists and practitioners working across
several Departments. Whilst gamification is a growing area of academic investigation, the
majority of contemporary research comes from marketing and educational disciplines,
informed by a crucial understanding of consumer logics or pedagogic practices, but often
reflecting an unfamiliarity and inexperience with sophisticated game logic and dynamics
(Reimer, 2001; Smith-Robbins 2011). IMI offers a radically different approach. The IMI team
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encompasses members with substantial experience in video game research, teaching, and
development. As such, IMI brings a sophisticated and nuanced knowledge of contemporary
game dynamics and mechanics to bear on the issue of gamification.
Project leader Dr Rowan Tulloch's research has focused upon the pedagogic systems in play
in video game spaces. In particular he has analysed the complex disciplinary practices used
by games to produce specific player engagements (Tulloch 2010). His work also focuses
upon the relationship between gameworld practices and 'real' world knowledge and skills
(Tulloch, Forthcoming). Investigating gamification would be an expansion and application of
this existing research focus, allowing for the practical deployment of his theoretical
frameworks, through the development of specific systems and practices for the gamification
of education contexts. The other key project member is Dr Michael Hitchens from the
Department of Computing whose current research focus is video gaming. His work explores
the relationship between game rules, mechanics, and story, across a number of gaming
genres. The project would (as required) draw on the expertise of other IMI team members
(http://mq.edu.au/research/centres_and_groups/interactive_media_institute/imi_people/).
Each week one staff member, or a combination of staff members, will set aside a minimum of
one day to design, manage, and evaluate this project.
Methodology: This project will employ two key methodological frameworks. It will employ
a critical analysis of existing research in the field of gamification, and a joint qualitative and
quantitative analysis of a student led gamification program. As outlined below, these two
approaches will run in parallel in Semester 2, 2012 and then be used to inform the
development of a pilot model to be trialled and evaluated in 2013.
Evaluation of International Gamification Practices (Semester 2, 2012)
Key to developing a successful gamification program is a comprehensive understanding of
the existing international research in this area. One of the first steps of the project will be to
critically analyse current gamification research. This literature will be analysed in context of
four primary objectives:
 To identify and evaluate current international best practice in higher education
gamification
 To identify and understand problematic and unsuccessful models that have failed to
improve educational practices
 To identify successful non-education gamification practices that may be adaptable to
the higher education sector
 To identify gaps in current gamification theory, practices, and technologies where
Macquarie could become a world leader
Student Led Gamification Program (Semester 2, 2012)
The MMCCS/Computing unit MAS111: Introduction to Video Games, convened by Dr
Tulloch and Dr Hitchens, focuses on teaching students how to theorise and produce
successful video games. Students undertaking the unit learn about game rules, dynamics, and
mechanics. These are the building blocks of gamification. This unit is therefore the perfect
opportunity to involve students in gamifying their own tutorial experiences. In MAS111
students will be tasked with developing a gamified structure for the unit that encourages key
learning practices such as completing readings and class participation. Students will design a
set of rules, rewards, and deterrents that will shape their own learning structures throughout
the semester. Utilising an iterative model, and reflexive feedback through evaluations every
fortnight, (see ‘Evaluation Strategies’ below for more details), the gamified model will be
adapted and modified as issues and opportunities arise. Ethics approval will be applied for
immediately on notification of success of grant application.
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Pilot Program (Semester 1, 2013)
Informed by the insights gained through the literature review and student led gamification
project, a new model for gamification will be developed in late 2012 and early 2013 ready for
trialling in Semester 1. An appropriate unit to pilot the program will be selected. Importantly
the unit will not be a video games unit, so that the success of a gamified learning space is
evaluated with students less familiar with games logics as those undertaking MAS111. In
close consultation with the selected unit's convenor, tutorial rules and mechanics, and
gamified tutorial and assessment tasks will be developed. The success of this program will be
evaluated through observation and written feedback from staff and students.
Program Documentation and Publication(Semester 2, 2013)
Semester 2, 2013 will be used for the evaluation, writing up and publication of research, a
series of departmental and faculty seminars, and the development of documentation for other
staff wishing to gamify their teaching practices. The expectation is that the project will result
in journal publications in top international journals (Game Studies and Games and Culture
will be targeted), conference presentations, as well as local dissemination in Learning and
Teaching week. We will also be liaising with faculty and departmental L&T directors, and
the L&T centre, to develop strategies to disseminate the projects findings throughout the
University.
Evaluation Strategies: The key evaluation strategies of this project involve qualitative and
quantitative feedback from the participants: students and staff. Students involved in MAS111
will be asked to complete brief fortnightly surveys, reflecting on the strengths and
weaknesses of the gamification structures they have designed, this will both inform
refinements to their model, and serve as a qualitative resource through which we can assess
and evaluate the success of different gamification strategies. At the conclusion of the unit
students will be asked to complete a survey reflecting on their experiences of both designing
the gamification systems and having their tutorials gamified. Teaching staff involved in the
unit will be interviewed about their experience of the program and asked to identify its
successes and failures. This feedback functions as formative evaluation, it will be appraised
in the context of the best practices identified by the literature review, and used to inform the
pilot program to be trialled in Semester 1, 2013.
