Integration of Design, Gamification Learning and Implementation of Digital Literacy Courses at Open Distance Learning Institutions of Kenya

Learning in distance education can potentially enhance learner engagement if wholly embraced in Higher Education institutions. Despite a lack of enough literature in regard to a comprehensively gamified framework which is tailored towards assisting lecturers on how to effectively integrate gamification in their teaching modules, this study aimed at sealing this gap by carrying out an investigation on the integration of design, gamification learning and implementation of Digital literacy courses in Open Distance learning institutions. The study’s aim was to develop a Course Unit whose focus is based on African Digital Literacy. The study was anchored on the Analysis, Design, Development, Implementation and Evaluation Theory (ADDIE), which supports and gives guidance to developers of course modules and learning programmes whose content is based on gamification. This theory provided pertinent information, which would be used to design a course whose content emphasizes on cultural narratives and the integration of gaming elements like leader boards and badges, which bring about effective learner engagement. The results of the study underscore the importance of integrating cultural narratives and gaming elements in learning modules, which improve on learner collaboration and effective engagement. The study recommends adoption of a multidisciplinary approach to future course developers who will engage in designing online-gamified courses that will be culture based, relevant and which would lead to stimulating learner friendly settings. Those who seek gamification-leveraging intended to enrich online learner settings such as educators, policy makers and instructional designers, will find this study’s findings useful since it bridges the gap between engaging educational experiences and the commonly used culturally immersive and traditional learning approaches.