Most gamification techniques rely on technologies such as computers, handheld devices, online applications, etc. We focus on the use of games and gameplay in their most fundamental way without the use of technology. This paper presents findings from a recent exploratory study funded by the University of Waterloo Centre for Teaching Excellence’s Learning Innovation and Teaching Enhancement Grant. Researchers ran parallel studies in Computer Science and Urban Planning that assessed student perceptions of the effectiveness of game-based techniques by identifying two lectures with similar pedagogical outcomes and teaching one using traditional lecture methods and the other using game-based techniques. Student perceptions in both faculties were gauged using surveys and semi-structured interviews. Results show significant improvements in student perception of engagement, creativity, teamwork, relevance and enjoyment. These results follow the relevant literature that posits that games and game dynamics do not only incentivize learners to engage in the classroom, but also activate positive psychological arousal.
