Abstract
Gamification is an emerging topic for both student engagement and motivation in higher education online courses as digital natives become post-secondary students. This design case considers the design, development, and implementation of a higher education online course using the ARCS model for motivational design combined with the four-phase model of interest development as a framework for gamification implementation. Through “designerly ways of knowing,” this design case explores engaging digital native students with a gamified online course design, which will be of interest to instructional designers and instructors in higher education. Overall, students in the pilot course responded favorably to the incorporation of gamification and perceived it to have a positive impact on the overall learning experience. Future iterations can improve upon this approach to plan more targeted gamification strategies.
DOI
https://doi.org/10.26077/vsk5-5613
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Thurston, Travis N.
(2018)
"Design Case: Implementing Gamification with ARCS to Engage Digital Natives,"
Journal on Empowering Teaching Excellence: Vol. 2:
Iss.
1, Article 5.
DOI: https://doi.org/10.26077/vsk5-5613
Available at:
https://digitalcommons.usu.edu/jete/vol2/iss1/5
Included in
Adult and Continuing Education Commons, Curriculum and Instruction Commons, Higher Education and Teaching Commons, Online and Distance Education Commons, Scholarship of Teaching and Learning Commons
