Author: Magdalena Kędziora
Author: Marta Stańczyk
Author: Wojciech Wychowaniec
Year of publication: 2017
Source: Show
Pages: 119-130
DOI Address: https://doi.org/10.15804/kie.2017.01.08
PDF: kie/115/kie11508.pdf

The purpose of this article is to characterize gamification as an increasingly popular contemporary method of teaching, which is part of the StudentCentered Learning trend. The SCL philosophy, which promotes studentcentered approach as the central issue of the learning process, indicates gamification as one of the most effective and the most interesting method of motivating students to be put in the effort in gaining knowledge and derive satisfaction from their achievements in the scientific field. As indicated by the authors, finding the motivation and maintaining it at an adequate level in the process of teaching, is not an easy task, and the problem posed by its absence is becoming more common in Polish and European higher education system. This evaluation is confirmed by the studies of the authors within domestic and foreign literature. The most common causes of amotivation, presented in the article, could be gradually solved just through gamification — teaching methodology, which uses the game mechanics. Gamification, based on the teaching through activating students, encouraging them to a self-activity, a creative rivalry and a cooperation, is nowadays increasingly used in an academic field, where the authors have found numerous interesting examples. The authors of the text are outlining the principles and advantages of using gamification, the potential areas of application as well as interesting projects with its use. They also postulate to change the current paradigm of teaching by replacing the often inefficient ‘feeding’ teaching methods of transmitting knowledge with more active form, wherein gamification is fully applicable.

REFERENCES:

  • Baeten, M., Dochy, F., Struyven, K., Parmentier, E., Vanderbruggen, A. (2016). Student-centred learning environments: an investigation into student teachers’ instructional preferences and approaches to learning. Learning Environments Research, 1 (19), s. 43-62.
  • Belhaj, A.N., Ben Abderrahman, M.L. (2015). The Portrait of “Good University Teacher” as Perceived by Tunisian Students. International Journal of Higher Education, 4 (3), s. 57-62.
  • Biggis, J. (1999). What the student does: teaching for enchanced learning. Higher Eduaction Research and Development, 1 (18), s. 57-75.
  • Bołtuć, M., Bołtuć, P. (2004). Inne spojrzenie na nauczanie w oparciu o gry. „E-mentor”, 2 (4). Pobrane z: http://www.e-mentor.edu.pl/artykul/index/numer/4/id/43.
  • Cewińska, J., Krasnova, A. (2014). Grywalizacja w rozwoju i edukacji-szanse i zagrożenia. Prace Naukowe Uniwersytetu Ekonomicznego we Wrocławiu, 350, s. 73-81.
  • Gee, J.P. (2003). Learning principles. What video games have to teach us about learning and literacy. Computers in Entertainment (CIE)-Theoretical and Practical Computer Applications in Entertainment, 1. Pobrane z: http://cie.acm.org/articles/what-videogames-have-to-teach-us-about-learning-and-literacy.
  • Geen, R.G. (1999). Motywacja społeczna. W: B. Parkinson, A.M. Colman (red.), Emocje i motywacja (s. 61-84). Poznań: Zysk i S-ka.
  • Grzymała-Moszczyńska, J., Kwiecień, K., Rataj, A., Barzykowski, K. (2013). Stan wdrożenia modelu nauczania skoncentrowanego na studentach i studentkach na polskich uczelniach wyższych. Nauka i Szkolnictwo Wyższe, 2, s. 32-49.
  • Kapp, K.M., (2012). The Gamification of Learning and Instruction: Game-Based Methods and Strategies for Training and Education. San Francisco: Pfeiffer.
  • Kember, D. (2016). Understanding the Nature of Motivation and Motivating Students through Teaching and Learning in Higher Education. Singapore-Heidelberg-New York-Dordrecht-London: Springer. Magdalena Kędziora, Marta Stańczyk, Wojciech Wychowaniec130
  • Koster, R. (2004). A theory of fun for game design, Sebastopol: Paraglyph Press.
  • Kusztina, E., Zaikin, O., Żyławski, A., Tadeusiewicz, R. (2013). Model motywacji nauczyciela i studentów podczas nabywania kompetencji. Zeszyt Naukowy Warszawskiej Wyższej Szkoły Informatyki, 9, s. 119-137.
  • Layne, C.P., Lake, P. (red.), (2015). Global Innovation of Teaching and Learning in Higher Education, Cham-Heidelberg-New York-Dordrecht-London: Springer.
  • Marshall, J., Fayombo, G, Marshall, R. (2015). I Paid for It, so I Deserve It! Examining Psycho-Educational Variables and Student Consumerism Attitudes to Higher Education. International Journal of Higher Education, 4 (4), s. 73-80.
  • Mawhirter, D.A., Garofalo, P.F. (2016). Expect the Unxepected: Simulation Games as a Teaching Strategy. Clinical Simulation in Nursing, 12, s. 132-136.
  • Newstead, S.E., Hoskins, S. (2003). Encouraging student motivation. W: H. Fry, S. Ketteridge, S. Marshall (red.), A Handbook for Teaching & Learning in Higher Education. London-Sterling: Kogan Page.
  • O stanie szkolnictwa wyższego i źródłach jego finansowania (2011). Komunikat z Badań CBOS. Pobranie z: http://www.cbos.pl/SPISKOM.POL/2011/K_012_11.PDF.
  • Petty, G. (2010). Nowoczesne nauczanie: praktyczne wskazówki i techniki dla nauczycieli, wykładowców i szkoleniowców. Sopot: Gdańskie Wydawnictwo Psychologiczne.
  • Pirker, J., Gutl, C. (2015). Educational Gamified Science Simulations. W: T. Reiners, L. Wood (red.), Gamification in Education and Business (s. 253-276). Cham-Heidelberg-New York-Dordrecht-London: Springer.
  • Riesman, D. (2011). Samotny tłum. Kraków: Wydawnictwo vis-à-vis/Etiuda.
  • Strickland, H.P., Kaylor, S.K. (2016). Bringing your a-game: Educational gaming for student success. Nurse Education Today, 40, s. 101-103.
  • Tkaczyk, P. (2012). Grywalizacja. Jak zastosować mechanizmy gier w działaniach marketingowych. Gliwice: Wydawnictwo HELION.
  • Wanner, T. (2015). Enhancing Student Engagement and Active Learning through Just-in-Time Teaching and the use of PowerPoint. International Journal of Teaching and Learning in Higher Education, 27, s. 154-163.
  • Winnicka-Wejs, A. (2015). Motywowanie do rozwoju z zastosowaniem grywalizacji. Zarządzanie Zasobami Ludzkimi, 3-4, s. 57-80.
  • Woźniak, J. (2015). Grywalizacja w zarządzaniu ludźmi. Zarządzanie Zasobami Ludzkimi, 2 (103), s. 11-33.
  • Wróblewska, W. (2012). Metody pracy ze studentami w kontekście efektów określonych w Krajowych Ramach Kwalifikacji dla Szkolnictwa Wyższego. E-mentor, 1 (43). Pobrano z: http://www.e-mentor.edu.pl/artykul/index/numer/43/id/897.
  • Zimbardo, P.G. (1988). Psychologia i życie. Warszawa: PWN.

Wiadomość do:

 

 

© 2017 Adam Marszałek Publishing House. All rights reserved.

Projekt i wykonanie Pollyart