In a recent online presentation Charles M. Reigeluth, he said that the future of Ed Tech would require a change of paradigm of pedagogy. Gamification is one such new pedagogy that can be implemented without the need for institutional systemic change.
‘Gamification’ is the use of game elements in non-game contexts and since the term’s first appearance in 2006, it has become a trending topic on many education forums. This presentation reports on the gamification of 2 university courses: one a grad-level education course and the other a freshman computer course.
While many aspects of gamification are *not* new, some are, and when taken together create a pedagogy that could be one of Reigeluth’s different paradigms. His requirements for a new paradigm includes a requirement for attainment-based, continuous student progress that is learner-centered, personalized, and self-directed. Gamification, done right, is all those things.
The Gamification Paradigm includes:
1. Strict cumulative grading.
2. More tasks to choose from than needed for a perfect score.
3. Flexible path through content to demonstrate objectives.
4. Attainment-base student progress.
5. Criterion-referenced assessment.
The presentation will explain the structure of the courses that were taught, highlight successes and failures, and conclude with strategies that can be used to incorporate meaningful gamification into existing courses.
