ABSTRACT
Survey participants indicated that they wished more lectures included interactive content, and the majority felt that the inclusion of games and other interactive content within the sessions was an indication that the lecturer was making an effort to engage students with the module. Gamified experiences are not necessarily built like games but instead modify preexisting activities by borrowing elements in games. The goal of each game, which was introduced as an end-of-class activity, was to gauge how well students had understood each lecture. The newly introduced activity was called “The Secret of Heslington Hall” and used storytelling as the main aspect of gamification. The reason for low engagement might have been due to the lack of clear gamification procedures. Gamification in audio education can therefore play a central role in the training of film and television professionals that understand the importance of sound, at the intersection between theory and practice.
