Internet Learning Volume 4, Number 2, Fall 2015 | Page 96

Gamification Challenges and a Case Study in Online Learning
Table 4
Case study results as compared to prior class offerings on the quality and volume of discussion
posts, % completing three project status reports and % completing peer reviews of team members
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Substantive Participation Increase
Participation Volume Increase
Peer Review of Team Experience
Collaboration and Communication
Individual Assessment of the Project
Hybrid
Online
participating early and often. The remaining
12% rose in the game ranks midway through
the course due to delays from medical and
other life stresses, and they quickly caught
up with the other participants.
The fully online class featured two
teams that developed a software requirements
specification with a requirements traceability
matrix. Of the seven class members, 71% of
them posted earlier and with substantive
content as compared to past online class
offerings. In addition to using the course
management system’s discussion board and
team area, some of the students traveled
to meet face-to-face and shared the results
of those meetings while others held online
voice conferences and invited the instructor.
This was not required, but an observation on
their preference.
Goal 2: Higher rates of participation
In both the hybrid and online
classes, the volume of posts increased 29%-
45% as noted in a comparison from prior
sections of the same classes and throughout
the five weeks of discussion forums for both
the hybrid or online course design, and both
classes posted their final projects a week
earlier than past classes with one notable
exception. One exception was noted. In a
term prior to the Treasure Hunter’s Game, a
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