"An effort to escort students in learning some abilities, awareness, ideas, approach and skills is called teaching."[1] According to the literature [2], the transmission of knowledge occurs mainly according to three methodologies, that are strongly influenced by the context of reference, the physical space and the relationships between the different actors. However, as in today's "liquid" and unpredictable environment, the more traditional social constructs may lose their importance to make room for new paradigms, also those related to learning activities may become obsolete. Regarding to this vision, the research here presented proposes three possible future scenarios, described through three neologisms, which define the change of human behaviour in relation to new digital technologies: (un)plugged humans, de(smart)erialization and (ex)temporary. Subsequently, the starting question for the development of the case histories is: "how to modify and actualise the learning experience, in order to make it suitable for its new context, improving its efficiency?" In response to this question, an interesting opportunity is offered by gamification, which can increase user engagement [3]. Other distinguishing elements of the fluid society are the new technologies, which must be taken into account in the process of adaptation and improvement of the learning experience, because they are not only founding elements of the new modernity, but also have a strong impact on the way of learning, as demonstrated by Siemens' theory of connectivism [4]. The technologies, in this paper, are considered through the filter of "cardboardification". This neologism, born from the insights of the research process, describes the phenomenon of the union of advanced technologies and cardboard, a typically basic and poor material, that generates benefits for both parties; cardboard becomes "enhanced" and advanced technologies become democratised and affordable. Referring to the new scenarios mentioned above, the concepts of cardboardification and gamification are applied to two case histories, with two different micro scenarios, to improve the learning experience: 1. Making first learning of music fun and enjoyable for digital native school age children, with the aim of learning music theory, sound synthesis and manipulation in a playful way through a tinkering and hands-on approach. 2. Materializing the independent learning experience of online streaming platforms, turning a relationship that was previously only digital, in a physical touch point. The theoretical approach was validated by practical application in case histories, suggesting its actual validity and inviting the exploration of even new contexts of use that encourage the replicability of the system.

Gamification in the new learning context: change of perspective through new technologies

M. Bisson;S. Palmieri;M. Zinzone;A. Ianniello
2021

Abstract

"An effort to escort students in learning some abilities, awareness, ideas, approach and skills is called teaching."[1] According to the literature [2], the transmission of knowledge occurs mainly according to three methodologies, that are strongly influenced by the context of reference, the physical space and the relationships between the different actors. However, as in today's "liquid" and unpredictable environment, the more traditional social constructs may lose their importance to make room for new paradigms, also those related to learning activities may become obsolete. Regarding to this vision, the research here presented proposes three possible future scenarios, described through three neologisms, which define the change of human behaviour in relation to new digital technologies: (un)plugged humans, de(smart)erialization and (ex)temporary. Subsequently, the starting question for the development of the case histories is: "how to modify and actualise the learning experience, in order to make it suitable for its new context, improving its efficiency?" In response to this question, an interesting opportunity is offered by gamification, which can increase user engagement [3]. Other distinguishing elements of the fluid society are the new technologies, which must be taken into account in the process of adaptation and improvement of the learning experience, because they are not only founding elements of the new modernity, but also have a strong impact on the way of learning, as demonstrated by Siemens' theory of connectivism [4]. The technologies, in this paper, are considered through the filter of "cardboardification". This neologism, born from the insights of the research process, describes the phenomenon of the union of advanced technologies and cardboard, a typically basic and poor material, that generates benefits for both parties; cardboard becomes "enhanced" and advanced technologies become democratised and affordable. Referring to the new scenarios mentioned above, the concepts of cardboardification and gamification are applied to two case histories, with two different micro scenarios, to improve the learning experience: 1. Making first learning of music fun and enjoyable for digital native school age children, with the aim of learning music theory, sound synthesis and manipulation in a playful way through a tinkering and hands-on approach. 2. Materializing the independent learning experience of online streaming platforms, turning a relationship that was previously only digital, in a physical touch point. The theoretical approach was validated by practical application in case histories, suggesting its actual validity and inviting the exploration of even new contexts of use that encourage the replicability of the system.
EDULEARN21 Proceedings 13th International Conference on Education and New Learning Technologies
9788409312672
gamification, new technologies, learning, cardboardification, innovation.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11311/1181120
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