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We investigated student reactions to two computational physics coursesincorporating several videogame-like aspects. These included use of gamingterminology such as "levels," "weapons," and "bosses"; a game-style pointsystem linked to course grades; a self-paced schedule with no deadlines; amastery design in which only entirely correct attempts earn credit, butstudents can retry until they succeed; immediate feedback via self-test code;an assignment progression from "minions" (small, focused tasks) to "levelbosses" (integrative tasks); and believable, authentic assignment scenarios.Through semi-structured interviews and course evaluations, we found that amajority of students considered the courses effective and the game-like aspectsbeneficial. In particular, many claimed that the point system increased theirmotivation; the self-paced nature caused them to reflect on theirself-discipline; the possibility and necessity of repeating assignments untilperfect aided learning; and the authentic tasks helped them envision usingcourse skills in their professional futures.

Pwning Level Bosses in MATLAB: Student Reactions to a Game-Inspired Computational Physics Course