Module Database Search
| MODULE DESCRIPTOR | |||
|---|---|---|---|
| Module Title | |||
| Gamification Practices | |||
| Reference | CM3137 | Version | 1 |
| Created | October 2023 | SCQF Level | SCQF 9 |
| Approved | August 2017 | SCQF Points | 15 |
| Amended | March 2021 | ECTS Points | 7.5 |
| Aims of Module | |||
|---|---|---|---|
| This module aims to equip students with a substantial understanding of gamification principles and their practical application across various domains. Through theoretical exploration, case studies, and hands-on projects, students will learn how to leverage game design elements to enhance user engagement, motivation, and participation in non-game contexts. | |||
| Learning Outcomes for Module | |
|---|---|
| On completion of this module, students are expected to be able to: | |
| 1 | Make judgements on gamification principles used to enhance engagement and motivation within traditionally non-game specific areas such as education, healthcare and employee productivity. |
| 2 | Formulate a gamified solution that aligns with specific non-game objectives, effectively leveraging game mechanics and feedback systems to drive desired behaviours. |
| 3 | Review the effectiveness of gamified experiences in achieving predefined non-game objectives, considering metrics like user engagement and behavioural change. |
| 4 | Assemble ethical considerations into gamified solutions, ensuring transparency, user consent, data privacy, and fairness in non-game contexts. |
| Indicative Module Content |
|---|
| Gamification; Common practices and distinction, games vs. gamification. Mechanics & Dynamics; Using game elements (points, badges etc.), dynamics such as competition and cooperation, case studies. Adapting for Non-Game; Education practice, healthcare, marketing and workforce. Ethics; Consent and privacy, fairness and transparency, manipulation and addiction. Designing Experiences; Narrative and story arcs, user centred design, progress tracking methods. Impact; Metrics and identification, iterative optimisation, analysing feedback. Trends; Immersive technology, Blockchain and tokenisation, AI and adaptive gamification. |
| Module Delivery |
|---|
| Key concepts are introduced and illustrated through lectures. In the labs the students will progress through a sequence of practical exercises and discussions to explore concepts and develop sufficient knowledge of gamification theory and practical application. |
| Indicative Student Workload | Full Time | Part Time |
|---|---|---|
| Contact Hours | 30 | N/A |
| Non-Contact Hours | 120 | N/A |
| Placement/Work-Based Learning Experience [Notional] Hours | N/A | N/A |
| TOTAL | 150 | N/A |
| Actual Placement hours for professional, statutory or regulatory body |
| ASSESSMENT PLAN | |||||
|---|---|---|---|---|---|
| If a major/minor model is used and box is ticked, % weightings below are indicative only. | |||||
| Component 1 | |||||
| Type: | Coursework | Weighting: | 100% | Outcomes Assessed: | 1, 2, 3, 4 |
| Description: | Coursework involving the design and development of an artefact that implements gamification practices. | ||||
| MODULE PERFORMANCE DESCRIPTOR | |
|---|---|
| Explanatory Text | |
| The calculation of the overall grade for this module is based on 100% weighting of C1. An overall minimum grade of D is required to pass the module. | |
| Module Grade | Minimum Requirements to achieve Module Grade: |
| A | The student needs to receive an A in C1 |
| B | The student needs to receive a B in C1 |
| C | The student needs to receive a C in C1 |
| D | The student needs to receive a D in C1 |
| E | The student needs to receive an E in C1 |
| F | The student needs to receive an F in C1 |
| NS | Non-submission of work by published deadline or non-attendance for examination |
| Module Requirements | |
|---|---|
| Prerequisites for Module | None. |
| Corequisites for module | None. |
| Precluded Modules | None. |
| INDICATIVE BIBLIOGRAPHY | |
|---|---|
| 1 | Reiners, T. & Wood, L.C. (2021) Gamification in Education and Business. Springer. |
| 2 | Ma, M., Oliveira, M.F., & Hauge, J.B. (Eds.) (2021) Serious Games and Edutainment Applications. Springer. |
| 3 | Information Resources Management Association (Ed.) (2021) Gamification and Game Mechanics in Education: Breakthroughs in Research and Practice. IGI Global. |
| 4 | Upton, B. (2020) The Aesthetic of Play. The MIT Press. |
| 5 | Gregersen, A., Walz, S. P., & Deterding, S. (Eds.) (2020) Game Design as Cultural Practice: Creativity, Community and the Networked Ecosystem. Amsterdam University Press. |