Classcraft as a Resource to Implement Gamification in English-Medium Instruction more appealing for students. For example, advance powers can be related to leaving blank a question of
the exam without penalty or being allowed to use the notes during the exam for some minutes. The first
day, it could be a good idea to let students suggest which powers would be appealing for them. In addition,
it is a great way to introduce Classcraft to students and to engage them with the game as they feel that
their opinion matters and that they could have decision power throughout the gamification experience.
Quests Quests allow teachers to implement their course curriculum as personalized learning adventures for the
students that will be shown in a map (see Figure 5). Quest can be created by teachers or imported from
the marketplace. Moreover, one quest can be assigned to several classes, which means that all the changes
made in the quest will sync automatically for all the classes to which the quest is assigned.
The first step is to create a quest name and select a map for it−quest will be invisible to students until
the teacher makes them visible. Once the map is selected, the teacher should create the introduction to
the quest−images, videos, embed links, tables and files can be also inserted−in order for students to be
familiar with the objective of the quest.
The following step is to set the objectives, Classcraft allow free accounts to set up to six objectives
for each quest. The objectives can be tasks or Google Classroom Assignments. Quest objectives offer
an option to enable assignment, which require student to submit work−files could also be attached−to
complete the task. A due date is set by the teacher and students can be rewarded for submitting assign-
ments on time and/or for early submission. Teachers can leave feedback for students and grade the as-
signments once submitted. If the
Self-Pace option is enabled in the task, students can move on to the next
objective as they complete the task without the manual approval of the teacher. In addition, tasks can be
set to allow discussions and students can be rewarded for valuable posts, which can be very useful for
students to interact among them and foster cooperation. When the objectives are created, paths can be
added, which represent student progression between each objective. Paths can be set to allow students
to move to the next objective if they have successfully completed a task or, on the contrary, branching
paths can be set so that students who unsuccessfully completed a task move to objectives that involves
more work such as extra activities, readings, etc. Once all the objectives are set a
Quest End should be
added, which concludes the quest and rewards students for completing the whole quest
Figure 4. Example of a power tree
