How and why gamified course design leads to student success in introductory geology: the power of control and choice

Gamified course design is the full integration of game elements in a course, and it has been shown to improve student motivation and success. The aim of this study was to learn which game elements students identified as important and to explore the reasons why. I examined quantitative and qualitative survey data from 72 students in in-person and asynchronous online gamified introductory geology course sections at a two-year college. Student responses indicated that they found the game elements of additive grading, choice of assignments, choice of topics, options to redo assignments, and flexible timelines to be most important and badges/rewards/achievements to be least important to their motivation and success. Success in gamified courses is often attributed to an increase in motivation, and students in this gamified course had higher motivation than those in a comparison group of introductory geology students. Students mentioned their control over the grade they earned and choice of how and when to earn that grade as key to why they were successful in the gamified course. Learning theories can be used to understand the reasons behind student motivation and success. These results support that Self-Determination Theory and self-regulated learning, and to a slightly lesser effect Situated Expectancy-Value Theory, can explain why gamified course design is successful. Overall, this study finds that for gamification to be effective, instructors need to fully embrace gamified course design and include game elements that give students some control and choice, which means that game elements beyond badges/rewards/achievements and leaderboards need to be incorporated.