GAMIFICATION
Gamification is the practice of integrating elements of game theory into non-game settings. In this case, I have used elements of game theory within my undergraduate course design. Specifically, I have integrated the following elements:
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narrative framework/overlay (Willeaux's World)
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character interactions (Morgann's voice mail messages)
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social connection (guilds)
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player agency (students allowed to select their learning activities)
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collaborative problem solving (guild challenges)
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point accumulation grading structure (earning points without averaging)
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multiple challenge levels (quest categories: novice, apprentice, master)
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point based rewards (resting bonus and energy burst)
WILLEAUX'S WORLD
(Pronounced "Willow"; when teaching in Cajun country....)
Willeaux's World (pronounced "Willow" in Cajun country) was a gamified course framework that I developed for a human development course focused on early adulthood. As many details as possible of traditional course design were integrated into Willeaux's concept. Homework became known as "quests". Small groups became known as "guilds". Course modules were known as "realms" and exams were known as "Legendary Quests".
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Willeaux's World was implemented at Lamar University in the summer of 2015 with 23 undergraduate students. Data was gathered on student experience and we found that students over the age of 25 loved the gamified format while students under the age of 25 did not. Further, older students identified that the two primary reasons they loved a gamified course was because (1) they had freedom to select the learning activities they would complete and (2) the point accumulation grading structure was perceived as empowering when compared to a typical averaged point grading structure.
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The Willeaux's World framework initiated with presentation of the "Invitation" video (found on the right). During each class session, one of Morgann's voice mail messages was presented as the prompt for that night's guild challenge. Following the final guild challenge presentations, students received Morgann's Final Message video (found on right) to conclude the Willeaux's World experience.
Willeaux's World Synopsis:
The noble knight Morgann is distraught because his love, Princess Willeaux, has been kidnapped by the evil troll, Tusker! Tusker has trapped Morgann in cyberspace and he cannot get to WIlleaux to rescue her. He cannot talk to Willeaux directly, but he can communicate with our class via voice mail messages and we can communicate with Wileeaux via Twitter and the local access cable television station (don't think about it too hard because it will never make sense).
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Morgann sent us voice mail messages once a week and each guild challenge was created in response to one voice mail message. Eventually, our brave adventurers (students) were able to convince Tusker to return Willeaux to her love, Morgann, by providing him information about how to be a successful grown-up troll.
COURSE WEBSITE
I created a Wix.com website to serve as the hub for the Willeaux's World class. The course website contained the sections described below.
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REALMS:
Includes subpages for each of the six realms (modules) of the course which were: development, education, identity formation, employment, sex & childrearing, and friendship. Each realm page contains the final product from the guild challenge for each realm. Permission was obtained from each student to share their guild challenges publicly. Each realm page also included the weekly "voice mail" audio prompts for guild challenges along with transcripts for my hearing impaired students.
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QUEST LOG:
Includes the nine quest logs (homework assignments) plus the journey's end assignment (course reflection), and three breadcrumb activities (extra credit).
The breadcrumb activities were a huge hit in large part because of the way they were introduced. It was explained to students that sometimes, we get off track but then we just need a little help to get back on the path. Breadcrumb activities were created to help us get back on track with earning points and gaining confidence after a stumble.
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GUILD REGISTRY:
Students were assigned to guilds (small groups) for the duration of the course. During each three-hour class session, there was a lecture with class discussion followed by presentation of Morgann's next voice mail message. Once Morgann's message was played, students could take a quick break then spend the remainder of the class session completing the night's guild challenge. After some time, each guild would present their challenge results to the rest of the class ending the evening with wrap up discussions before dismissal.
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The Guild Registry originally contained links to each guilds' group website and each students' personal digital portfolio. These links have been disabled to protect student confidentiality.
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RESOURCES:
The resource page contained links to all external resources discussed during class lectures or offered as supplemental resources. Photos of in-class white board notes that were created during each class session were also added to the resource page for future reference and for the benefit of students who may not have been present during that specific discussion.
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CONNECTION:
The connection page included an email address for students to use to contact me and also an embedded Wix form that would deliver messages to me automatically.
GUILD BANNERS
ENERGY BURST REWARD
Each student who earned the designated number of points before arriving at the Legendary Quest (final exam) received an "Energy Burst" snack during the final quest. The point threshold was set low so that each student would received a fun size pack of M&Ms when they arrived for the final. The packs were placed upside down at each student's assigned seat so that the Ms became Ws for Willeaux's World.
