scholarly journals Gamification of Learning and Teaching in Schools – A Critical Stance

Seminar.net ◽  
2017 ◽  
Vol 13 (1) ◽  
Author(s):  
Marc Fabian Buck
Keyword(s):  
Progressive Education ◽  
Digital Games ◽  
The Self ◽  
Support Personnel ◽  
Learning And Teaching ◽  
Pokémon Go ◽  
Gamified Learning ◽  
Multiple Actors ◽  
Critical Moments

The ongoing transformation of learning and teaching is one facet of the progressing digitalization of all aspects of life. Gamification’s aim is to change learning for the better by making use of the motivating effects of (digital) games and elements typical of games, like experience points, levelling, quests, rankings etc. Especially in the light of the success of Pokémon Go, multiple actors call for gamification of learning and teaching in schools as means for motivating students.From the perspective I introduce in this paper, gamification shows itself as reversion from serious pedagogical and didactical endeavours. This threatens to lead to the replacement of teaching by gamification and the (self) degradation of teachers to support personnel. In this paper, I argue that gamified learning and teaching suspends the fundamental, subversive, and critical moments only schools can offer. Furthermore, it can lead to subjugation and isolation of students due to its inherent closed and enclosing structure. I further show how the line of argumentation of gamification advocates iterates that of progressive education.

scholarly journals Affect and willingness to communicate in digital game-based learning

ReCALL ◽  
2014 ◽  
Vol 27 (1) ◽  
pp. 38-57 ◽  
Author(s):  
Hayo Reinders ◽  
Sorada Wattana
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Classroom Practice ◽  
Digital Games ◽  
Willingness To Communicate ◽  
Digital Game ◽  
Game Based Learning ◽  
Learning Program ◽  
Barriers To Learning ◽  
Learning And Teaching

AbstractThe possible benefits of digital games for language learning and teaching have received increasing interest in recent years. Games are said, amongst others, to be motivating, to lower affective barriers in learning, and to encourage foreign or second language (L2) interaction. But how do learners actually experience the use of games? What impact does gameplay have on students’ perceptions of themselves as learners, and how does this affect their learning practice? These questions are important as they are likely to influence the success of digital game-based language learning, and as a result the way teachers might integrate games into the curriculum. In this study we investigated the experiences of five students who had participated in a fifteen-week game-based learning program at a university in Thailand. We conducted six interviews with each of them (for a total of 30 interviews) to identify what impact gameplay had in particular on their willingness to communicate in English (MacIntyre, Dörnyei, Clément & Noels, 1998). The results showed that gameplay had a number of benefits for the participants in this study, in particular in terms of lowering their affective barriers to learning and increasing their willingness to communicate. We discuss the implications of these results in terms of further research and classroom practice.

Affordances and Constraints of Analog Games for Ethics Education

2016 ◽  
pp. 219-237
Author(s):  
Spencer P. Greenhalgh
Keyword(s):  
Educational Technology ◽  
Qualitative Study ◽  
Ethics Education ◽  
Ethical Issues ◽  
Digital Games ◽  
Moral Dilemmas ◽  
Educational Resources ◽  
Learning And Teaching ◽  
Wide Range

Today's students face a wide range of complex moral dilemmas, and games have the potential to represent these dilemmas, thereby supporting formal ethics education. The potential of digital games to contribute in this way is being increasingly recognized, but the author argues that those interested in the convergence of games, ethics, and education should more fully consider analog games (i.e., games without a digital component). This argument draws from a qualitative study that focused on the use of an analog roleplaying game in an undergraduate activity that explored ethical issues related to politics, society, and culture. The results of this study are examined through an educational technology lens, which suggests that games (like other educational resources) afford and constrain learning and teaching in certain ways. These results demonstrate that this game afforded and constrained ethics education in both ways similar to digital games and ways unique to analog games.

Video Game-Based L2 Learning

2019 ◽  
pp. 216-237 ◽  
Author(s):  
Karim Hesham Shaker Ibrahim
Keyword(s):  
Virtual Worlds ◽  
Video Game ◽  
Virtual Communities ◽  
Literacy Practices ◽  
Digital Games ◽  
Digital Gaming ◽  
Learning And Teaching ◽  
Affinity Spaces ◽  
L2 Learning ◽  
L2 Vocabulary

Video/digital games have grown into sophisticated, realistic, and engaging problem-solving virtual worlds that have their own literacy practices, affinity spaces, and online virtual communities. As a result, various studies have examined theirs to promote L2 learning and literacy. The findings of these studies suggest that digital games can promote multilingual communication, L2 vocabulary development, and situated L2 use. However, promising these findings, to-date little is known about the specific dynamics of gameplay that can facilitate L2 learning. To address this gap in the literature, this chapter will draw on interdisciplinary research on digital gaming from literacy studies, games' studies, and narratology to account for the L2 learning potentials of digital games. To explain their L2 learning potentials, the chapter will conceptualize digital games as dynamic texts, affinity spaces, and semiotic ecologies, and discuss the implications of each conceptualization for game-based L2 learning and teaching.

scholarly journals Why Digital Games Can Be Advantageous in Vocabulary Learning

2021 ◽  
Vol 11 (2) ◽  
pp. 111
Author(s):  
Amin Rasti-Behbahani
Keyword(s):  
Language Learning ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Digital Games ◽  
Digital Game ◽  
Learning And Teaching ◽  
Why Questions

