This paper analyzes the development and implementation of a game-based learning course design framework. Drawing inspiration from task-based learning, the framework is structured around four core gamified elements: narrative assignment design; learner discovery; team-based collaboration and competition; and choice through quests. The intended goal of implementing this framework is to improve learner engagement and foster greater learner investment in the course. The framework, developed at the University of Waterloo, was integrated into the course design for—and subsequently taught in—a third-year history course. A mixed-methods analysis was conducted in which students (n = 15) were surveyed, interviewed, and observed throughout the course at different intervals. The results of the study suggest that the team-based nature of the framework and the embedded gameplay elements are most effective at improving engagement for learners, while some form of extrinsic motivation is still beneficial to ensure all learners find completing additional tasks worthwhile.

中文翻译：

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游戏化历史：设计和实施基于游戏的学习课程设计框架

本文分析了基于游戏的学习课程设计框架的开发和实现。从基于任务的学习中汲取灵感，该框架围绕四个核心游戏化元素构建：叙事作业设计；学习者发现；基于团队的协作和竞争；并通过任务进行选择。实施该框架的预期目标是提高学习者的参与度并促进学习者对课程的更大投入。该框架由滑铁卢大学开发，被整合到三年级历史课程的课程设计中，并随后在该课程中教授。进行了混合方法分析，其中学生（n = 15）在整个课程中以不同的时间间隔进行调查、采访和观察。