Pharmacy course leader, Thuy Mason, invites you to ponder: Is it too ambitious to gamify the open days to transform engagement?
To game or not to game?
Imagine attending a university Open Day and being greeted by an interactive game that guides you through the campus. Instead of just following a schedule, you embark on a quest, collecting rewards as you explore different courses, attend talks, and participate in activities. This approach could make the experience more engaging and memorable.
Why it could work
Research has shown that gamification can significantly enhance student engagement and motivation. This may hold true as prospective students are more likely to stay interested and involved if the day feels like an adventure rather than a series of presentations. Earning rewards for completing tasks can motivate students to explore more areas of the campus and learn about different programmes. A gamified experience is likely to stand out in students’ minds, making the university more memorable when they are making their final decisions.
Why it might not work
There are some potential downsides to consider. Designing and implementing a gamified experience can be complex and resource-intensive. It requires careful planning to ensure that the game is accessible and enjoyable for all participants, not to mention training academics running the game so they are well-versed with the rules, or choosing the right academics for the delivery is also a crucial aspect.
There is a risk that the game elements could distract from the primary goal of the Open Day, which is to provide information and answer questions.
Students might focus more on earning rewards than on absorbing important details about the university.
Not all students might be comfortable with or interested in a gamified approach. It’s important to ensure that the experience is inclusive and caters to diverse preferences and needs.
Striking a Balance
For some, attending a university Open Day is an enjoyable outing; for others, it can be daunting due to the challenge of meeting new people. Perhaps the best approach is a hybrid one, incorporating some gamified elements could add a fun and engaging layer to the day without overshadowing the essential informational aspects.
We feel our department has struck the right balance with this strategy. A series of games designed by the Open Day lead incorporate educational elements, such as an escape room. These games cover public health themes such as infection control, cardiovascular health, and more. This blend of interactive and informative elements has proven to be both engaging and effective, increasing applications for three years running. Prospective applicants have commented:
“I felt like I was already a part of the university community.”
“After the day we had, many of us are set on firming here.”
“A real brain booster, making me excited about all the possibilities at Kingston!”
Even the shyest students eventually participated. This inclusive approach ensures that every prospective student, regardless of their personality, can have a positive and engaging experience during the Open Day.
What do you think? Gamification in higher education is relatively limited, and its use in Open Days is probably even more so.
The final question
Are you game enough to create gamified Open Days, or do you prefer a more traditional approach?
Thuy Mason, the Open Day/Applicants’ Day lead for Kingston University’s Pharmacy Department, has used her simulation design expertise effectively to integrate gaming elements into Open Day events. With her focus on inclusivity, she has significantly boosted engagement and created an interactive experience for prospective students.
References:
1. Dichev C, Dicheva D. Gamifying education: what is known, what is believed and what remains uncertain: a critical review. Int J Educ Technol High Educ. 2017;14(1):9.
2. Daineko LV, Goncharova NV, Zaitseva EV, Larionova VA, Dyachkova IA. Gamification in Education: A Literature Review. In: The World of Games: Technologies for Experimenting, Thinking, Learning. Springer; 2023. p. 319-343.
3. Schwartz N. Gen Z Takeover: How colleges are using gamification to engage students. Higher Ed Dive. 2019. Available here.
4. Sabornido EB, Garma VA, Niepes GL, Cabria FM. Key Challenges and Barriers in Gamification: A Systematic Review. Asia Pac J Adv Educ Technol. 2022;1(1):13-19. Available here.
5. Mateus C, Campis R, Jabba D, Erazo AM, Romero V. Gamification as a Tool for Inclusion. In: Altınay F, Altinay Z, editors. Intellectual and Learning Disabilities – Inclusiveness and Contemporary Teaching Environments. IntechOpen; 2023. Available here.
Join our monthly conversations with higher education’s thought leaders: Let’s talk about student success podcast
Teaching and Learning Conference 2025: Future-focused education: Ensuring successful student outcomes for all. Our flagship three-day conference, attracting HE practitioners involved in teaching and learning from the UK and overseas, will provide a forum for delegates to share latest research, project outcomes and initiatives that improve teaching and learning practice. Join us in Sheffield 1-3 July.
