ETC655: Gamify the course evaluations
Dear ETC655 students,
If you recall, we made an announcement of gamifying our course evaluations. This is an example of how we could gamify instructional activities through community building. Every student needs to take part to achieve the goal. In the past, we had one class that did not reach the highest goal only. I know you may not need the extra credits to earn an A, but let's strengthen our learning community further through this activity. I know we could do it because all of you are a community of learners.
How are we doing so far? YES. We have four completions already.
Instructions:
You had the experience of earning the extra point by completing the course evaluation in ETC645. In ETC655, we will do the same; however, we will gamify ETC655 course evaluation later in the course.
On top of 1 bonus point, if the return rate reaches 85%, ALL students receive an additional 0.125 point, even the ones not participating yet.
If it reaches 95%, an additional 0.125 point will be added to ALL students.
Why are we doing so? This is part of an "open pedagogy" design in ETC655 that was suggested by previous ETC655 students. Many current ETC655 course designs were suggested by previous students.
It lets us obtain a better understanding on the designs of gamification and in using gamification to support collaboration to build effective class networks and communities.
What are the gamification design concepts behind our course evaluation bonus point activity? Here is the design concept, designed by three previous students to share with you.
Issues: Low course evaluation rate
Goal: Using community building to increase course response rate
Gamification Theory: Self-Determination Theory (SDT) (Deci & Ryan, 2000)
Gamification Model: Fogg Behavior Model (Fogg, 2011): Motivation, Ability and Trigger
Game Mechanics: Incentives (Bonus point)
Game Dynamics:
Engaging (Level up, three tiers: 1 point, .125, & .125),
Social (Later two bonuses, students need to work together to earn them)
Behavioral (Respond to the course evaluation. Someone who doesn't respond may still earn a certain bonus point.)
Motivational (Grant incentives at right time with right amount)
References:
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227–268.
Fogg, B. J. (2011). BJ Fogg's behavior model. Retrieved from http://www.behaviormodel.org/
Chih
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