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Analysis of a Small Gamification Addition to Labs

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Conference

2015 ASEE Annual Conference & Exposition

Location

Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015

ISBN

978-0-692-50180-1

ISSN

2153-5965

Conference Session

Chemical Engineering Division Poster Session

Tagged Division

Chemical Engineering

Page Count

8

Page Numbers

26.211.1 - 26.211.8

DOI

10.18260/p.23550

Permanent URL

https://peer.asee.org/23550

Download Count

44

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Paper Authors

biography

Christi L Patton Luks Missouri University of Science & Technology

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Dr. Patton earned a B.S. in Chemical Engineering from Texas A&M University, an M.S. in Applied Mathematics from The University of Tulsa, and a Ph.D. in Chemical Engineering from The University of Tulsa. She is currently an Associate Teaching Professor of Chemical Engineering at Missouri University of Science & Technology.

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biography

Laura P Ford University of Tulsa

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Laura P. Ford is an Associate Professor of Chemical Engineering at the University of Tulsa. She teaches engineering science thermodynamics and fluid mechanics, mass transfer, and chemical engineering senior labs. She is a co-advisor for TU’s student chapter of Engineers Without Borders USA and has recently advised students on TU’s Hydrate Flow Assurance joint industry project.

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Abstract

Analysis of a Small Gamification Addition to LabsOne small gamification aspect was incorporated into senior chemical engineering labs.“Bragging Points” were awarded to certain things that the students should be doing in classesanyway, such as arriving on time and following instructions for reports. Bragging Points wereawarded only to teams to encourage students to hold their teammates accountable.Approximately 70 Bragging Points were available during the course. Twenty Bragging Pointscould be converted to course grade points as extra credit on either individual quiz grades orformal reports. Extra credit on multiple quizzes or reports was allowed, one for each block of 20Bragging Points. A display board in the lab control room let students see which team was doingthe best in the points race. Students themselves noticed that the teams with students withreputations for earning good grades also had the most Bragging Points. Students were on time toclasses and meetings more when they received Bragging Points that in earlier semesters withoutthem, and the faculty felt greater pressure to be on time to class, too! An analysis of thecorrelation of grades with Bragging Points earned and compliance with report requirements willbe presented in this paper. Grades will be compared with grades from the previous year to see ifthis positive reinforcement system impacted their other grades.

Patton Luks, C. L., & Ford, L. P. (2015, June), Analysis of a Small Gamification Addition to Labs Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23550

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