Internet Learning Volume 4, Number 2, Fall 2015 | Page 92

Gamification Challenges and a Case Study in Online Learning
motivation is directed towards the GDEs
and not to the task itself. In other words,
the intrinsically motivating GDEs serve as
extrinsic motivators for the task. According
to SDT, a gamified system built entirely on
extrinsic motivators will decrease a user’s
inherent motivation for the task (Ryan
& Deci, 2002). If the GDEs are removed,
the user will likely be worse off—in terms
of being able to accomplish the task—
than before the gamification was added
(Nicholson, 2012). The underlying theory
for this relationship is the SDT sub-theory
organismic integration theory (OIT). The
goal for long-term effective gamification
is not just for the user to accomplish the
task, but also for the user to internalize or
integrate the task. This is more likely to be
accomplished when the gamification system
allows for the basic psychological needs of
autonomy, competence, and relatedness to
be met.
Treasure Hunters: A Case Study
Gamification is not a game, yet
when it is applied to an online course
or a business’s rewards program, it
employs game-like properties to increase
participation and engagement. To illustrate
how gamification can transform an existing
course or system into a game, the authors
analyzed a case study conducted by
Calongne (2005a; 2005b) that featured the
design, implementation and assessment
of a Treasure Hunter Game to strengthen
online learning.
One goal of the study was to reduce
the fear that students experience when
working in online teams and to strengthen
the final project, which was developed
by small groups of 3-4 members during
two 5.5 week class. The software project
management class met fully online while
the software requirements engineering
class used a hybrid or blended learning
model and met one night a week on
campus and the rest of the weekly activities
were held online. In the hybrid model,
students attended a face-to-face class once
a week for three hours, and completed their
assignments and class discussions online
using Blackboard, a learning management
tool.
a gamified system provides
needed extrinsic motivation
for the user to accomplish the
designated task.
The problem noted with these
classes stemmed from student reluctance
to begin work on the team project. Both
classes developed team projects: 1) the
hybrid class developed a software project
management plan with a detailed schedule,
an organization breakdown structure, a
work breakdown structure, a strategy for
defining cost accounts and related elements
to support a complex software development
project; and 2) the online class developed
a software requirements specification with
a lifecycle requirements traceability matrix.
Working together in groups was a vital
part of the career-oriented curriculum
as it provided life skills suitable for future
work in software engineering. Mapping the
course assignments to the game mechanics
required preserving the curriculum
goals while measuring that the students
were developing the desired skills and
competencies.
Working together in groups was
a vital part of the career-oriented
curriculum
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