Heuristics for designing enjoyable user interfaces: Lessons from computer games
CHI '82 Proceedings of the 1982 Conference on Human Factors in Computing Systems
Designing Virtual Worlds
A Theory of Fun for Game Design
A Theory of Fun for Game Design
Communications of the ACM
WebMapReduce: an accessible and adaptable tool for teaching map-reduce computing
Proceedings of the 42nd ACM technical symposium on Computer science education
Calibration games: making calibration tasks enjoyable by adding motivating game elements
Proceedings of the 24th annual ACM symposium on User interface software and technology
Orientation Passport: using gamification to engage university students
Proceedings of the 23rd Australian Computer-Human Interaction Conference
Gamification by Design: Implementing Game Mechanics in Web and Mobile Apps
Gamification by Design: Implementing Game Mechanics in Web and Mobile Apps
From game design elements to gamefulness: defining "gamification"
Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments
Defining gamification: a service marketing perspective
Proceeding of the 16th International Academic MindTrek Conference
Soviet and American precursors to the gamification of work
Proceeding of the 16th International Academic MindTrek Conference
Using clouds for MapReduce measurement assignments
ACM Transactions on Computing Education (TOCE)
Strategies for adding the emerging PDC curriculum recommendations into CS courses
Proceeding of the 44th ACM technical symposium on Computer science education
Using gamification to motivate children to complete empirical studies in lab environments
Proceedings of the 12th International Conference on Interaction Design and Children
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Technical universities, especially in Europe, are facing an important challenge in attracting more diverse groups of students, and in keeping the students they attract motivated and engaged in the curriculum. We describe our experience with gamification, which we loosely define as a teaching technique that uses social gaming elements to deliver higher education. Over the past three years, we have applied gamification to undergraduate and graduate courses in a leading technical university in the Netherlands and in Europe. Ours is one of the first long-running attempts to show that gamification can be used to teach technically challenging courses. The two gamification-based courses, the first-year B.Sc. course Computer Organization and an M.Sc.-level course on the emerging technology of Cloud Computing, have been cumulatively followed by over 450 students and passed by over 75% of them, at the first attempt. We find that gamification is correlated with an increase in the percentage of passing students, and in the participation in voluntary activities and challenging assignments. Gamification seems to also foster interaction in the classroom and trigger students to pay more attention to the design of the course. We also observe very positive student assessments and volunteered testimonials, and a Teacher of the Year award.