Vocabulary learning is an integral part of language learning; however, it is difficult. Although there are many techniques proposed for vocabulary learning and teaching, researchers still strive to find effective methods. Recently, digital games have shown potentials in enhancing vocabulary acquisition. A majority of studies in digital game-based vocabulary learning (DGBVL) literature investigate the effectiveness of DGBVL tasks. In other words, there are enough answers to what questions in DGBVL literature whereas why questions are rarely answered. Finding such answers help us learn more about the structure of the DGBVL tasks and their effects on vocabulary learning. Hence, to achieve this aim, the available literature on digital games and vocabulary learning were systematically reviewed from 1996 to 2020. The results revealed seven themes such as motivation, authenticity, repetition, instantiation, dual encoding, interactivity, and feedback. Based on the available literature, these themes are factors, in digital games, that can contribute to enhancing vocabulary acquisition.

scholarly journals Interpassivity and the Joy of Delegated Play in Idle Games

2018 ◽  
Vol 3 (3) ◽  
Author(s):  
Sonia Fizek
Keyword(s):  
Video Games ◽  
Digital Games ◽  
The Self ◽  
Game Studies ◽  
The Other ◽  
Current Understanding ◽  
Human Machine Interaction ◽  
Alternative Perspective ◽  
Other Hand ◽  
Machine Interaction

This paper examines the youngest video games genre, the so called idle (incremental) game, also referred to as the passive, self-playing or clicker game, which seems to challenge the current understanding of digital games as systems, based on a human-machine interaction where it is the human who actively engages with the system through meaningful choices. Idle games, on the other hand, tend to play themselves, making the player’s participation optional or, in some cases, entirely redundant. Interactivity and agency – qualities extensively theorised with reference to digital games – are questioned in the context of idling. In this paper the author will investigate the self-contradictory genre through the lens of interpassivity, a concept developed by Robert Pfaller and Slavoj Žižek to describe the aesthetics of delegated enjoyment. This contribution aims at introducing interpassivity to a wider Game Studies community, and offers an alternative perspective to reflect upon digital games in general and self-playing games in particular.

Gaming in Education

2021 ◽  
pp. 85-101
Author(s):  
Allison LaFalce Acevedo
Keyword(s):  
Teaching And Learning ◽  
Self Determination Theory ◽  
The Self ◽  
Learning Theories ◽  
Game Based Learning ◽  
Technology In The Classroom ◽  
Content Acquisition ◽  
The Future ◽  
The Difference ◽  
Gamified Learning

This chapter addresses student motivation, engagement, and content acquisition through the use of gaming, digital game-based learning, and gamification, as well as clarifying the difference between terms related to gaming that are often mistakenly used interchangeably. The chapter will utilize current literature, explain theories linked to gaming in education, and offer a method for using gaming to impact the future of teaching and learning. The aim of this chapter is to provide an overview of how the use of gaming for emerging realities and the implementation of gaming during remote learning can be supported. Learning theories such as the theory of gamified learning, the self-determination theory, and the theory of flow demonstrate the link between learning, motivation, and goal-setting, as well as providing a basis for teacher education on the link between theory and the use of gaming in the future of technology in the classroom.

Pre-service teachers’ beliefs about learning and teaching and about the self-regulation of learning: A conceptual change perspective

2020 ◽  
Vol 99 ◽  
pp. 101495 ◽  
Author(s):  
Stella Vosniadou ◽  
Michael J. Lawson ◽  
Mirella Wyra ◽  
Penny Van Deur ◽  
David Jeffries ◽  
...  
Keyword(s):  
Conceptual Change ◽  
Self Regulation ◽  
The Self ◽  
Learning And Teaching ◽  
Teachers Beliefs ◽  
Beliefs About Learning

scholarly journals a infância de ensinar e aprender: inventando com e como criança a arte de ser professor

2020 ◽  
Vol 16 (36) ◽  
pp. 01-21
Author(s):  
Mauro Britto Cunha ◽  
Jair Miranda de Paiva
Keyword(s):  
Educational Experiences ◽  
The Self ◽  
Human Dimension ◽  
Educational Activities ◽  
Learning And Teaching ◽  
The World ◽  
Teacher Philosophy

this article seeks to approach the challenge of inventing oneself as a teacher through the eyes of childhood—a human dimension characterized by intensity, full of possibilities, connecting the movement of invention to the challenges encountered in day-to-day learning and teaching in school spaces. From that encounter with childhood, it is possible to create new perspectives and clues that can contribute to the development of eyes capable of seeing, "unraveling", "overturning" the world--in other words, seeing the world from several angles not yet explored, with new childlike lenses. This approach is potent enough potent to bring to life educational activities that provoke the teacher, in the complex art of building or inventing themselves, and developing the capacity to preserve the creativity of children of all ages. This perspective enables the act of thinking to be experienced in infinite and unimaginable ways, not only enriching but also transforming the practices and knowledge that inhabit the time of searching—the time of becoming teacher, becoming learner, becoming school. This paper does not seek to provide answers to the challenges and concerns presented, but, it is intended to be a careful exercise of looking at the issues that directly or indirectly affect the journey of all who venture out and challenge themselves to build educational experiences committed to the transformation and creation of other ways of relating to childhood, with children, with school, in short, with the very invention of the self, as an art of traversing the paths along which one becomes an educatorinvention, childhood, teacher, philosophy

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