Role-Playing Gamification Technologies with Adult Learners


  • Kirsten Fantazir Lethbridge College
  • Murray Bartley Lethbridge College



Classcraft, role-playing technologies, gamification technologies, student motivation, student engagement


The purpose of this quantitative scholarship of teaching and learning (SoTL) research study was to examine the impact Classcraft had on adult criminal justice students in a face-to-face context in a western-Canadian institution. Specifically, the role-playing digital game was integrated into a first-year applied English and investigative writing course; learners earned points, received “real world” prizes, and completed random, content-related challenges with their teams. Using a survey with Likert-style and open-ended questions, it was determined that most elements of Classcraft motivated and engaged participants. The most impactful finding was that Classcraft promoted teamwork and problem-solving abilities. While little research has been conducted in adult post-secondary settings related to the implementation of Classcraft, it is evident more research is required in other post-secondary learning contexts.


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Author Biographies

Kirsten Fantazir, Lethbridge College

Dr. Kirsten Fantazir,, is a Lethbridge College instructor passionate about educational technologies, online learning, and student engagement. Her experience mentoring K-12 teachers and higher education instructors, plus her ability to apply psychological theories and approaches to educational contexts, have enriched her research, instruction, and curriculum development projects.

Murray Bartley, Lethbridge College

Murray Bartley,, a former RCMP Sgt. of Major Crimes, is a full-time instructor at Lethbridge College and has been teaching in the Criminal Justice Diploma Program for seven years. He implemented Classcraft with his students and helped summarize key findings related to student engagement and motivation.