PR1: Gamification and game-based learning in schools – research study – key findings
The 21st-century skillset demanded by many a workplace these days clearly challenges the educational systems around the world, many of which still operate on 20th-century principles. As Seymour – Papert (1991) put it:
“Success in the slowly changing worlds of past centuries came from being able to do well what you were taught to do. Success in the rapidly changing world of the future depends on being able to do well what you were not taught to do.” (Vision for Education: Caperton & Papert)
Education struggles on both a systemic and an individual level to meet the challenges of the Fourth Industrial Revolution (the term was used by Klaus Schwab in 2015 at the World Economic Forum) characterised by rapid shifts and changes in technology, which requires a flexible, open, and adaptable approach to learning and teaching that is not inherent in the way schools are run these days. Some of the issues facing teachers all over the world include the ever-decreasing attention span of their students, competition from online resources (why should we memorise facts that are readily available online), a slump in motivation and the ability to focus, the struggle to give meaningful and varied feedback to students, making learning more engaging, designing meaningful individual learning paths for students, creating a stress-free environment to enhance student productivity as well as showing the added value of education in students’ lives.
One possible answer to some of the issues outlined above might be the introduction of gamification and game-based learning, which offer certain solutions to disrupt the traditional ways in which schools function and prove to be useful tools for immersive learning and increasing student engagement. Games and playing create positive associations and stir positive emotions in most people and it seems reasonable to assume that – since everyone enjoys games and playing – their systematic introduction to the ways we learn might reap true benefits for all. In this paper, we set out to find out how teachers in four countries feel about gamification and game-based learning, how they think these concepts influenced them (both positively and negatively), what stumbling blocks they struggle with in implementing gamified structures in their schools and what sources they look to for assistance and help to solidify workable gamified practices.
In this project we have carried out a research in 4 countries: Cyprus, Hungary, Slovakia and Romania. Our primary aim was to tap into teachers’ beliefs concerning gamification and game-based learning, to understand their thoughts as well as both positive and negative experiences regarding them. The research consisted of a qualitative part (interviews) and a quantitative part (a questionnaire designed based on the analysis of the interviews).
Having concluded the research and the analysis of the data gathered (interviews=n31, questionnaire=n166), it was felt that the most relevant findings were embedded in the interviews conducted. The questionnaire seemed to have reached those who were already progressing along the way of making gamification and game-based learning an integral part of their methodological arsenal. Therefore their responses in the questionnaire reflected a level of optimism and a positive attitude that did not necessarily transpire when participants of the interviews were given the time and space to elaborate on the more intricate details of pedagogical innovation using gamification and game-based learning. Furthermore, having administered the questionnaire to educators in four different countries did not seem to have yielded significantly different results in each country. Regardless, there are several points that not only gave a somewhat nuanced insight into an educator’s use of gamification and game-based learning but also marked the way for further research and training to best accommodate those willing to embark on a journey of innovation.
This file contains the key summary of these findings.
