Abstract
Growing up with digital technology, primary school students expect education should be immersed into ICT and STEM. According to recent local research conducted by The University of Hong Kong, students are addicted to gaming, spending more than three days per week on average. To steer students back to study, curriculum design needs to be reformed to be more attractive. The aim of current work is to study and present the benefits of adding game elements into the current curriculum, such as increasing the motivation and engagement of students. The methodology used in this study is a controlled experiment, which lasts for one semester. One class of students use a traditional curriculum, while another class uses gamified curriculum design, which the curriculum elements such as assignments, quizzes and examinations are re-designed to become quest-based. Depending on the performance of students, each quest can reward the student with a game score and certain single-use perks, such as privileges to extend the deadline of homework for one day. Without needing to wait for their classmates, students can finish a quest and start another if the prerequisites, such as completed related lecture, have been met. At the end of the semester, the effectiveness of the gamified curriculum design can be reviewed by comparing the performance changes of two classes of students. The experiment can as well be re-run and extended to a wider base of test subjects to obtain more accurate results. We hope that this study will give insights to future curriculum reform.
Author Information
Yick Kan Kwok, Technological and Higher Education Institute of Hong Kong, Hong Kong
Paper Information
Conference: CHER-HongKong2018
Stream: Questing for innovation and entrepreneurship: Curriculum design and student learning
This paper is part of the CHER-HongKong2018 Conference Proceedings (View)
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