I taught Technical Communication at Boise State using a points-based, self-directed structure inspired by game mechanics. The model was originally created by Dr. Finseth, a professor at the university and author of How to Teach Like a Gamer. She built the course in Instructure Canvas; I adapted it into Google Sites, maintained that version, and delivered it to my students.

Audience & Context

This course was a required writing class for undergraduates, many of whom were balancing school, work, and family. During the early pandemic semesters, that juggling act was even more intense. Students needed a course that was flexible enough to fit into chaotic schedules but structured enough to prevent them from getting lost. The design had to strike a balance between freedom and clarity.

Tools

• Google Sites: Hosted all project briefs and resources
• Google Sheets: Managed manual grading and displayed a live leaderboard with anonymous usernames

This pairing was simple but effective. It gave students easy access to everything in one place and created just enough visibility to keep them accountable.

Outcome

Students earned points by choosing from a menu of projects, each tied to specific learning outcomes. Smaller projects earned fewer points, while larger and more complex ones earned more. To pass, students had to reach a point threshold in each category, which pushed them to diversify their choices rather than repeat the easiest options.

This structure made the course feel like a challenge they could shape around their strengths. The leaderboard turned progress into something visible. Students who were behind could see they weren’t alone, while students who were ahead could decide whether to coast or keep pushing. I rarely had to chase anyone down. I should also mention “scores” were displayed on a shared course page next to an anonymous username students chose for themselves. 

What I’d Do Differently

If I taught this course again, I’d:

• Add more video-based resources to support independent learners
• Automate points tracking instead of managing it manually
• Experiment with more dynamic leaderboard designs

I’d also be curious to adapt this model outside of a writing class. It raises bigger questions about how much structure students really need and how much freedom we can give them to define their own progress.

What Success Looked Like

• Students returning after an absence without panic because the system showed a clear path back in
• Independent work submitted consistently, without reminders
• Personalized learning paths that still led to shared core objectives
• A course that felt more like a self-paced challenge than a checklist

Final Thoughts

This was the first course I taught that felt more like UX design than curriculum planning. It shaped how I think about building systems that support people without micromanaging them.

Later, I built a project-based version of Technical Communication that took a different path. Instead of points and leaderboards, it focused on portfolio-ready projects built around ADDIE and SAM principles. You can read about that project here → A Project-Based Approach to Tech Comm.