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PERSPECTIVES ON THE ROLE OF GAMES AND GAMIFICATION IN CLASSROOM PRACTICE: INSIGHTS FROM CLASSROOM PRACTITIONERS AND PUPILS IN SOUTH AFRICA.

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Title: PERSPECTIVES ON THE ROLE OF GAMES AND GAMIFICATION IN CLASSROOM PRACTICE: INSIGHTS FROM CLASSROOM PRACTITIONERS AND PUPILS IN SOUTH AFRICA.
Authors: Mutekwe, Edmore1 emutekwe@uwc.ac.za
Source: Journal of Educational Studies. 2022, Vol. 21 Issue 3, p124-145. 22p.
Subject Terms: *Educational games, *Activity programs in education, *Academic achievement, *Secondary education, *Teaching methods
Abstract: There is ongoing debate around the educational value of using games to promote learning.Proponents of gamified learning are agreed that any innovation in education must be deployed in a measured and systematic way to make the most of the benefits while underplaying the negative consequences. The purpose of the study was thus to examine how classroom practitioners and learners perceive gamification in the teaching and learning process. The target population were classroom practitioners and high school learners from one education district in South Africa. It was from this group that a total sample size of 40 participants were sampled purposefully and systematically for the study. An Exploratory Sequential mixed methods design was adopted with the qualitative data generation procedures preceding the quantitative ones. The data generation followed the use focus group interviews (FGDI) while a structured closed-ended quantitative questionnaire completed by the classroom practitioners addressed the quantitative data collectionprocess.Data analysis followed thematic and a statistical descriptive approaches. Thestudy’skeyfinding was that that classroom practitioners who do not subscribe to the use of gamified teaching and learning certainly miss the benefits derived from gamification of teaching and learning. The conclusion drawn was that gamification of teaching and learning has become a 21 st century imperative for many learning programmes. Among the recommendations made was that unless classroom practitioners endeavour to catch up with the emerging technologies to embrace the value of gamification in education, their teaching approaches remain partially relevant to modern day educational trends. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
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Abstract:There is ongoing debate around the educational value of using games to promote learning.Proponents of gamified learning are agreed that any innovation in education must be deployed in a measured and systematic way to make the most of the benefits while underplaying the negative consequences. The purpose of the study was thus to examine how classroom practitioners and learners perceive gamification in the teaching and learning process. The target population were classroom practitioners and high school learners from one education district in South Africa. It was from this group that a total sample size of 40 participants were sampled purposefully and systematically for the study. An Exploratory Sequential mixed methods design was adopted with the qualitative data generation procedures preceding the quantitative ones. The data generation followed the use focus group interviews (FGDI) while a structured closed-ended quantitative questionnaire completed by the classroom practitioners addressed the quantitative data collectionprocess.Data analysis followed thematic and a statistical descriptive approaches. Thestudy’skeyfinding was that that classroom practitioners who do not subscribe to the use of gamified teaching and learning certainly miss the benefits derived from gamification of teaching and learning. The conclusion drawn was that gamification of teaching and learning has become a 21 st century imperative for many learning programmes. Among the recommendations made was that unless classroom practitioners endeavour to catch up with the emerging technologies to embrace the value of gamification in education, their teaching approaches remain partially relevant to modern day educational trends. [ABSTRACT FROM AUTHOR]
ISSN:16807456