BioTourney: Gamifying a Biology Class by Applying a Content-Independent Learning Game Framework.

In this paper, the experiment settings and the evaluation of gamifying a biology class using the digital learning game platform Tourney (Korkut et al., 2014) are presented. This platform, retitled as BioTourney and equipped with biology-related contents, is implemented as a self-learning assessment tool in the biology curriculum of 10th and 11th grade of a secondary school (age group: 15-17). It provides an e-learning game environment for self-paced learning based on the ability to overcome increasingly difficult levels of the biology learning curriculum. As a major gamification aspect, mastering individual levels was rewarded through feelings of achievement. Tourney itself has been developed at the University of Applied Sciences and Arts Northwestern Switzerland in 2014 by an interdisciplinary team of researchers from business/economics, design, computer science, applied psychology and pedagogics. The project continues to develop solutions for various application areas in higher education. Besides state-of-the-art design and game technology, Tourney comprises gamified elements of learning in order to enhance learning outcomes and knowledge transfer. With the content-independent framework structure, teachers can create customized challenges for students by choosing and assembling modular elements associated with course-relevant learning materials. BioTourney has been released for application in the classroom after thoughtful preparation and careful testing with beta users outside the school. The experiment was carried out in October 2015 with a limited number of pupils (N=32) who have never played the game before. Game play data from the experiment have been collected and analyzed with regards to user knowledge and user interactions with the game. Learning engagement and the players’ perception of learning progress were assessed through an online survey. Although the feedback has indicated moderate enjoyment in playing BioTourney, the majority of pupils have implied that they have learned something. Gameplay data analysis and player feedback suggest that BioTourney is an example where game-based learning has made a positive, measurable impact and supported personalized learning. The paper presents the research setup, the BioTourney tool as well as the test environment, and discusses the benefits and future adaptations. [ABSTRACT FROM AUTHOR]