Patton Luks, C. L., & Ford, L. P. (2015, June), Analysis of a Small Gamification Addition to Labs  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23550

\bibitem{asee_peer_23550}
  Patton Luks, C. L., \& Ford, L. P. (2015, June), \emph{Analysis of a Small Gamification Addition to Labs}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.23550

Christi L Patton Luks and Laura P Ford.  "Analysis of a Small Gamification Addition to Labs".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://strategy.asee.org/23550 Internet.  03 Jul, 2024

\bibitem{asee_peer_23550}
  Christi L Patton Luks and Laura P Ford.
  "Analysis of a Small Gamification Addition to Labs".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://strategy.asee.org/23550 Internet.  03 Jul, 2024

@INPROCEEDINGS{asee_peer_23550
author = "Christi L Patton Luks and Laura P Ford"
title = "Analysis of a Small Gamification Addition to Labs"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/23550}
number = {10.18260/p.23550}
}

TY  - CPAPER
AB  -                  Analysis of a Small Gamification Addition to LabsOne small gamification aspect was incorporated into senior chemical engineering labs.“Bragging Points” were awarded to certain things that the students should be doing in classesanyway, such as arriving on time and following instructions for reports. Bragging Points wereawarded only to teams to encourage students to hold their teammates accountable.Approximately 70 Bragging Points were available during the course. Twenty Bragging Pointscould be converted to course grade points as extra credit on either individual quiz grades orformal reports. Extra credit on multiple quizzes or reports was allowed, one for each block of 20Bragging Points. A display board in the lab control room let students see which team was doingthe best in the points race. Students themselves noticed that the teams with students withreputations for earning good grades also had the most Bragging Points. Students were on time toclasses and meetings more when they received Bragging Points that in earlier semesters withoutthem, and the faculty felt greater pressure to be on time to class, too! An analysis of thecorrelation of grades with Bragging Points earned and compliance with report requirements willbe presented in this paper. Grades will be compared with grades from the previous year to see ifthis positive reinforcement system impacted their other grades.
AU  - Christi L Patton Luks
AU  - Laura P Ford
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Analysis of a Small Gamification Addition to Labs
UR  - https://strategy.asee.org/23550
DO  - 10.18260/p.23550
ER  -