Co-Creation of Innovative Gamification Based Learning: A Case of Synchronous Partnership

TL;DR

This paper explores how co-creating gamification-based learning in higher education fosters greater stakeholder partnership and inclusivity through synchronous collaboration, moving beyond traditional asynchronous implementation methods.

Contribution

It introduces a co-creation approach to develop and implement gamification in education, emphasizing synchronous stakeholder engagement and partnership.

Findings

Students experience increased partnership and inclusivity.

Synchronous co-creation enhances stakeholder engagement.

The approach shifts from traditional asynchronous gamification methods.

Abstract

In higher education, gamification offers the prospect of providing a pivotal shift from traditional asynchronous forms of engagement, to developing methods to foster greater levels of synchronous interactivity and partnership between and amongst teaching and learning stakeholders. The small vein of research that focuses on gamification in teaching and learning contexts, has mainly focused on the implementation of pre-determined game elements. This approach reflects a largely asynchronous approach to the development of learning practices in educational settings, thereby limiting stakeholder engagement in their design and adoption. Therefore, we draw on the theory of co-creation to examine the development process of gamification-based learning as a synchronous partnership between and amongst teaching and learning stakeholders. Empirical insights suggest that students gain a greater sense of partnership and inclusivity as part of a synchronous co-creation gamification-based learning development and implementation process.