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Education is increasingly taking a page from video games to provide students with small rewards and visual guides to their progress. During fall 2019 and spring 2020, a team of NC State University instructional designers, multi-media experts, and the instructor redesigned the web content for Engineering Statics to include badges, completion bars, and a visual representation of progress. This paper addresses the series of philosophical and practical questions which the team had to address during the course redesign. Initial student feedback to the new design components of the course is also provided.
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