Cain, C., & Taylor, M. E., & Anderson, A. (2016, June), Content-Independent Classroom Gamification  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26582

\bibitem{asee_peer_26582}
  Cain, C., \& Taylor, M. E., \& Anderson, A. (2016, June), \emph{Content-Independent Classroom Gamification}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.26582

Chris Cain, Matthew E Taylor, and Anne Anderson.  "Content-Independent Classroom Gamification".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/26582 Internet.  23 Apr, 2024

\bibitem{asee_peer_26582}
  Chris Cain, Matthew E Taylor, and Anne Anderson.
  "Content-Independent Classroom Gamification".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/26582 Internet.  23 Apr, 2024

@INPROCEEDINGS{asee_peer_26582
author = "Chris Cain, Matthew E Taylor, and Anne Anderson"
title = "Content-Independent Classroom Gamification"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/26582}
number = {10.18260/p.26582}
}

TY  - CPAPER
AB  - Work-in-Progress: Content-Independent Classroom Gamification

This work in progress aims to quantify the motivational effects of tying progress in the classroom to progress in a game played outside of class for different player typographies.  Gamification, or the use of gaming elements in non-game settings such as the classroom, is becoming a popular method of engaging students in the learning process.  Keeping students engaged and focused on class material increases the retention of key concepts, increases student connections, and enhances socioemotional growth, allowing greater mastery of content.

Prior work has shown that individuals with certain Myers-Briggs Type Indicators prefer certain game mechanics and gameplay.  A role-playing game was deployed in a course where civil engineering and construction management students learn how to read construction documents, create hand drawings, and develop virtually constructed building models, in order to evaluate correlations between students' Myers-Briggs types, the amount of game interaction, course grades, and level of self-reported course engagement. Key benefits to this approach of gamification include a content-independent game that can be motivating in any classroom, individualized and targeted treatments to boost classroom effort, and potentially data that can be mined to determine when a student is struggling in a class, before it appears in grades.

Content independence is a novel and desirable property because teachers need not adapt the game per course. The game can seamlessly interact with different types of courses and we aim to show it can successfully improve student motivation in multiple settings.
AU  - Chris Cain
AU  - Matthew E Taylor
AU  - Anne Anderson
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Content-Independent Classroom Gamification
UR  - https://peer.asee.org/26582
DO  - 10.18260/p.26582
ER  -