Edinburgh Napier University

  Gamification and Design Thinking can be thought of as part of Instructional Design (ID) in the Higher Education (HE) context. Each of these fields has much to learn from the others. For example, although there is a lack of agreed method to gamify learning, there are established models for ID. Furthermore, ID and Gamified Learning share limitations, notably a lack reflection and empathy/ systems approach in the processes used, that can be remedied by borrowing from Design Thinking. In the context of HE, it is appropriate to frame that empathy as student engagement to draw on the literature base. A gamification method is presented that incorporates reflection and student engagement in an attempt to remedy these limitations. Although conceived as a means to improve student engagement with formative assessment in UK HE, the method may applied more widely to other settings to support user engagement to enhance other relevant outcomes (e.g. satisfaction) in other global locations.