Summary
In this interview, we explore the development and implementation of a gamified, scenario-based quiz called "Global Health Odyssey" in the course MSGH 405: Foundations of Global Health.
In the world of higher education, there is a constant exploration of innovative teaching methods and ideas to enhance student engagement and learning outcomes. One such method is gamification, the application of game-design elements and game principles in non-game contexts. This approach transforms traditional knowledge checks into an engaging story where students navigate challenges at a professional conference.
In this interview, we explore the development and implementation of a gamified, scenario-based quiz called “Global Health Odyssey” in the course MSGH 405: Foundations of Global Health.
Kate Klein, MA, MPH
Jacob Guerra-Martinez, a senior learning designer from the School of Professional Studies, speaks with Kate Klein, the administrative director of the Havey Institute for Global Health at Northwestern’s Feinberg School of Medicine. They discuss the creation process, objectives, and potential impact of this learning tool on student engagement and education in global health.
Jacob Guerra-Martinez (JGM): Kate, when I first approached you with this idea for a gamified quiz, what were your initial thoughts?
Kate Klein (KK): This was not something I had seen in practice before, so I was definitely curious about how it would work and how the students would respond to it. Going into the course revision process, I was very open to new ideas and new modalities for students to learn. I acknowledged from the beginning that while I know a lot about global health, how learners learn best was not my area of expertise. So, when this idea came up, I was really intrigued by this new way of thinking about quizzes.
JGM: As I started to explain the mechanics and how this would work, did that help change your perspective on how this would be implemented in the course? Did it address any concerns you may have had?
Gamification can provide incentives and create momentum
Global Health Master Badge
KK: Absolutely. I’m not someone who knows much about gamification, and I don’t play video games, so I definitely needed your help in envisioning what it was going to look like and how it would progress throughout the course. Your explanation helped me understand how this would challenge the students and fire up their personal competitiveness to complete every badge and move forward. That really helped me envision how it would benefit the overall learning experience.
JGM: Did you have any specific learning objectives in mind when we were developing this quiz?
KK: Yes, we wanted to make sure that we were using the quiz, just like other parts of the course, to achieve the overall objectives for the course and each module. One of our objectives has always been to connect this learning to a student’s professional objectives in the field of global health. When you discussed how this scenario-based quiz could simulate a position they would be in at a professional conference, I felt like we were really starting to hit on that objective. It allows students to envision themselves and practice what it would be like to be a professional in the field.
Bridging the gap between classroom learning and real-world application
JGM: Looking back, do you feel that this collaboration for the gamified, scenario-based quiz was a positive experience? Would you recommend other faculty try similar concepts?
KK: Absolutely. As we moved along in the collaboration, I started getting really excited because I felt like we had taken this potentially dry, boring quiz and transformed it into something where students could envision themselves working in the field of global health. It bridges the gap between classroom learning and real-world application, which makes me excited about the creative ways we can teach people things.
JGM: As a final question, reflecting on your experience, what advice would you give faculty members who are considering using this type of quiz?
KK: I think faculty members should acknowledge that we are not experts at everything. We might really know the topic well, but we might not have the time or bandwidth to be knowledgeable about new teaching techniques. Looking to our colleagues who do spend their time thinking about and researching new ways to teach is such a great resource for us faculty to have. I would encourage anyone, especially if you’ve taught a course for a long time, to consider what kinds of new avenues you could go down to teach, even if it’s the same topics, but just teach it in a different way.
JGM: Thank you so much, Kate. I think what made our collaboration really work is that you weren’t afraid to tell me what wasn’t working or what needed to be changed. I took that feedback, revised it, and we created something that I think really works. I look forward to hearing how the students react to the first badge!
KK: Thanks so much!
To learn more about Gamification and using it to create a narrative quiz, book a consultation.