Gamification na kujifunza kwa msingi wa mchezo katika shule: utafiti wa utafiti: matokeo muhimu ya ujuzi wa karne ya 21 unaohitajika na wengi mahali pa kazi siku hizi ni changamoto wazi ya mifumo ya elimu duniani kote, ambayo bado inafanya kazi kwa kanuni za karne ya 20. "Kama Seymour Papert alivyosema, ""Ufanisi katika ulimwengu unaobadilika polepole wa karne zilizopita ulitokana na kuweza kufanya vizuri kile ulichofundishwa kufanya.""" "Ufanisi katika ulimwengu unaobadilika haraka wa siku zijazo unategemea kuweza kufanya vizuri kile ambacho haukufundishwa kufanya. "" (Vision for Education, Caperton & Pappert) Elimu inashindana katika ngazi ya mfumo na ya mtu binafsi kukabiliana na changamoto za Mapinduzi ya Nne ya Viwanda (neno lilitumiwa na Klaus Schwab mnamo 2015 katika Mkutano wa Uchumi wa Dunia) inayohusishwa na mabadiliko ya haraka na mabadiliko katika teknolojia, ambayo inahitaji mbinu ya kubadilika, wazi na ya kubadilika kwa kujifunza na kufundisha." Baadhi ya masuala ambayo walimu wanakabiliwa nayo ulimwenguni kote ni pamoja na kupungua kwa uangalifu wa wanafunzi wao, ushindani kutoka kwa rasilimali za mtandaoni (kwa nini tunapaswa kukumbuka ukweli ambao unapatikana mtandaoni), kushuka kwa motisha na uwezo wa kuzingatia, mapambano ya kutoa maoni yenye maana na tofauti kwa wanafunzi, kufanya kujifunza zaidi, kubuni njia za kujifunza za kibinafsi kwa wanafunzi, kuunda mazingira ya bure ya mkazo ili kuongeza uzalishaji wa wanafunzi. "Jibu linalowezekana kwa baadhi ya masuala yaliyoelezwa hapo juu inaweza kuwa kuanzishwa kwa ""gamification"" na ""mafunzo ya mchezo,"" ambayo hutoa suluhisho fulani za kuvuruga njia za jadi ambazo shule zinafanya kazi na kuthibitisha kuwa zana muhimu kwa kujifunza immersive na kuongeza ushiriki wa wanafunzi." Michezo na kucheza kuunda ushirika chanya na kuchochea hisia chanya katika watu wengi na inaonekana busara kudhani kwamba - tangu kila mtu anafurahia michezo na kucheza - kuanzishwa yao utaratibu kwa njia sisi kujifunza inaweza kuvuna faida ya kweli kwa wote. Katika makala hii, tulijaribu kujua jinsi walimu katika nchi nne wanavyohisi kuhusu gamification na kujifunza kwa msingi wa mchezo, jinsi wanavyofikiri dhana hizi ziliwaathiri (wote chanya na hasi), ni nini vikwazo wanavyopambana na kutekeleza miundo ya gamified katika shule zao na ni vyanzo gani wanavyoangalia kwa msaada na kusaidia kuimarisha mazoea ya gamified. Katika mradi huu, tumefanya utafiti katika nchi nne: Cyprus, Hungary, Slovakia na Romania. Lengo letu kuu lilikuwa kugundua imani za walimu kuhusu gamification na kujifunza kwa msingi wa mchezo, kuelewa mawazo yao na uzoefu mzuri na hasi kuhusu wao. Utafiti huo ulijumuisha sehemu ya ubora (maingiliano) na sehemu ya kiasi (swali lililobuniwa kulingana na uchambuzi wa mahojiano). Baada ya utafiti na uchambuzi wa data zilizokusanywa (interviews = n31, maswali = n166), ilihisi kuwa matokeo muhimu zaidi yaliingizwa katika mahojiano yaliyofanywa. Inaonekana kwamba maswali hayo yaliwafikia wale ambao walikuwa tayari wanaendelea katika njia ya kufanya gamification na kujifunza kwa msingi wa mchezo kuwa sehemu muhimu ya silaha zao za mbinu. Kwa hivyo majibu yao katika safu ya maswali yalionyesha kiwango cha matumaini na mtazamo mzuri ambao haukuonekana wakati washiriki wa mahojiano walipewa wakati na nafasi ya kuelezea maelezo magumu zaidi ya ubunifu wa ufundishaji kwa kutumia gamification na kujifunza kwa msingi wa mchezo. Kwa kuongezea, kuwapa maswali kwa walimu katika nchi nne tofauti haikuonekana kuwa na matokeo tofauti sana katika kila nchi. Hata hivyo, kuna pointi kadhaa ambazo si tu alitoa kidogo nuanced ufahamu katika matumizi ya mwalimu wa gamification na kujifunza mchezo-msingi, lakini pia alama njia kwa ajili ya utafiti zaidi na mafunzo ili bora kukaribisha wale tayari kuanza safari ya ubunifu. Faili hii ina muhtasari muhimu wa matokeo haya.