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Gamification is a subject of a great deal of conversations and advocates believe that the familiarity of gaming to the current student population gives it considerable potential to transform teaching and learning. The research literature presents a more ambiguous view and it remains to be seen whether or not gamifying instruction can significantly strengthen student learning outcomes. This question forms the basis of the current study, which focuses on an extensive gamification exercise applied in an upper-division interdisciplinary course. To phrase it colloquially, this research asks whether or not gamification is too cool for school.

Too cool for school?: The effects of gamification in an advanced interdisciplinary course