Abstract
As the world stands at the brink of the Fourth Industrial Revolution, educators have had to reconsider their teaching practises and the impact thereof. Technological advancement, however, cannot progress without taking into account the human element of the intended end users. This paper uses a case study approach to explore how educators can apply persuasive technology frameworks in designing gamified solutions in order to increase student motivation to work consistently and to assist them with taking ownership of their learning process. We use the example of a gamified solution which was developed for students enrolled in a financial management module at the University of Johannesburg. The gamified solution introduces a new approach to creating an environment that is conducive to students being motivated to work consistently during the semester. Through the use of choice architecture, this gamified solution nudges the students to make right decisions for themselves without infringing on their freedom of choice. This paper also highlights the importance of applying multidisciplinary perspectives into intervention development. In particular, the gamified solution discussed in this paper, incorporates principles from: behavioural economics, persuasive technology theories, and educational psychology. Broadly, this paper tackles the question on how innovations within the context of the fourth industrial revolution can be used to re-engineer the delivery of tertiary education towards student-centred approaches.