This teaching and training case demonstrates how gamification was adopted in the course design of the Tech Integration Coach Pathway, a professional development initiative for Texas adult education and literacy (AEL) staff and teachers to become technology integration coaches. The purpose of the course is to develop certified technology integration coaches competent to coach local program AEL teachers on their technology usage in teaching adult learners. This gamified learning design includes levels, badges, leaderboards, points, and feedback elements, and applies International Society for Technology in Education (ISTE) standards to tasks that are relevant to instruction in adult education and literacy programs.
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DobrovolnyJ. (2006). How adults learn from self–paced, technology–based corporate training: New focus for learners, new focus for designers.Distance Education, 27(2), 155–170. https://doi.org/10.1080/01587910600789506
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GibsonD., OstashewskiN., FlintoffK., GrantS., & KnightE. (2015). Digital badges in education.Education and Information Technologies, 20(2), 403–410. https://doi.org/10.1007/s10639–013–9291–7
LandersR. N. (2014). Developing a theory of gamified learning: Linking serious games and gamification of learning.Simulation & Gaming, 45(6), 752–768. https://doi.org/10.1177/1046878114563660
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LandersR. N., & LandersA. K. (2014). An empirical test of the theory of gamified learning: The effect of leaderboards on time–on–task and academic performance.Simulation & Gaming, 45(6), 769–785. https://doi.org/10.1177/1046878114563662
LiC. (2018).Gamification in foreign language education: Fundamentals for a gamified design of institutional programs for Chinese as a foreign language(Doctoral dissertation, Ohio State University). https://etd.ohiolink.edu
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NahF. F. H., ZengQ., TelaproluV. R., AyyappaA. P., & EschenbrennerB. (2014). Gamification of education: A review of literature. In Nah, F. F. H. (Eds.), Lecture notes in computer science: Vol. 8527. HCI in Business, HCIB2014 (pp.401–409). Springer. https://doi.org/10.1007/978–3–319–07293–7_39
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RoseG. L., WangC.–W., SainzA., & JoshiS. (2019, June). Technology use and integration in adult education and literacy classrooms. In Proceedings of the Adult Education Research Conference. AERC. https://newprairiepress.org/aerc/2019/papers/2
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SantosC., AlmeidaS., PedroL., ArestaM., & Koch–GrunbergT. (2013a). Students’ perspectives on badges in educational social media platforms: The case of SAPO campus tutorial badges. In 2013 IEEE 13th International Conference on Advanced Learning Technologies, (pp. 351–353). IEEE
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SantosC., AlmeidaS., PedroL., ArestaM., & Koch–GrunbergT. (2013b). Students’ perspectives on badges in educational social media platforms: The case of SAPO campus tutorial badges. In 2013 IEEE 13th International Conference on Advanced Learning Technologies (pp. 351–353). IEEE. https://doi.org/10.1109/ICALT.2013.108
