Disruptive Timetables and Frameworks Within the Gamification of Critique and Peer Review

Abstract Researchers define gamification as the phenomenon of creating “gameful experiences” and the use of “game mechanics” in non‐gaming contexts (Deterding et al. 2011; Hamari et al. 2014). Gamification within education is the translation of design elements historically associated with gaming, e.g., embodiment, restructured timetables, probability, risk and reward, into the design of pedagogical approaches towards the goal of increasing student motivation, responsiveness and self‐determination. The following article examines the gamification of critiques and peer‐reviews as an evidence‐based best practice and disruptive innovation before outlining examples of critique games. The critique games in this article disrupt instinctive response frameworks and timetables and provide alternatives to more conventional critique and peer‐review practices.