Using Gamification to Overcome Anxiety and Encourage Play in the Graduate Classroom

Abstract

Gamification has been dismissed by some as a passing fad and buzzword in education; however, if approached as part of mindful course design, gamification can enhance student learning and engagement. This article introduces a gamified redesign of a technology-based graduate course using Yu-Kai Chou?s ?actionable gamification.? Chou?s Octalysis Framework defines eight-core drives that describe the psychological motivators found in common gaming mechanics. Adding elements of ?white hat gamification? to the course?which focused on building a sense of accomplishment, empowerment, and meaning making?created an environment that allowed students to overcome their anxieties related to technologies, build digital literacies, and overcome the fear of failure in the classroom. The article introduces simple gaming mechanics that were easily incorporated into the course and align with common pedagogical strategies, such as contract grading, while reflecting on the impact on students and the instructor and offering ways in which gamification can be easily incorporated into course design.