Questing as learning: iterative course design using game inspired elements

Abstract

Purpose

This study aims to review the development of six iterations of a master’s level course between the summers of 2013 and 2015, with a particular focus on the use of optional quests to engage and motivate student learning.

Design/methodology/approach

The comparative case study analysis draws on design-based research theory to consider learner activity, perceptions and commentary on course design.

Findings

Findings show students consistently exceeding expectations in the classroom, creating their own assignments, accepting custom challenges and, on average, sustaining a high regard for the learning process and format.

Practical implications

Positive results appear using free and available tools that can be adopted in any classroom setting.

Originality/value

Given the degree of voluntary engagement with course content, this local set of case studies implies that quest-based learning can drive an entire course design with positive results and provides a design model for others to adopt and build from.

Citation

Dikkers, S.M. (2016), "Questing as learning: iterative course design using game inspired elements", On the Horizon, Vol. 24 No. 1, pp. 55-70. https://doi.org/10.1108/OTH-11-2015-0068