The fundamentals of learning technology – game on!
When Ernest Cline’s novel Ready Player One was published in 2011, the dystopian concept centred around an expansive virtual reality (VR) universe accessed by citizens across the globe as a temporary escape from real-world chaos was a picture of escapism could have seemed a little farfetched.
Steven Spielberg’s movie adaptation of the same name in 2018 was more relatable. Although rigs aren’t a household fixture yet, gamification has made leaps in progress and VR is accessed by players across a spectrum of demographics.
Fortunately, when it comes to learning technology, gamification is less about what can be seen through a futuristic visor. We decided to explore some examples from across education and professional development to see how these might be applied in an FE context:
Just another brick in the wall?
LEGO is used as an approach to learning that uses Science, Technology, Engineering, the Arts and Mathematics (STEAM) teaching as access points for guiding student inquiry, dialogue, and critical thinking. Brightly coloured building blocks aren’t limited to the learning experiences of children.
Dr Ross Purves of University College London facilitated academic expression challenges with Masters students to express and communicate using LEGO models.
Even with help from communication tools such as Slack, Google Hangouts and Skype, corporate teams used LEGO to build communication and understand company objectives.
In 2016, Kineo helped MacDonalds staff get to grips with a simulation of a new till system so that learner’s ability to take orders could be tested and using questions to assess knowledge on how to deliver the best customer experience. Staff worked through 20 minutes of serving customers, with challenges increasing as they progressed. It is still being used as a training tool six years later.
Other examples from the education sector include the detailed replica of Abertay University, created using the best-selling videogame Minecraft to allow potential applicants and members of the public to explore its campus during the pandemic.
Brighton and Sussex Medical School (BSMS) became the first medical school in the UK to extend its provision of anatomy and surgical teaching by using secure, live streamed footage of cadaveric donors being dissected.
Newcastle University livened up feedback during the ever-changing hybrid delivery models of lockdown measures, carrying out polls and using student success results to best understand what worked for improving learning outcomes.
Counting the cost
Understandably, funding for FE providers is an ever-changing picture. Colleges, sixth forms, and apprenticeships all need to plan and manage tight budgets to get the best return on investment when it comes to adapting the curriculum in the interests of student experiences.
Investing in new technologies requires careful decision making, as we’ve already set out in a previous article [link to decision making piece]. It also requires a time investment to achieve cultural change and ensure buy in from staff, as well as students.
But as some of these examples show, the principle of gamification is less about expensive or futuristic technology. FE teaching and learning is underpinned by the expertise of teaching staff and the values of the providers. Essentially, educators need to leverage a range of methodologies to bring their teaching to life – in a way that students of all ages can relate to, across the curriculum. Gamification is just one of those possibilities – whether it’s using bricks, role playing games – or a VR headset.
At FE tech, we will work with you to find the technologies that best meet the needs and values of your organisation. Reach out at info@fetech.com to find out more.