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Achievement Unlocked: Investigating Which Gamification Elements Motivate Students

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2016 ASEE Annual Conference & Exposition


New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016





Conference Session

Curricular Issues in Computing and Information Technology Programs I

Tagged Division

Computing & Information Technology

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Paper Authors


Mark Sherriff University of Virginia

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Mark Sherriff is an Associate Professor in the Department of Computer Science at UVa. His teaching focus is in introductory computer science, computer game design, software engineering, database management, and web and mobile systems. His research interests are in CS education at all levels, computer game design, and agile software development. He received his BS in Computer Science from Wake Forest University in 2002 and his MS and PhD from NC State University in 2004 and 2007.

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Mark Floryan University of Virginia

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Gamification has been used in many different ways to motivate individuals to wholly participate in some activity. One such venue has been in the gamification of learning to promote student interest. In this paper, we describe our efforts to investigate which aspects of gamification students find the most motivating. We present our gamification platform, GamerCard, which was used for four semesters in an upper-level game design course at our institution. We found that some gamification elements that are often thought to be motivating for participants had little to no effect on our course, while elements that specifically targeted making the student’s standing in the course more transparent were the most effective.

Sherriff, M., & Floryan, M. (2016, June), Achievement Unlocked: Investigating Which Gamification Elements Motivate Students Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26500

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