MDA aplied to an online classroom - the literature review continues

Now, let's delve futher into MDA and its application to online course design . . . .

Online course design and the MDA Framework

The MDA framework allows designers to consider the game from two perspectives at the same time – they can see the game from the viewpoint of the user as well as from that of the designer - making this a very useful design, particularly if a designer also plays games. This framework, however, can also assist instructors who are considering adding gamification to an online course.

Game mechanics in an online gamified course might include points, badges, leaderboards, statuses, levels, quests/tasks, countdowns, challenges, and virtual spaces. Game dynamics include in-game behaviors and strategic actions and interactions that emerge within the course, including rewards, achievements, self-expression, and competition. As in a gaming environment, the dynamics are often difficult to anticipate, so instructors need to constantly monitor a course to see what types of dynamics emerge and respond accordingly. The aesthetic part of course design needs to be kept in mind while designing as they can be added during design or at the end of design. The aesthetic component focuses on generating an emotional response, in this instance, from the students in an online course, with instructors designing the course experience to be pleasurable.

While faculty often hope that students enjoy their courses, gamification allows faculty to deliberately include items or consider student enjoyment as part of the design process. Faculty could include an element of make-believe or fantasy such as setting up the entire course as a type of role-play where students are working in a business or in an internship setting. Narrative is another possible example of aesthetics, requiring the addition of drama or storytelling. An online course could be set up as a series of challenges or an obstacle course. Another possibility is to set up a course with a social framework requiring all students to work together to achieve goals. A course could be designed as unchartered territory or an expression of self-discovery.

Paramount here is to have a framework for the courses, a theme that connects every item within the course, comprising course aesthetics.Aesthetics, dynamics, and mechanics all work together with each one informing the development and continued revising of the other. The MDA framework of game design can be applied to gamifying a course, but another aspect needs to be considered to help inform best practices in gamification. Does the MDA framework, then, integrate with the role of presence as set forth in the Community of Inquiry Framework?