Playing with “Fun Failure”
in higher education
-Experiences from Non-Virtual Lessons.
Lecturer, Ph.D. student Camilla Gyldendahl Jensen
&
Programme Manager, Ph.D. Susanne Dau,
Research Programme of Professional Development &
Educational Research, R&D. University College of Northern Denmark
Educational Games are pronounced "serious games" with the characteristic of having a specific structure with defining traits
(Morris, Croker, Zimmerman, Gill, Romig, 2013; McGonigal, 2012).
Goals
that vary through different levels.Rules
define the limits and available opportunities in achieving the goalInstant feedback
provides students with valuable information about the progressionThe students will experience
"flow"
in their process when the difficulty increase proportionally for each new level.Voluntary acceptance
of the game rules and content are known to enhance motivation for the learning situation.There is a lack of knowledge addressing how academic activities can be enhanced through the use of gamification, here especially the transformation of persuasive game element into a learning environment based on physical game objects (Haimari, Koivisto & Sarsa, 2014; Melero, Hernández-Leo, 2014).
Research question
How can gamification afford reflective
practice among undergraduates through the use of a “Fun failure” strategy in a non-
virtual learning context?
Experimental participatory design
Case study relies on two classes in
architectural and construction management education in their fifth semester.
The data collection was carried out in 2016. It consisted of two eight hours workshops in
each class monitored by three cameras.
The empirical data were retrieved from 48-hour video observations and the students
written portfolio.
Subsequent a qualitative content analysis has been carried out. (Yin, 2013)
RESEARCH DESIGN
METACOGNITION, REFLECTION,
LITERACY,
“FUN-FAILURE”,
“SEQUENTIAL CONSTRUCTIVE LEARNING”
ENGAGEMENT.
FINDINGS
The findings are based on qualitative content analysis and interpretation of the collected data. Based on coding the retrieved analysis categories of
interpretation were;
The use of gamification strengthens the depth of the
students' writing through a reflective and collaborative approach to the task. Moreover,
a step by step approach facilitates the writing process in
a continuous flow.
Sequentia l
constructi ve
learning
And
Literacy
Headlines Word
Sentence Paragraphs
Full text
0
1
2
3
4
Metacognition is found to involve students behavior within in strategic planning of
the task in their effort to achieve the goal.
Metacognition is also a part of literacy competence develop through the process.
Person 3: But there are no limits
Person 2: Some of us should take all the inside of the building
and then there is someone who can take anything around the
outdoor areas and then there's somebody taking…
Person 1: What if someone are taking materials?
Person 2: Well it is not, don´t you
think it is almost too narrow
META -
COGNITION
In the beginning, reflection seems to be superficial, but at the end reflection is visible in their creation of the written portfolio.
Videoclip reveals embodied reflective interaction. The physical artifact acts as a trigger of abstraction, obstruction, and lateral thinking. Moreover, reflection
is present in embodied actions.
REFLECTION
Fun failure is expressed in both verbal and nonverbal attitudes.
A “Fiero” behavior is expressed as an emotional benefit of hard work as a result of the
“game over” strategy.
FUN FAILURE
Engagement seems to be the driver of the goal oriented persistence.
Moreover, engagement progress from a collaborative level to a more individual self- directed stage.
ENGAGEMENT
By thinking in a simple and direct application of gaming principles, it is possible to design a learning situation that can
facilitate academic literacy through a reflective and collaborative approach.
This study offers a methodology for how to work with game- based learning without having to apply existing computer games that do not meet the substantive requirements of the
instruction and the learning situation.
Potentials are revealed by the assessment of group work, where student’s individual contributions are comparable to
peers in a situation where gamification is applied.
CONTRIBUTIONS
Finally, this study will illustrate how to work with game-based learning aspects without using technology and traditional learning managements system (LMS), by applying gaming
principles to a physical context.
This approach contributes to existing research within the field of gamification as it offers a model of game designs element
in non-game contexts.
