Gamification of a College Course: A Case Study

A 2021/2022 case study conducted at the University of Wrocław examines whether gamification can improve student engagement in a university course on internet texts. The study compared two gamified groups against a traditional control group, using game mechanics such as points, optional difficulty levels, lives that could be gained or lost, and blog and social media components. Drawing on theoretical frameworks that distinguish external from integrated gamification and that warn of risks such as "punctification," where points overshadow learning, the authors frame their intervention against a backdrop of low prior participation in discussions and frequent late submission of assignments.

The gamified design altered the mode of interaction and assessment rather than the course content or intended learning outcomes. Students in the gamified groups posted more regularly and completed more special tasks, with 19 and 22 submissions compared with 9 in the traditional group, though the authors acknowledge that these differences may partly reflect pre-existing student predispositions instead of the gamification itself. Of the 14 students who responded to the post-semester survey, half said they did not regret participating in the gamified format, citing heightened motivation, transparency of assessment, and greater autonomy in their learning.

The study also documents notable drawbacks. The heavy workload imposed on both the instructor and students emerged as the most frequently cited problem, and some participants voiced concern that points-based incentives could distract from substantive learning. Activity levels, final grades, and closing survey responses collectively led the authors to conclude that gamifying a university course is worthwhile, particularly in practical or workshop-oriented subjects, where students generally perceive the approach as most useful.

For any future implementation, the authors recommend consolidating the several platforms used, notably MS Teams and Excel, into a single system and reducing the time demands of tasks for students and instructors alike. Overall, the research presents gamification as a promising but resource-intensive tool whose benefits depend on thoughtful design and realistic expectations about its scope.