Students and staff involved in the pilot program will also be asked to provide feedback of its
effectiveness. Using this data a summative evaluation of the pilot program will be conducted.
The following key questions will be explored:
 What elements of university teaching (readings, lectures, assignments, online learning
environments, etc.) can be productively gamified?
 What techniques of gamification produce best results in line with the desired Learning
Outcomes?
 Can gamification practices be effectively applied across a diverse study body?
 How best can gamification techniques be aligned with university Learning and
Teaching policies?
The results of the project will inform the development of instructional materials, such as
documentation, workshops, and training programs, to assist other departments and
faculties incorporate successful gamification technique into their teaching practices.
Quantitative data such as unit retention rates, student attendance and student satisfaction
will also be evaluated in contrast to previous years and other units.
Budget
Semester
S2, 2012
Item
Research Assistant (Level 6 Step 1): $45.51 x 120 hours x 1.17
oncosts
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Cost
$6389.60
S2, 2012
S1, 2013
S2, 2013
Teaching Relief (Tutorials - Level A: Step 2): $119.59 x 1 hours
p/w x 12 weeks x 1.17 oncosts
Total (2012)
Research Assistant (Level 6 Step 1): $47.35 x 120 hours x 1.17
oncosts
Teaching Relief (Tutorials - Level A: Step 2): $124.42 x 2 hours
p/w x 12 weeks x 1.17 oncosts
Teaching Relief (Tutorials - Level A: Step 2): $126.91 x 1 hours
p/w x 12 weeks x 1.17 oncosts
Total (2013)
Total (Entire Project)
$1679.04
$8068.64
$6647.94
$3493.71
$1781.82
$11923.47
$19992.11
The primary costs of this project are associated with employing a research assistant. The
research assistant's tasks will include completing ethics approval documentation, researching
the literature review, as well as compiling, categorising, and analysing student and staff
feedback. The other costs come in the form of teaching relief to assist researchers with the
extra work associated with project design, implementations, and evaluation.
Potential Future Opportunities: At the conclusion of our research the IMI team will
evaluate extending this project beyond its current scope. Macquarie has an opportunity to
lead the field in innovative gamified teaching. Developing successful gamification practices
will strategically position Macquarie to partner with outside bodies for potentially highly
innovative, significant, and lucrative projects. Opportunities include the development of
hardware and software solutions to facilitate computer based gamification practices, advising
government agencies (e.g. the education and health sectors) on how to gamify their
operations, and consultancy and joint research projects with large corporations on improving
efficiency, morale and workplace conditions.
Gamification is a rapidly evolving field of research with potential benefits in numerous and
varied areas. Through the unique skills, knowledge, and experiences brought together within
the Interactive Media Institute, Macquarie University has a unique opportunity to lead the
way and reap the benefits, both inside and outside the classroom.
References
Bogost, I. (2011). Persuasive Games: Exploitationware. Available at:
www.gamasutra.com/view/feature/6366/persuasive_games_exploitationware, accessed 27 May 2012.
Clearly-Holdforth, J. (2007). Student Non-attendance In Higher Education. A Phenomenon of Student
Apathy or Poor Pedagogy?, Level 3, Issue 5 available at:
http://level3.dit.ie/html/issue5/cleary-holdforth/cleary_holdforth.pdf, accessed 27th May 2012
Reimer, C. (2011). 'Play to Order: What Huizinga Has to Say About Gamification', Proceedings of the
7th International Conference on Games + Learning + Society, Constance Steinkuehler, Crystle
Martin, and Amanda Ochsner (Eds.). ETC Press, Pittsburgh, 272-274.
Smith-Robbins, S. (2011). '“This Game Sucks”: How to Improve the Gamification of Education',
EDUCAUSE review, 46(1), 58-59.
Tulloch, R. (2009). Powerplay: Video Games, Subjectivity, and Culture, PhD Thesis, University of
New South Wales.
Tulloch, R. (2010). '"A Man Chooses, A Slave Obeys": Agency, Interactivity and Freedom in Video
Gaming', Journal of Gaming & Virtual Worlds, 2 (1), pp. 27-38(12): Intellect Press
Tulloch, R. (Forthcoming). 'Vulnerable Bodies: Violence, Discipline, and Hybridity in Video
Gaming', Videogame Identities: The Effect of Videogames on Culture, Narrative, Gameplay and
Technology, Marian Carr and Ewan Kirkland (Eds.) Inter-Disciplinary Press, Oxford.
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