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Game-based learning (GBL) is a learning experience, or set of learning experiences, delivered through gameplay or game-like activities with defined learning outcomes. GBL is often confused with gamification, which is the application of game elements to a non-gaming experience. GBL engages students cognitively, emotionally, behaviorally, and socioculturally (Plass et al., 2015). Many factors should be considered when designing GBL, including narrative, player positioning, and interactive design (Dickey, 2005).

From trivia games to final exams, quizzing tools have a variety of uses for learning as well as assessment. Exams and quizzes have a particularly plentiful range of possibilities in a multimodal or hybrid course, where they can be administered synchronously or asynchronously. Research suggests that the presentation of a tool influences student behavior in response to the tool. In comparing two student discussion boards, one an ungraded discussion and one a graded replacement for a final exam, Cheng et al. (2013) found that students displayed more knowledge on the graded board, but more evidence of learning on the ungraded board. The students who participated in the study were more likely to grapple with new ideas when the stakes were low, but more eager to showcase topics they were confident about when their responses would have a greater impact on their grades. When considering quizzing tools, then, we recommend allowing your course goals to guide your usage.

Designed to simulate real-world experiences, branching scenarios are powerful tools for increasing student engagement. Like a choose-your-own-adventure book, a branching scenario invites users to explore a virtual world, using knowledge and skills from their coursework and information shared within the scenario to make decisions. The decisions they make lead them down different pathways (some of which may include embedded documents and videos) towards different endings. Depending on the complexity of the branching scenarios and the choices students make, they can experience a variety of different possible outcomes within a single scenario.

Good page design requires balance between white space, or negative space, and positive space. Positive space encompasses all aspects and types of content; on a course page, these objects might include an introductory paragraph, video thumbnail, infographic, callout box, opinion poll, or provocative quotation. Relative to these course components, white space might seem like a nice-to-have. Because it promotes clarity and reduces distortion, however, white space is just as important to instructional page design as content.

Course developers (those who build individual courses) play a crucial role in the success of an online degree program by providing expertise and bringing unique perspectives. Accordingly, it is valuable for faculty to customize their course spaces by infusing them with their own knowledge and personality. At the same time, it is also crucial to prioritize structural consistency within and across courses in an online program, as course consistency is a key aspect of accessibility and a key contributing factor to student success. In particular, students must be able to perceive, operate, and understand the course and course materials using program-standard devices and certain assistive technologies, and this should be true across all of the courses in a program. This is where program chairs and administrators can help support faculty in standardizing key elements of courses to facilitate a seamless student experience. In this piece, we discuss how maintaining structural consistency within and across courses can positively impact accessibility.

An infographic is a visual that combines text, graphics, diagrams, and graphs to present information. When used effectively, infographics can be a powerful tool to guide students through the learning process. “Infographics ask for an active response from the viewer, raising the questions, ‘What am I seeing?’ and ‘What does it mean?’” (Krauss, 2012, p. 10). Infographics also present information in an organized way, which can improve students’ critical thinking, analysis, and synthesis skills (Yildirim, 2016).