(82d) Level up! Gamification and Positive Psychology in the Chemical Engineering Classroom

While game-based learning is trending as an upcoming adoptable technology in higher education, there are a number of low- to no-tech ways to incorporate ideas that make games appealing into education: concrete goals, the ability to problem solve and collaborate with others, and the possibility of achieving spectacular successes [1]. These ideas sound familiar, don’t they? A number of educators and game designers have discussed some obvious connections, [e.g., 2], but usually discuss game design more than implementation in the classroom. With an entire generation now having been raised in an environment where complex video games have been a part [3], analogies to such games may be a worthwhile effort in engaging students of any discipline. I will describe a small collection of minor connections and actions that can be made in course design and course management software to provide an outlet that may motivate our current generation of students in new ways.

The idea of an “experience points system” is nothing new to video games, and indeed, instructors across the country (though especially in game design) already implement such a system to evaluate student performance [e.g., 4]. Rather than expressing grade computations as general percentages that sum to 100%, converting course activities (in-class work, homework, lab reports, exams) into raw points achieves the same result mathematically. Further, it emphasizes that assignment evaluations are based on evidence of abilities – the more clearly and correctly this evidence is displayed, the more experience points earned; points are not “lost” for doing something “wrong.”

With the support of a course management system, “achievements” or “trophies” can be “unlocked” by students who accomplish specific goals in a course. These achievements are virtually limitless in implementation, though it can be easier to program them if they are tied to a numerical computation.

If desired, the extension of course activities can be made to other artifacts common to games and video games: “guild activities” for group work, “bosses” or “final bosses” for exams. This approach is nothing but a rebranding of what is already typical for assessment in courses, but can add fun and motivation to a course.

I will share more detailed examples of implementing these strategies in a sophomore-level course on computer methods in chemical engineering, as well as the result of surveys given to students who experienced this course.

[1] The New Media Consortium. 2012 Horizon Report.

[2] Gee, James Paul. Good Video Games + Good Learning: Collected Essays on Video Games, Learning, and Literacy. New York: Peter Lang Publishing, Inc., 2007.

[3] Schell, Jesse. The Art of Game Design. Boston: Elsevier, 2008.

[4] Sheldon, Lee, and Hoffstein, Jenna. Gaming the Classroom. gamingtheclassroom.wordpress.com