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Gamification Research Project continues

I have been reading around the subject of e-safety and how this relates to safeguarding students. There are a number of websites and journal articles on how schools and colleges can deal with e-safety issues. These include:

Bennet, T. (2011) Cyberbullying – some practical advice for teachers [online] TES https://www.tes.co.uk/article.aspx?storyCode=6080308

Stop Cyberbullying (n.d.) Prevention of Cyberbullying [online] http://stopcyberbullying.org/prevention/schools_role.html

I have also examined a number of different gamification and Serious Game platforms to host the e-safety game. There are a number of platforms that focus on motivating students and staff and rearding the completion of tasks. However, none seem to be as flexible as my initial thoughts on using an SMS system. This would mean I would need to build the game mechanics myself. Another system that I will look into is Articulate Storyline. This software supports the development of interative digital resources, and these can be run on a variety of different mobile devices.

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Gamification of Safeguarding teaching in Teacher Education

I have been given the go ahead to carry out a research project on Gamification.

You can follow the fill story on my project page:

http://www.richardnelsononline.co.uk/blog/projects/gamification  

Proposal

2002 (Wikipedia, online) and has come to mean the use of gaming mechanics in everyday tasks (Erenli, 2013). The concept is to use the ‘fun’ and ‘addictive’ quality of games, in particular computer games, to create a more immersive learning environment that users find of value and enjoy participating in. Gamification has been applied in a number of scenarios, including organisational staff development, marketing and user-interaction via the Internet. An example of Gamification is www.tripadvisor.co.uk (who encourage users to gain points and rewards for leaving and sharing reviews).

Gamification in education aims to enhance the learning experience through embedding game mechanics into courses and modules, encouraging students to play the games without being obviously aware that learning is taking place. The ideal would be a game in which there is the required depth of learning and students enjoyed repeatedly returning to play.

Many examples of Gamification use solitary learning in the game to develop skills and knowledge. However, I am keen to explore the expansion of game mechanics to include a social learning element. Taking into consideration Dewey’s theory of social learning, the students will gain a much richer experience in shared learning. As the focus of the game development in this research is pastoral care, sharing ideas and supporting each other as professionals will be key elements.

There is little recorded use of Gamification in Initial Teacher Training courses, and I believe there is a lot of scope to include this concept in a number of modules. This research would focus on the teaching of pastoral care and the understanding of safeguarding of young and vulnerable learners. I hypothesis that it can be difficult for trainee teachers to fully engage with pastoral and safeguarding procedures until they exposed to specific scenarios; participating in gamification of this topic will allow trainees to engage through interactive simulation and then be able to recall the correct procedures more accurately, with confidence.

This concept could be expanded to include other modules such as Learning Theory, Curriculum Design and Subject Specialist Pedagogy. It could also be expanded to curriculum in other departments.

The research will be taking place in the Teacher Education Department and will be in conjunction with Learning Services and FE/HE Computing.

The participants in the research will be students on teacher education course from across the sector and will include a wide range of previous educational experiences and academic levels. The students on the Post-Graduate Diploma in Education and Certificate in Education and Training have a spikey profile of previous academic achievement. All these students will have work experience whilst on their course and this allows this research to have the scope of studying if the use of Gamification in education is viable in their particular sector.

Jan 2015

Disucuss this work with Safeguarding team at college we highlighted a number of topics to explore to support trainee teachers.

  • Bullying
  • Sexual Explotation
  • Prevent
  • e-Safety

We agreed that with it’s complexities and conotations that e-Safety would be a good topic to tackle.

Pre-service Microteaching Session

Some images from the excellent microteach sessions of the pre-service trainee teachers: