Louisiana State University: Introduction to the Study of Education - The Multiplayer Classroom: Designing Coursework as a Game - page 139

Figure CH3.2
The Eddie.

The other main change that they wanted to see was to make other groups treat
the students as guilds did when presenting. Students often presented the content
materials and neglected to use the groups mainly because the physical space
made it difficult for students to separate into individual groups. So more often
than not, when a guild presented materials, the students were approached as
individuals and given some form of worksheet/study guide or divided into halves
or thirds when competing in games.

At the end of the course, I asked the students to submit anonymous statements
about how they felt about any aspect of the course. Some complained about their
specific guild or the topic they had to present or wished they had gotten more
achievements. However, one student (I still do not know which) stated:

I have never heard someone say, This is the quest

that you have to go on. It is an awesome idea to set up a class around a

“ This is your mission. �