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Ignite Innovative Learning Through Gamification, Immersion & Storytelling
Making the Case
We know how good this program is.
But don't take our word for it!
Check out the case studies and research-backed evidence for all the amazing perks EdQuest offers.
Key Benefits of EdQuest
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Increased engagement and motivation
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Enhanced learning through gamification
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Behaviour management support
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Self-paced, differentiated learning capabilities
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Flipped learning optimised
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Effective differentiation & Inclusion
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Capability building
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Improved Teamwork and Collaboration
Gamification
EdQuest incorporates core gamified features such as Health,XP, virtual rewards, customisable avatars and narrative-driven lessons.
Educational Framework Alignment:
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Self-Determination Theory (SDT): EdQuest addresses the 3 psychological needs outlined in SDT (autonomy, Competence and relatedness). Students gain autonomy by navigating quests at their own pace and relatedness via teamwork and collaborative group activities (Ryan & Deci, 2000). The platform enhances competence through immediate feedback and rewards, helping students build confidence in their abilities.
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Quality Teaching Framework (QTF): Gamification fosters Intellectual Quality by promoting higher-order thinking (e.g., solving problems) and substantive communication (collaborative discussions).
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Australian Curriculum - General Capabilities: Gamification supports Critical and Creative Thinking (random encounters) and Personal and Social Capability (collaborative tasks, conflict resolution).
Research Evidence:
Research consistently highlights the benefits of gamification in education:
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Engagement and Achievement: Gamification significantly improves learning outcomes and motivation (Ren et al., 2023; Zainuddin et al., 2020). Meta-analyses reveal a positive impact on both extrinsic and intrinsic motivation (Hamari et al., 2014; Ren et al., 2023).
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Motivation and Retention: A longitudinal study showed gamification enhances knowledge retention, especially when tailored to learners' needs (Putz et al., 2020).
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Flexibility: Gamification is adaptable to various subjects and educational levels (Vrcelj et al., 2022).
Concrete Example:
A teacher using EdQuest could integrate a history lesson/unit as a quest/s, where students solve challenges to gain gold and XP. By progressing through these tasks collaboratively and the group dynamics promoted, students build competence, engage meaningfully with content, and retain information better.
Storytelling in Education
Storytelling is a foundational element of EdQuest, creating immersive, fantasy-driven narratives for lessons. Storytelling enhances content significance and connects learning to real-world or fictional contexts, boosting retention through emotional connections and recall.
Educational Framework Alignment:
Quality Teaching Framework (QTF) - Significance Dimension: Narrative-based quests link learning to students' experiences and promote connectedness.
Australian Curriculum Capabilities - Literacy: Storytelling integrates reading, writing, and speaking skills into meaningful contexts, fostering deep understanding and fluency.
Foundational Elements of Competence - Acting Creatively: EdQuest encourages students to act creatively, seek depth, and remain open to new ideas through quest-driven narratives.
Research Findings:
Engagement Through Stories: Storytelling significantly increases motivation and engagement (Gironella, 2023).
Learning Outcomes: Research highlights that narrative-based gamification improves content understanding and learning satisfaction (Proulx et al., 2016; Zainuddin et al., 2020).
Concrete Example:
An English class using EdQuest might explore a literature unit as a quest, where students’ quests (tasks) are tied to a story with plots, character development, and creative writing tasks. A history class may involve a true historical telling along the way of each quest with a theme to each lesson aligning with the part of that story.
Behaviour Management
Behaviour is reinforced positively in EdQuest through its reward and consequence systems. Students earn XP and gold for positive actions, while disruptive behaviour results in health loss and Fates (structured consequences), all whilst promoting self/peer-regulation through group dynamics.
Educational Framework Alignment:
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Australian Curriculum Capabilities - Personal and Social Capability: EdQuest supports Self-Management (goal setting, agency, time management, perseverance, adaptability) and Social Management (communication, collaboration, decision-making, conflict resolution).
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Universal Design for Learning (UDL): EdQuest provides multiple means of engagement through virtual rewards and group activities, fostering inclusive behaviour management. Multiple Means of Engagement are achieved through EdQuest's diverse game mechanics, catering to various learning preferences, whilst maintaining student interest.
Research Findings:
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Motivation Through Rewards: Rewards like XP and virtual points foster both intrinsic and extrinsic motivation (Rivera-Trigueros & Sánchez-Pérez, 2020; Zainuddin et al., 2020).
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Behavioural Impact: Gamified environments encourage participation, reduce disruptive behaviour, and reinforce teamwork (Gironella, 2023).
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Engagement: Effective behaviour management through gamification improves focus, participation, and classroom climate (Putz et al., 2020).
Concrete Example:
In an EdQuest classroom, a student exhibiting disruptive behaviour loses health and receives a "Fate," such as a reflective task or helping a teammate with the possibility of a loss of health to the rest of the team. This motivates improved behaviour while reinforcing accountability.
