Gamification is often (incorrectly) assumed to mean using games in the classroom, but its primary purpose is to integrate differentiated strategies of motivation and engagement into a number of activities, including teaching and learning. The authors synthesize research and practice in the field of gamification (also called gamified, or gameful, learning) in education, with particular attention to how the mechanics of games (e.g., action points, quests, dynamic difficulty adjustment, blockchains) can be integrated into course design and assessment, even without turning on a computer, and why instructors might want to, even if they are not gamers themselves.

Keywords: gameful learning, gamification, game mechanics, gamified learning, action