Gamifying Gamification in the Sociology Classroom

Bibliographic Data

ID11063170
AuthorsBrandon Folse (0000-0001-7470-907X, University of Oregon, Eugene, OR, USA, corresponding author), Frederick Poole (0000-0001-6205-7377, Michigan State University, East Lansing, MI, USA), Frederick J Poole
Year2024
Volume52
Issue3
Pages206-218
Publication date2024-07-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueTeaching Sociology (JOURNAL)
Journal identifiersISSN: 0092-055X • E-ISSN: 1939-862X
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/0092055x231175176
OpenAlexW4380788319
LanguageEN
Citations received2
References cited30

The increasing ubiquity of gamification in everyday life normalizes it as a motivational tool. While much scholarship supports gamification, labor sociologists have long problematized the phenomenon. In this mixed-methods action research study, we explore the results of gamifying a lesson on gamification in a sociology of work course. We designed two gamified activities with varying degrees of consent that followed a lesson on gamification and consent. Students rated how problematic a series of gamified work scenarios were before and after the intervention. Our quantitative data did not show a significant increase in students’ ability to identify consent after the intervention, but we did discover that students took either an employee or employer’s perspective in their rating justifications. Furthermore, these findings were gendered. This article highlights the need for a more critical take on gamification in the classroom. We conclude by suggesting ways practitioners can teach about gamification in other contexts

Action (physics · Epistemology · Intervention (counseling · Pedagogy · Perspective (graphical · Phenomenon · Scholarship · Sociology · Computer Science · Digital Games and Media · Educational Games and Gamification · Innovative Teaching Methodologies in Social Sciences · Psychology

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