While the success of digital games in education continues to validate the improvement to motivation, engagement and social influence (Groening & Binnewies, 2019; Lopez & Tucker, 2019), the impact for asynchronous adult education remains ambiguous. In a substantial course redesign, the University of Missouri will showcase how they attempted to address notable aspects of gamification within a course. The course incorporates aspects of Knowles Theory of Andragogy to help drive our use of levels – modeling, authenticity, and autonomy.
As with any game, each Level contains a custom progress bar for the various activities built within each module. These progress bars help communicate the goals. The course strives to enable learners to feel present within the abstract concepts of game design as they engage with higher-order learning objectives.