The Iterative Design of a Eight-Week Course Aimed at Developing a Community of Gameful High School Teachers

This paper overviews the design and results of a course intended to provide the theoretical understanding and practical application of games and game-making in the classroom. The course design included a combination of gamification, badging, peer review, and building one’s own course by having assignment options. The paper shares the perspective of one of the students of the course, and explains the unique course design and approach to teaching teachers. Informal formative assessments are used to iteratively improve the quality of the course.