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. |
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| 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] |
| Copyright of Journal of Educational Studies is the property of Journal of Educational Studies and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 162769463 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: PERSPECTIVES ON THE ROLE OF GAMES AND GAMIFICATION IN CLASSROOM PRACTICE: INSIGHTS FROM CLASSROOM PRACTITIONERS AND PUPILS IN SOUTH AFRICA. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Mutekwe%2C+Edmore%22">Mutekwe, Edmore</searchLink><relatesTo>1</relatesTo><i> emutekwe@uwc.ac.za</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Studies%22">Journal of Educational Studies</searchLink>. 2022, Vol. 21 Issue 3, p124-145. 22p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Educational+games%22">Educational games</searchLink><br />*<searchLink fieldCode="DE" term="%22Activity+programs+in+education%22">Activity programs in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Educational Studies is the property of Journal of Educational Studies and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 124 Subjects: – SubjectFull: Educational games Type: general – SubjectFull: Activity programs in education Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Secondary education Type: general – SubjectFull: Teaching methods Type: general Titles: – TitleFull: PERSPECTIVES ON THE ROLE OF GAMES AND GAMIFICATION IN CLASSROOM PRACTICE: INSIGHTS FROM CLASSROOM PRACTITIONERS AND PUPILS IN SOUTH AFRICA. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Mutekwe, Edmore IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: 2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 16807456 Numbering: – Type: volume Value: 21 – Type: issue Value: 3 Titles: – TitleFull: Journal of Educational Studies Type: main |
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