“Gamification” is the application of structures, rules, and logics encountered in games to non-game contexts. Gamifying a course doesn’t consist of just converting conventional grades to points. Rather, the logic of rewards must be pervasively changed. Conventional reward systems “mark students down,” discouraging them from a crucial part of learning: failing and trying again. However, when students focus on “leveling up” and earning points, they are motivated to do more work and to take on new challenges. When students aren’t penalized for unsuccessful efforts, the only cost is their time.

 

The most important game element in a course is having multiple paths to achievement. Autonomy and problem solving are fostered when students must think about how to navigate the challenges posed by a menu of creative options for major assignments. Reflecting on their interests and strengths develops students’ metacognitive skills, and they become self-regulated learners. Choice and creativity also rev up students’ willingness to thoughtfully and enthusiastically engage with complex texts by authors who died centuries ago. Effectively, this turns a liability (the mismatch between students’ expectations and the content of an introductory political philosophy course) into a feature.