Gamification in Curriculum: The Tensegrity Model

Project Overview

This project looks at technology through a mixed media lens that is frequently applied in design fields. For this project, I blended manual or analog hand skills in the design and construction of a model, with an animation app on the students’ smartphones to document process work, and used gamification as a competitive, collaborative, motivational and reward mechanism.

Planning Process

• Factors to consider: First, the appropriateness of the mediums applied; analog hand skills, types of materials and equipment used, technology access and training, time before the assignment to practice with the app, sufficient timeline for completion of the project, and fair assessment and rewards.
• The course learning objectives are based on the CIDA standards for interior design education. Using these standards help inform the creation of assignments or exercises that fulfill the expectations needed for accreditation and assure that the program is in compliance with those expectations.
• UDL and equity are an ongoing concern. Student’s access to technology, prior exposure and experience with various apps and resources – both analog and digital – must be fair and equitable.  For this project, students were surveyed at the beginning of the semester to assess that smartphone technology was available to all students.  All physical model-making materials were provided to the students.
• The model of integration used is primarily Bloom’s taxonomy and Kolb.

Implementation

• Implementation began with the assessment of technical equity of the students. Without full access, this project would not be appropriate.
• Aligning the CIDA standards and expectations with the various steps of the project, and documenting how those expectations were going to be met and documented.
• Introduction of the technology and training one week prior to the project implementation so students would have time to practice before execution.
• Phase 1: Day of implementation
  • Course lecture
  • Introduction of project
  • Explanation of gamification
  • Mindset: process not product, journey, not destination
• Phase 2: Assessment
  • Blind peer review
  • Anonymous third party review
  • Anonymous faculty review
• Phase 3: Reward & Recognition
  • Pre-determined awards
  • Student-suggested awards
  • Public recognition
  • Formal grading and assessment

Assessment

• This project was assessed both formally applying the assignment rubric, and informally through anonymous and blind reviews and voting.
• Formative assessment: This occurred organically and spontaneously through student engagement by suggesting additional rewards and competitive categories. Summative assessments occurred through the tally of voting, and through the assignment rubric.
• Value was determined through the observations of student engagement, competitiveness, and collaborative efforts during the course of the project. Evidence was not formally assessed, but student engagement was enthusiastic, and lasting.  Similar assignment frameworks were requested for other assignments. Basically, the students had a lot of fun.

Reflections and Next Steps

• This project was very successful; so much so, that students requested a similar format for other assignments. When they were informed that it was a “one-time” experience, they were pretty disappointed, and their enthusiasm lagged.
•  The style of my teaching delivery in this lecture course would incorporate more interactive exercises throughout the semester to “break up” the more mundane approach, to introduce the element of surprise and delight, and keep student engagement elevated throughout the semester.
• Learning a difficult, technical topic can be fun, but it must be meaningful and with purpose. Students can see through a “fun” activity if its just busywork. If there is no rationale, then they will consider it a waste of time and meaningless.
• What’s Next: Evaluate additional opportunities for documenting process work in a fun and engaging way; more opportunities to “master” the smartphone app, or find other technologies that could be applied with similar outcomes.
• Share the assignment framework with my program colleagues, especially adjunct instructors who may not have the time or resources for exploration of teaching pedagogies and technology apps that have been applied in the curriculum.