Gamification in education practices	Cognitive	Performative	Normative
Seminars	The exploratory and dialog-based nature of seminars require active (and not passive) students	Students perform critical reflections via readings and dialogue; teacher act as facilitator	The interactive and exploratory nature is perceived as good teaching and learning practice by the students
Learning with cases	Its exploratory and story-based nature require students to confront multiple perspectives and pathways associated with a real-world challenge	Students perform critical reflections via readings and dialogue; teacher ac as facilitator	The interactive and exploratory nature is perceived as good teaching and learning practice by the students
External lectures	Students are exposed to stories rooted in various disciplines from different contexts	Students are encourage to engage in dialogue with external lectures; teacher becomes largely passive	External lectures are perceived as good education practice by the students
Group project	Students take responsibility for their own learning by conducting an investigation	Students perform an investigation; teacher, including students, support and facilitate progress of the investigation	Conducting an (empirical) investigation is perceived as good education practice by the students