What makes things fun to learn? heuristics for designing instructional computer games
SIGSMALL '80 Proceedings of the 3rd ACM SIGSMALL symposium and the first SIGPC symposium on Small systems
Group projects across the curriculum
Journal of Computing Sciences in Colleges
Peer-assessment in group projects: is it worth it?
ACE '05 Proceedings of the 7th Australasian conference on Computing education - Volume 42
ACM SIGCSE Bulletin
Exploring the use of competetive programming: observations from the classroom
Journal of Computing Sciences in Colleges
Girls playing games: rethinking stereotypes
Future Play '07 Proceedings of the 2007 conference on Future Play
Freedom of choice as motivational factor for active learning
ITiCSE '09 Proceedings of the 14th annual ACM SIGCSE conference on Innovation and technology in computer science education
Equal opportunity tactic: Redesigning and applying competition games in classrooms
Computers & Education
The Multiplayer Classroom: Designing Coursework as a Game
The Multiplayer Classroom: Designing Coursework as a Game
Orientation Passport: using gamification to engage university students
Proceedings of the 23rd Australian Computer-Human Interaction Conference
The art of game design: a book of lenses
The art of game design: a book of lenses
From game design elements to gamefulness: defining "gamification"
Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments
Gamification: designing for motivation
interactions
The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education
Analysis and application of gamification
Proceedings of the 13th International Conference on Interacción Persona-Ordenador
Disassembling gamification: the effects of points and meaning on user motivation and performance
CHI '13 Extended Abstracts on Human Factors in Computing Systems
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Taking cues from the root causes of anxiety and poor student performance, a new course framework is developed using three key elements of game play. These game play elements are abstracted into an integrated teaching framework that gives students a choice in actions, options for cooperation and competition, and allows for revisions of work. Two case studies are examined that demonstrate how this framework can be implemented. One shows how this framework can be incorporated in the final project of a systems analysis and design course. The other shows how the framework can be used in a game design course to prepare students for different career paths.