Collaboration / Teamwork
EdQuest promotes group-based quests, encouraging teamwork and collaboration in the classroom.
Educational Framework Alignment:
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Soft Skills: EdQuest fosters teamwork, communication, and leadership through collaborative tasks and group dynamics.
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Inquiry Based Learning (IBL): Group tasks and thematic units/ stories encourage shared investigation and collaborative reflection, Whilst narratives provide an opening inquiry statement or investigation to be achieved in an adventure dynamic.
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Self-Determination Theory (STD) - Relatedness: Team-based quests and dynamics create strong social bonds and shared purpose.
Research Findings:
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Social Engagement: Gamified group activities improve collaboration and relational awareness (Vrcelj et al., 2022; Rivera-Trigueros & Sánchez-Pérez, 2020).
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Motivational Impact: Team-based gamification fosters shared responsibility and group cohesion (Proulx et al., 2016).
Concrete Example:
A mathematics quest or random encounter challenges teams to solve problems collaboratively. Success rewards all group members, reinforcing teamwork and accountability.
Differentiation / Self-paced Learning / Agency
Cater to diverse learning needs by offering self-paced quests and flexible pathways. This approach allows students to progress at their own pace, either accelerating their learning or taking additional time as needed. The platform’s multimodal tools enable educators to differentiate instruction easily, supporting both students who require adjustments and those who excel. Additionally, branching pathways empower students with agency, enabling them to choose their learning journey and stay engaged both inside and outside the classroom.
Educational Framework Alignment
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Universal Design for Learning (UDL): EdQuest’s multimodal representation of content aligns with UDL’s principles by offering varied means of engagement and expression, enabling differentiated instruction that meets diverse learner needs.
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Self-Determination Theory (SDT): The choice offered by EdQuest’s branching pathways promotes autonomy and supports intrinsic motivation, aligning with SDT’s emphasis on fostering student agency and engagement.
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Australian Curriculum - General Capabilities: EdQuest facilitates Personal and Social Capability by encouraging self-regulation and goal setting, while supporting Critical and Creative Thinking through student-directed decision-making.
Research Evidence
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Differentiation and Engagement: Personalised learning paths can boost engagement and performance. Rivera-Trigueros and Sánchez-Pérez (2020) found that gamification tools enhance students' autonomy and allow them to adapt the learning process to their pace.
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Self-Paced Learning: (Putz et al., 2020) indicate that platforms enabling self-paced learning improve knowledge retention and cater to individual learning speeds.
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Agency: Gamified environments with branching choices foster student agency and intrinsic motivation (Hamari et al., 2014).
Concrete Example
A teacher using EdQuest creates a science unit about ecosystems. Students are presented with a branching quest where they can either investigate the role of a predator or explore plant ecosystems. Each path includes self-paced challenges like reading articles, completing interactive tasks, and creating visual summaries. Struggling students follow a streamlined pathway with scaffolding, while advanced students access extended tasks, such as designing their own ecosystem model. The ability to complete tasks at home ensures continuity and deeper exploration for all learners.
Engagement / Motivation / Attendance
One of EdQuest's primary strengths lies in its ability to engage students through immersive, quest-based storytelling and gamified mechanics.
Educational Framework Alignment:
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Inquiry-Based Learning (IBL): EdQuest encourages students to ask questions, investigate answers, and build knowledge through interactive quests. It promotes Questioning, Investigation, and Reflection.
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Flipped Classroom: EdQuest allows pre-class learning through digital quests, freeing up in-class time for interactive group activities and problem-solving.
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Self-Determination Theory (SDT): By providing autonomy and clear progress markers, EdQuest enhances students' intrinsic motivation.
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Universal Design for Learning (UDL): Multiple Means of Representation are achieved through the platform by presenting content as text, video and interactive simulations, addressing different sensory needs and inclusive strategies.
Research Findings:
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Intrinsic Motivation: Gamification increases intrinsic motivation by providing engaging learning experiences (Proulx et al., 2016; Rivera-Trigueros & Sánchez-Pérez, 2020).
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Knowledge Retention: Gamified methods improve long-term retention of content compared to traditional instruction (Putz et al., 2020).
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Active Learning: Gamification fosters active, hands-on learning, particularly in flipped classroom models (Zainuddin et al., 2020).
Concrete Example:
A flipped lesson in EdQuest could introduce students to a pre-lesson video. During class, students collaborate to complete a group quest that reinforces the concepts, promoting active learning and retention. Random Encounters only apply to those in the class, promoting attendance through the Fear of Missing Out (FOMO).
Random Encounters:
Elevating Classroom Engagement and Skills Development
The Random Encounters feature is an innovative tool designed to inject energy, fun, and purpose into any classroom setting. This feature randomly selects from a curated list of activities and challenges, transforming mundane moments into opportunities for learning and connection. These encounters are versatile, serving as effective brain breaks, dynamic lesson starters, or even as engaging incentives to boost attendance and motivation.
What Are Random Encounters?
