摘要：While numerous studies have examined gamification from the students’ perspectives, few studies focus on the faculty’s experience in detail. This article analyzes the experiences and self-reflections of five university instructors/coresearchers who designed and implemented gamification for their online or hybrid courses. The study uses design-based research to formulate and test the gamification design, and draws on Google Hangout videos collected from weekly meetings between the instructors, as well as meeting minutes, design documents, emails, and informal reflections that retrospectively examine the process of gamifying the courses. The instructors acknowledge that creating a coherent gamified course was difficult and time-consuming. However, the process of designing itself may be worth reviewing because it made faculty more conscious of how their teaching values were being reflected in the gamified system. The article ends with reflections on the institutional and technological constraints that were encountered, and it offers recommendations on how to support educators new to gamifying learning in their courses.
