Gamification in the RhetComp Curriculum: (Series in Critical Media Studies)

Gamification is an up and coming popular trend in all levels and types of education, including public and private schools, higher education, the military, the private sector, and elsewhere. Gamification introduces aspects of game design like teamwork, competition, rewards and prizes, storytelling, and more into lesson plan units. In many cases, actual games, whether it be Scrabble, Hangman, Candy Crush, Dungeons & Dragons, and many others, are adapted into educational tools. This chapter collection will specifically look at the use of gamification techniques in Freshmen Writing courses and related Composition, Writing and Rhetoric classes. Each chapter will provide sample gamified lessons supported by relevant scholarship in both Gamification Theory and Writing Studies.

Table of Contents:
List of Figures and Tables Acknowledgments Foreword: Procedural Rhetoric in the Ludic Century Matthew Farber, Ed.D. University of Northern Colorado Introduction Chapter 1 Games, Curriculum, and Career Mridula Sharma University of Glasgow Chapter 2 Beware the Button Masher: Gamified Learning and the Need for Careful Assessment Daniel Ernst Texas Woman's University Chapter 3 Adapting Dark Souls III’s Affinity Space to Support First-Year Writers Desirée Thorpe Texas Woman’s University Chapter 4 Playful Pedagogies: An Examination of Collaboration and GBL in FYW and TPC Classrooms Alexandra Catá North Carolina State University Beth Greene University of Nevada, Reno Chapter 5 Cartography for Composition: World Building as a Path to Discourse Communities Clair Willden and Lore Andreassen North Dakota State University Chapter 6 Playing with Dragons: Using Role-Playing Games to Support Academic Objectives Laurence Brenner Bronx Community College Chapter 7 Using Reacting to the Past in First-Year Seminar and First-Year Composition Tiffany Griffith University of Evansville Chapter 8 The Key Choice in Game Design: Competition or Cooperation and Their Impact on Writing Instruction Mark Noe, Bonnie Garcia, and Jeffrey Doyle University of Texas Rio Grande Valley Chapter 9 Making Play Personal: Actual Play Podcasts in the Student-Centered Classroom Allison Douglass Wofford College Chapter 10 Transfer and Engagement through Zombified Pedagogy Emma Kostopolus Valdosta State University Conclusion Contributors Index