ENHANCING ENGAGEMENT WITH GAMEFUL DESIGN - 2026/7

Module Overview

This module explores how gameful design, leveraging elements such as challenge, feedback, narrative, and progression, can motivate and sustain engagement across non-game contexts, including education, research, therapy, fitness, and marketing. Students will learn to design, critique, and prototype systems that foster meaningful engagement by applying psychological theories of motivation and user-centred design.

Module provider

Psychology

Module Leader

WONG Alan (Psychology)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 7

Module cap (Maximum number of students): 65

Module Availability

Semester 1

Prerequisites / Co-requisites

N/A

Module content

Indicative content may include:
¿ Foundations of gameful design
¿ Psychological theories on motivation
¿ Contextual applications in marketing, education, therapy, wellness, research, etc.
¿ Prototyping & iterative evaluation methods
¿ Training on group work

Assessment pattern

Alternative Assessment

Group presentation can be alternatively assessed by means of an individual presentation.

Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to demonstrate their knowledge of key concepts in the field, critically assess the design of engagement enhancement solutions, study user needs, integrate game elements, present ideas, and obtain feedback with respect to their solution.

Thus, the summative assessment for this module consists of:
¿ Coursework (gameful engagement presentation; addresses learning outcomes 1-5) An extended project to applying game elements to improve engagement using game elements in a non-game context. Students will work in groups for this project to encourage the learning of collaborative work dynamics.
¿ Coursework (gameful engagement report; addresses learning outcomes 1-4). Students are tasked to generate a report of their engagement enhancement solution with justifications based on psychological theories and research.

Formative assessment:
¿ Students present their ideas for peer review and feedback prior to report completion.
¿ Each contact session involves practical exercises where results are shared with peers and the lecturer for feedback. In addition, workshops involve live generation and feedback on work. The student-led seminar sessions give student¿s an opportunity to prepare a formal presentation of their work and receive feedback from peers and the lecturer.

Feedback:
(see above)

Module aims

• Introduce core gameful design principles and psychological theories of motivation
• Critically evaluate engagement strategies across non-game domains
• Equip students to design gameful systems for various human-centred applications
• Develop professional design, communication, and reflexive practice skills

Learning outcomes

Methods of Teaching / Learning

The learning and teaching strategy is designed to include lectures paired with discussion and practical work to introduce and apply psychology principles in motivation and engagement. Workshops and student-led seminars will demonstrate the potentials of applying gameful design and facilitate students in their work on the project and report.

Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.

Reading list

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: PSYM186

Other information

The School of Psychology is committed to developing graduates with strengths in Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability, and Resourcefulness and Resilience. This module contributes to the development of the following capabilities: Employability: This module will help equip students with the skills and knowledge to critically analyze existing practice and create new ideas in enhancing motivation and engagement. Transferrable skills in team work will also be developed via course work. Assignments can be readily used to demonstrate to potential employers what students will be able to contribute. Global and Cultural Capabilities: The module will help students develop knowledge and sensitivity towards the diverse needs of different individuals from different backgrounds. Teaching materials will incorporate readings and examples from different parts of the world and people from different backgrounds. Group-based learning activities offers a chance for students to learn from each other, thus building such competencies as cross-cultural understanding and tolerance. Digital Capabilities: This module will enhance and develop students¿ capabilities in the analysis of user experience often in the digital context. Students will use SurreyLearn and a range of software that facilitates in-class group activities, meetings, and presentation. Resourcefulness and Resilience: Students will use a range of sources to find solutions for real-life problems, which will help develop resourcefulness. Working in groups during class exercise and group work will help develop the habit and skills to learn from each other. Students will be encouraged to share their personal experiences and expertise to reflect on challenges faced by individuals in different contexts as well as ways to overcome them. Sustainability: Many of the examples used in the class involves social, economic, and environmental problems psychologists help to address, and students will get to appreciate the power of gameful design in promoting sustainability.

Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2026/7 academic year.