Gamifying University Writing Centers: An Immersive Learning Experience for Learners with Disabilities

Abstract

Starting with the assumption that the inclusion of gamified concepts in the curricula of higher education institutions can bring some novelty to the course materials and encourage active participation, the objective of this article is to examine the extent to which gamification can improve the writing skillset of university students and their motivation, engagement, and performance levels. The article examines gamification through an in-depth and evidence-based discussion that looks into available evidence indicating an abundance of advantages of gamifying higher education courses while at the same time considering the challenges of integrating and implementing gamification into classroom/learning environments. Reference is made to specific games and how they have been used by writing programs in a number of higher education institutions. The discussion includes workable suggestions on how gamification could help University Writing Centers attract students as well as provide better services, especially with regards to students with learning challenges. The article concludes that the best approach to making gamified writing more appealing to students is to follow a framework where the mechanics, dynamics, and emotion elements of the game are tailored to the objectives of the writing course as well as the unique needs and preferences of the learners.

Development of an integrative flipped classroom model to improve students’ critical thinking skills and learning responsibility

“…Based on the pre-test and post-test scores, the effectiveness of the IFCM was tested to increase student CTS. The effectiveness test was carried out using several stages of statistical analysis of difference tests, namely comparing: 1) pre-test between the experimental group and control group; 2) pre-test with posttest in the experimental group and control group; 3) post-test between the experimental group and the control group; and 4) the gain of the experimental group with the control group (Spathopoulou, 2022;Sukmadinata, 2006;Widiana, Parwata, Jampel, & Tegeh, 2024). Apart from that, a Normalized Gain Score analysis was also carried out.…”