{"id":580,"date":"2025-08-22T15:23:09","date_gmt":"2025-08-22T19:23:09","guid":{"rendered":"https:\/\/gameon.academic.wlu.edu\/?p=580"},"modified":"2026-01-08T14:25:55","modified_gmt":"2026-01-08T19:25:55","slug":"october-2025-meeting","status":"publish","type":"post","link":"https:\/\/gameon.academic.wlu.edu\/?p=580","title":{"rendered":"PAST: 11\/10\/25: From Soliciting Groans to becoming the GOAT [greatest of all time]: Partnering with AI to Gamify Dry Curricular Content"},"content":{"rendered":"<p><strong data-olk-copy-source=\"MessageBody\">From Soliciting Groans to becoming the\u00a0<span class=\"mark51hobuj6z\" data-markjs=\"true\" data-ogac=\"\" data-ogab=\"\" data-ogsc=\"\" data-ogsb=\"\">GOAT<\/span>\u00a0[greatest of all time]: Partnering with AI to Gamify Dry Curricular Content<\/strong><\/p>\n<p>The blank stare\u2014the dreaded response to essential, though often dry, curricular content\u2014ripples across the disciplines. Whether reviewing a syllabus or introducing abstruse theory, such moments challenge instructors striving for engagement. Gamification, or \u201cthe use of game design elements in non-game contexts,\u201d offers a powerful pedagogical strategy for addressing these instructional hurdles, with research showing positive impacts on \u201clearning-related behaviors or attitudes\u201d such as motivation and engagement.<\/p>\n<p>However, designing meaningful gamified experiences often demands substantial time, planning, and expertise. This is where AI can step in. In this session, librarians Jenny Carlos, Emily Cook, and Amira Walker synthesize current scholarship on pedagogical gamification while offering practical strategies for engineering AI prompts that support gamified instruction. Examples of this pedAIgogical partnership include brainstorming game elements for a particular topic, developing web-based learning games, or collaborating with AI to curate riddles for instructional scavenger hunts.<\/p>\n<p>In this hands-on portion of this session, participants will identify a personal instructional hurdle and collaborate with their AI tool of choice to design a gamified learning experience.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>From Soliciting Groans to becoming the\u00a0GOAT\u00a0[greatest of all time]: Partnering with AI to Gamify Dry Curricular Content The blank stare\u2014the dreaded response to essential, though often dry, curricular content\u2014ripples across the disciplines. Whether reviewing a syllabus or introducing abstruse theory, such moments challenge instructors striving for engagement. Gamification, or \u201cthe use of game design elements in non-game contexts,\u201d offers a powerful pedagogical strategy for addressing these instructional hurdles, with research showing positive impacts on \u201clearning-related behaviors or attitudes\u201d such as motivation and engagement. However, designing meaningful gamified experiences often demands substantial time, planning, and expertise. This is where AI can step in. In this session, librarians Jenny Carlos, Emily Cook, and Amira Walker synthesize current scholarship on pedagogical gamification while offering practical strategies for engineering AI prompts that support gamified instruction. Examples of this pedAIgogical partnership include brainstorming game elements for a particular topic, developing web-based learning games, or collaborating with AI to curate riddles for instructional scavenger hunts. In this hands-on portion of this session, participants will identify a personal instructional hurdle and collaborate with their AI tool of choice to design a gamified learning experience.<\/p>\n","protected":false},"author":885,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"image","meta":{"_acf_changed":false,"footnotes":""},"categories":[11],"tags":[],"materials":[],"resource":[],"class_list":["post-580","post","type-post","status-publish","format-image","hentry","category-events","post_format-post-format-image"],"acf":[],"_links":{"self":[{"href":"https:\/\/gameon.academic.wlu.edu\/index.php?rest_route=\/wp\/v2\/posts\/580","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/gameon.academic.wlu.edu\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/gameon.academic.wlu.edu\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/gameon.academic.wlu.edu\/index.php?rest_route=\/wp\/v2\/users\/885"}],"replies":[{"embeddable":true,"href":"https:\/\/gameon.academic.wlu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=580"}],"version-history":[{"count":4,"href":"https:\/\/gameon.academic.wlu.edu\/index.php?rest_route=\/wp\/v2\/posts\/580\/revisions"}],"predecessor-version":[{"id":596,"href":"https:\/\/gameon.academic.wlu.edu\/index.php?rest_route=\/wp\/v2\/posts\/580\/revisions\/596"}],"wp:attachment":[{"href":"https:\/\/gameon.academic.wlu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=580"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/gameon.academic.wlu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=580"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/gameon.academic.wlu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=580"},{"taxonomy":"materials","embeddable":true,"href":"https:\/\/gameon.academic.wlu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fmaterials&post=580"},{"taxonomy":"resource","embeddable":true,"href":"https:\/\/gameon.academic.wlu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fresource&post=580"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}