Using Gameplay Patterns to Gamify Learning Experiences

Gamification refers to the use of gaming elements to enhance user experience and engagement in non-gaming systems. In this paper we report the design and implementation of two higher education courses in which ludic elements were used to enhance the quality of the learning experience. A game can be regarded as a system of organised gameplay activities, and a course can be regarded as a system of organised learning activities. Leveraging this analogy, analysing games can provide valuable insights to organise learning activities within a learning experience. We examined a sample of successful commercial games to identify patterns of organisation of gameplay activities that could be applied to a course design. Five patterns were identified: quest structure, strategic open-endedness, non-linear progression, orientation, and challenge-based reward. These patterns were then used to define the instructional design of the courses. As a result, courses were organised as systems of quests that could be tackled through different strategies and in a non-linear way. Students received frequent feedback and were rewarded according to the challenges chosen, based on mechanics common in quest-based games. The courses involved two lecturers and 70 students. Learning journals were used throughout the term to collect data regarding student perceptions on the clarity and usefulness of the gamified approach, level of motivation and engagement in the courses, and relevance of the activities proposed. Results show that students felt challenged by the activities proposed and motivated to complete them, despite considering most activities as difficult. Students adopted different cognitive and behavioural strategies to cope with the courses’ demands. They had to define their own team project, defining the objectives, managing their times and coordinating task completion. The regular and frequent provision of feedback was highly appreciated. A sense of mastery was promoted and final achievement was positively impacted by the gamified strategy

Racially motivated offending and targeted interventions

This research aimed to identify the prevalence of racially motivated offending among young people in England and Wales and to shed light on the response to racially motivated offending within the youth justice system

A Prisoners\u27 Island: Teaching Australian Incarcerated Students in the Digital Age

While incarcerated students have always faced many obstacles to full and effective participation in university study, the global shift toward paperless e-learning environments has created new challenges for prisoners without direct internet access. Based on prison focus groups with Australian incarcerated students and direct participant observation while tutoring tertiary students within four Queensland correctional centres, this paper explores the obstacles and constraints faced by incarcerated students in light of the increasing digitisation of materials and methods in higher education. This paper also reviews the outcomes, limitations and challenges of recent Australian projects trialling new internet-independent technologies developed to improve access for incarcerated tertiary students. This paper argues that technology-centred approaches alone will not adequately address the challenges of access for incarcerated students unless such interventions are also informed by an understanding of the sociocultural nature of learning and teaching within correctional centres

For me or not for me? - that is the question : a study of mature students' decision making and higher education

The views expressed in this report are the authors ' and do not necessarily reflect those of the Department for Education an

Motivation and Performance, Blog 7

Student blog posts from the Great VCU Bike Race Book

Women in Power: Examining the Pathway to the Top

As more women begin to enter the upper management ranks of the business world, researchers have recognized several patterns in terms of common factors which influence career paths and choices. Based on this, I conducted a study with the purpose of identifying those influences and traits which women in the field most attributed to their individual success. This information could thereafter be used as a guide for young women such as myself who are about to begin their own career paths within this field. Through the use of survey and individual interview, my findings indicated that individual background, family support, education, and activities were shown to be the most influential aspects of professional development, while key personality traits necessary to success as noted by the participants included a mixture of both individual (self-motivation, perseverance, etc.) and interpersonal (communication, compassion, etc.) abilities. Advice offered by respondents again emphasized the need for individual motivation combined with the strong interpersonal skills which facilitate professional relationships

The Silent Epidemic: Perspectives of High School Dropouts

Presents findings from a survey that examines why some students do not complete their high school education, and what academic and personal supports would have helped them stay in school. Includes recommendations for improving graduation rates

Refocussing therapy : the effectiveness and uniqueness of a God-based therapy method : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University, Albany, New Zealand

Refocussing Therapy (RFT) is a God-based theory and psychotherapy approach. The aim of the present study was to evaluate the effectiveness and uniqueness of RFT using a quasi-experimental mode of investigation. Over a period of four months pre- and post-treatment assessments of 49 RFT clients' mental health status and religious coping were made using the TOP v 4.1 and RCOPE measures. Changes were also assessed for a comparison group of 10 pastoral care (PC) recipients. Significant positive treatment gains were reported by RFT clients, while PC recipients had smaller but generally positive treatment gains. Positive religious coping improved for both the RFT group and the PC group. However, negative religious coping reduced significantly for the RFT group but increased for the PC group. Findings offer preliminary support for the effectiveness of RFT. and indicate that RFT impacts significantly upon clients' clinical status and religious coping. Further research is recommended to determine the efficacy of RFT

A Qualitative Analysis of Motivation of Elite Female Triathletes

The multidimensional theoretical framework of Self-Determination Theory (SDT) has gained prominence in the sport and exercise field to assist in understanding human motivation. While there is extensive research on motivation of recreational athletes, no study has qualitatively examined the motivation of elite female triathletes. The primary purpose of this research was to determine how motivation to train and compete is maintained at the elite level using the Basic Needs Theory. The participants were eight elite female triathletes who competed in International Triathlon Union (ITU) draft-legal Olympic distance, Half- Ironman, and Ironman triathlons. Results from the semi-structured interviews revealed that challenges, love of the sport, and togetherness enhanced motivation to persist in this demanding sport. Several similarities with Deci and Ryan\u27s (2000) Basic Needs Theory were found. Directions for future research using SDT within the sport of triathlon were discussed