Statistics isn’t a game, but teaching it can be. Mai P. Trinh explains how she uses video-game elements to reach her master’s students.
Do you hope to help students achieve technical competencies, discover more about themselves, develop a narrative or build social relationships with others? These early decisions will influence your design, sometimes called aesthetic elements. For instance, my statistics class lent itself to fantasy, challenge, fellowship, discovery and expression aesthetics.
Gamification principles can work with anything from face-to-face, to hybrid, to fully online teaching. Technology makes it easier, but being tech-savvy is not a requirement. Gamification adds motivation and alleviates fear for students, but it does not detract from the rigour of the subject. I hope you give it a try — it has been an exciting and rewarding experience for both me and my students.
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