Instructors at all levels of the educational system have been experimenting with game-based grading and evaluation frameworks. What is the effect of these grading systems on student motivation and effort? Using well-validated motivation scales to understand how student motivation profiles relate to effort, this paper examines two different instances of game-based grading systems in university coursework. Our findings indicate that a game-based grading system can overcome typical student motivation profiles, essentially helping students—who might normally underperform in coursework—to work harder. We present two contrasting cases: an elective course on video games and learning, and a gateway course on political theory. Findings were similar for both courses, suggesting that game-based grading systems have generalized potential for use in higher education, and possibly beyond.
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