Leer speel-speel só

Gebruik van spelontwerp­elemente kan studente­betrokkenheid en studente­sukses verbeter.

30 June 2019 | Education

Die gebruik van spelontwerpelemente soos punte, onderskeidingstekens, voorlopersborde en vlakke (in Engels bekend as gamification) in aanlyn-leeraktiwiteite, kan studente aanmoedig om meer aandag aan hul werk te gee en kan hulle uiteindelik help om beter te vaar in hul studies.

Só meen dr. Samantha Adams, 'n dosent in die Departement Bedryfsielkunde aan die Universiteit Stellenbosch (US) wat onlangs haar doktorsgraad in Bedryfsielkunde aan die US verwerf het.

Adams beklemtoon die potensiaal van opvoedkundige speletjies om ware leerervarings te ondersteun en te verbeter. Sy sê die doel van haar navorsing was om 'n opvoedkundige speletjie-gebaseerde platform te ontwerp om studente se deelname aan leeraktiwiteite te verhoog.

“My bevindinge dui daarop dat spelontwerpelemente gekombineer met leeraktiwiteite wat weldeurdag ontwerp is, studente se betrokkenheid kan aanmoedig deurdat hulle deelneem aan take en dit ook voltooi.”

Adams voeg by dat wanneer studente betrokke is, daar 'n groter kans is dat hulle suksesvol sal wees.

As deel van haar navorsing het Adams elemente van rekenaarspeletjies soos punte, onderskeidingstekens, voorlopersborde, vlakke en kompetisies gebruik om 'n speletjie-gebaseerde platform op die US se leerbestuurstelsel, SUNLearn, te ontwerp. Sy het ook fokusgroep-onderhoude met studente gevoer om uit te vind hoe hulle die voltooiing van werksopdragte op die speletjieplatform gesien en ervaar het.



Speletjieplatform

Adams sê die aanlyn-take wat studente gewoonlik doen, is in die speletjieplatform ingebou as vlakke of uitdagings wat hulle moes voltooi om na die volgende vlak te kan vorder. Alles was in lyn met die hoofstukke of temas waarmee hulle in die klas besig was.

“Dit is steeds dieselfde werk, maar dit word net op 'n aantrekliker manier aangebied. Die voltooiing van 'n taak het studente aangemoedig. Punte, onderskeidingstekens, voorlopersborde, vlakke en kompetisies is gebruik om studente meer by die kursuswerk te betrek, om hulle te motiveer om werksopdragte te voltooi en meer saam te werk deur groepswerk.”

Volgens Adams het hulle die grootste sukses met die toepassing van speletjievlakke gehad toe hulle struktuur in die uitleg van die speletjieplatform geskep en liniêre vordering deur die inhoud gefasiliteer het. Gefokusde doelwitte het betrokkenheid by die inhoud op elke vlak bevorder.

“My navorsing het getoon dat die opvoedkundige gebruik van spelontwerpelemente studente se emosionele, gedrags- en kognitiewe betrokkenheid beïnvloed deur die klaarblyklike motiverende of belonende invloede van die speletjie-elemente, relevansie van die aktiwiteite en genot van die ondervinding. Wanneer hierdie faktore afwesig is of frustrasie of angstigheid veroorsaak, sal hulle waarskynlik 'n negatiewe uitwerking op beide die emosionele en gedragsbetrokkenheid hê.”

Sy sê voorts haar bevindinge dui daarop dat studente meer gemotiveerd was of meer moeite sou doen met 'n taak indien die relevansie daarvan tot hul studies duidelik was. Indien die gebruik van die leermateriaal studente 'n geleentheid gee om die inhoud toe te pas, kan dit ook meer betekenisvolle interaksie met die inhoud tot gevolg hê.

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