Flexible learning and teaching models, and accessible resources having regard to digital technology, have been seen among many schools and universities coming to terms with COVID crisis (Crozier 2020). That said, the challenge of academic development, engagement in and outside study hour will take time and effort (Bone 2021).
Whether finding course information, career advice or getting a taste of uni life, open day probably a great opportunity to explore future journey, perhaps having some fun, Deakin Discoverer, for instance. Throughout Deakin Virtual Open Day, student or ‘explorer’ would be rewarded with artfully designed badges if they join live info sessions, Q&A or visiting library website (and hence increased chance to win prizes) probably applied gamification for a fun and engaging experience.
What is Gamification?
Gamification is possibly in some part of everyday life, ‘the craft of deriving all the fun and engaging elements found in games and applying them to real-world or productive activities’ (Chou n.d.). It is the motivation mechanics of gamification which keep people engage with, to try, to learn, to participate.
Some typical elements can be found when look closely — points, badges, leaderboards, progress bars, performance graphs, quests, meaningful stories, avatars, profile development — we may recognise and yet not fully aware of it. The application of game-like elements and designs in non-game contexts varied from marketing, health, to education*, to name a few. Tapping into motivational mechanism within gamification, it is human nature to recognise patterns, solve puzzles, collaborate with others, explore and learning.
The moments of play and discovery from ‘Deakin Discoverer’ gave [me] motivation to learn new things and to understand the mechanic[s] behind gamification was intriguing.BPodcast
This podcast is my reflection on experience I have had with the ‘Deakin Discoverer’, which was part of Deakin Virtual Open Day 2020, as it harnessed the power of games elements to motivate further learning and engaging prospect ‘explorers’.
▶️ Tune in and let me know what you think.
In addition to this, gamification may not solutions for every situation or problem, and the ‘true reward’ perhaps is the journey. That said, gamification would be a potential innate drives or the breaker for crises of engagement (Werbach 2015; Brown 2021).
The future of gamification depends on both developers and participants. Having noted that although gamification/gamified applications possibly contain certain common aspects (e.g. login streaks, customised profile picture, in-app rewards, etc.), solutions to these may varied.
For developer, gamification patterns can be used for further practice ⬇️
Ašeriškis D and Damaševičius R (2014) ‘Gamification Patterns for Gamification Applications’, Procedia Computer Science, 39:83-90.
Bone E (5 April 2021) As unis eye more ‘Instagram-worthy’ campus experiences, they shouldn’t treat online teaching as a cheap and easy option, The Conversation, accessed 2 April 2021.
Brown A (10 February 2021) ‘Play or Perish? Motivation and Habit-Building’, Adam Brown – Digital Zones, accessed 2 April 2021.
Chou Y (n.d.) ‘The Octalysis Framework for Gamification & Behavioural Design’, Yu-kai Chou: Gamification & Behavioural Design, accessed 2 April 2021.
Crozier R (27 August 2020) ‘How three educators are using technology to adapt to a COVID world‘, iTnews, accessed 2 April 2021.
Sailer M, Hense J, Mandl H and Klevers M (2013) ‘Psychological Perspectives on Motivation through Gamification’, Interaction Design and Architecture(s) Journal, 19:28-37.
* Gamify (n.d.) ‘What is Gamification? Education, Business & Marketing (2021 Examples)‘, Gamify, accessed 2 April 2021.
Werbach K (19 March 2015) Gamification harnesses the power of games to motivate, The Conversation, accessed 2 April 2021.
Featured Image: Created with Canva/Le Bach Pham.