Random Encounters are pre-designed activities targeting key 21st-century skills, soft skills, and general capabilities that are often under-represented in traditional education. From fostering collaboration and adaptability to nurturing creativity and resilience, these encounters are thoughtfully aligned with educational frameworks to ensure their relevance and impact. Activities can be playful, competitive, or reflective, creating a diverse and stimulating experience for students.
Teachers have full control over the feature: they can modify, delete, or add activities to suit the unique needs of their students. This flexibility ensures the tool remains relevant and personalised, adapting seamlessly to the dynamics of any classroom.
The Benefits of Random Encounters
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Skill Development:
Each activity is crafted to emphasise critical skills such as communication, problem-solving, adaptability, and collaboration. For example:-
Battle of the Brains encourages quick thinking and teamwork as students compete in a head-to-head trivia challenge.
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Minefield Challenge builds self-regulation and adaptability as students navigate a verbal challenge under new constraints.
These moments are not just engaging but also purposeful, directly contributing to the development of skills essential for future success in any field.
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Engagement and Motivation:
Random Encounters break the monotony of routine, surprising students with fresh and exciting challenges. The novelty and unpredictability keep students intrigued and motivated, making the classroom a space they look forward to being in.
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Social and Emotional Learning (SEL):
Activities like Arrr You Ready?, where students must adopt pirate personas, create opportunities for self-expression and humour, enhancing the classroom’s social-emotional climate. These interactions build trust, empathy, and communication among peers.
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Teacher Empowerment:
By allowing educators to customise the encounters, the feature empowers them to craft experiences that resonate with their teaching style and their students' needs. Teachers can align activities with their lesson goals or use them to address specific areas of development.
Alignment with Educational Frameworks
Random Encounters are mapped to standards such as 21st-century skills, general capabilities, and soft skills frameworks, ensuring their alignment with modern educational goals.
For example:
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Rocky Face-Off supports decision-making and adaptability, skills emphasised in global competency frameworks.
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Freeze Frenzy encourages mindfulness and engagement, aligning with SEL goals and promoting focus in the classroom.
By targeting capabilities like creativity, resilience, and quick thinking, these activities prepare students not only for academic success but also for the complexities of real-world problem-solving and collaboration.
Preparing Students for the Future
In a rapidly changing world, traditional education alone cannot fully equip students for future challenges. Random Encounters fill critical gaps by addressing underrepresented skills in conventional curricula. They encourage students to think on their feet, communicate effectively, and adapt to unpredictable scenarios—traits highly valued in both professional and personal contexts.
References
Gironella, F. (2023). Gamification pedagogy: A motivational approach to student-centric course design in higher education. Journal of University Teaching and Learning Practice, 20(3). doi:https://doi.org/10.53761/1.20.3.04.
Hamari, J., Koivisto, J. and Sarsa, H. (2014). (PDF) Does Gamification Work? — A Literature Review of Empirical Studies on Gamification. [online] ResearchGate. Available at: https://www.researchgate.net/publication/256743509_Does_Gamification_Work_-_A_Literature_Review_of_Empirical_Studies_on_Gamification.
Majid, S., Liming, Z., Tong, S., & Raihana, S. (2012). Importance of Soft Skills for Education and Career Success. International Journal for Cross-Disciplinary Subjects in Education, 2(Special 2), 1036–1042. https://doi.org/10.20533/ijcdse.2042.6364.2012.0147
Proulx, J.-N., Romero, M. and Arnab, S. (2016). Learning Mechanics and Game Mechanics Under the Perspective of Self-Determination Theory to Foster Motivation in Digital Game Based Learning. Simulation & Gaming, 48(1), pp.81–97. doi:https://doi.org/10.1177/1046878116674399.
Putz, L.-M., Hofbauer, F. and Treiblmaier, H. (2020). Can gamification help to improve education? Findings from a longitudinal study. Computers in Human Behavior, 110, p.106392. doi:https://doi.org/10.1016/j.chb.2020.106392.
Rivera-Trigueros, I., & Sánchez-Pérez, M. M. (2020). Conquering the Iron Throne: Using Classcraft to foster motivation. Teaching English with Technology, 20(2), 3-22, http://www.tewtjournal.org
Vrcelj, A., Hoić-Božić*, N. and Holenko, M. (2023). Use of Gamification in Primary and Secondary Education: A Systematic Literature Review. International Journal of Educational Methodology, [online] 9(1), pp.13–27. doi:https://doi.org/10.12973/ijem.9.1.13.
Zainuddin, Z., Chu, S.K.W., Shujahat, M. and Perera, C.J. (2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 30(2020). doi:https://doi.org/10.1016/j.edurev.2020.100326.
In a world where change is the only constant, clinging to the old adage "it's how it's always been done" can be a major impediment to progress, especially in education and learning. What worked in the past, or even what seems to be working now, may not be the most effective approach tomorrow.
EdQuest implores schools and educators to break free from traditional moulds and explore new, dynamic methods of teaching and learning.