SELS Dialogues Journal Volume 3 Issue 1

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Educational Technology Gamifying Learning by Melanie Lee For many, rote learning can be boring and disengaging. Moreover, simply memorizing information or procedures through repetition without necessarily understanding the underlying concepts or principles does not sufficiently equip students to solve real-life problems. Thus, without any practical use, newly attained knowledge can quickly evaporate. So, what’s a better approach? How can educators design curricula in a way that is both meaningful and memorable? A well-designed video game may hold some of the answers to how learning can be gamified. Games talk First, good video games immerse players in an interactive world. In these alternate realities, players make decisions rather than passively observe a story unfold. In return, the game generates real time feedback and new solvable problems, depending on the choices and abilities of the player. For school, interaction also needs to support course content. This means that dialogue that augments learning material will help bring ideas to life and give students more practical applications with real impact and gusto. This type of conversational reinforcement also makes new knowledge stick and worth remembering. Games flow…with friction Next, good video games immerse players in a pleasantly frustrating experience by encouraging them to stretch without breaking their backs. In this state, they are motivated to embrace the struggle and push through since they know the prize is worth the fight. Similarly, when students are appropriately challenged, it can place them in an optimal state of learning or flow. Conversely, either an overpowering or underwhelming learning experience can lead to emotional roadblocks, which can have long-term negative implications on motivation levels. Games encourage risk-taking In addition, good video games are essentially all about taking risks. Otherwise, what’s the point? Players are expected to get curious, dig in, and explore. Failure is both a normalized and essential part of honing one’s gameplay. Not only does this risk-taking enhance a player’s skills and boost their confidence, but it can foster a growth mindset as well. On the other hand, education often sets up the classroom differently in that there is much less room for failure. When students perceive that venturing down paths less frequently explored will result in bigger consequences, they are more likely to opt for safety by colouring between the lines. This may be deemed neat and tidy, but does it foster creativity, critical thinking, or a passion for learning? <strong>SELS</strong> DIALOGUES | 4
Educational Technology Games are shaped by players Good video games are also about customization. Based on unique styles, tastes, and skill sets, players can modify both their identity and the world they are exploring. This also means that they can solve video game challenges in different ways. Ultimately, regardless of whether one’s choose-your-own-adventure is long or short, or bumpy or smooth, as long as they reach the finish line, it’s perfectly okay. Conversely, if students had creative rights to customize even a fraction of the school curricula, how much more would they invest in their learning? Having a say could lead to a more emotionally engaging learning environment since it reflects their needs and interests. Granted, teachers can’t cater to all preferences, but even just a little might go a long way. Games are logically scaffolded Good video games order problems in a way in which they fit together in a logical sequence. Challenges set players up for later success by gradually introducing key skills. And it’s these competencies that must be demonstrated and mastered before players can level up. Of course, a school curriculum’s framework is organized in a similar fashion. However, if learning material is poorly organized or overwhelming in breadth, students will miss crucial steps needed for academic success. This is especially true if it’s delivered haphazardly due to unrealistic deadlines. Ultimately, these small gaps will cause more serious issues later on in the process. Games blossom with teamwork Finally, good video games are designed for collaborative play. When players embrace this concept and realize that their contributions will benefit others, this sense of accountability and responsibility translates to a greater good. And, when the dust has settled, the team has created something marvelous together. The same can be said for education. When learning spaces foster and celebrate diversity, students will be more inclined to share their ideas without the fear of being judged. Ultimately, successfully leveraging the collective power of students’ unique worldviews will help deepen the learning experience for all and contribute to a rich learning community. A more gamified big-picture Overall, by strategically implementing some of the core tenets of good video games, learning has the potential to be more meaningful and enduring for students. References Csikszentmihalyi, M., and Csikszentmihalyi, M. (2014). Learning, “flow,” and happiness. Applications of flow in human development and education: The collected works of Mihaly Csikszentmihalyi, 153- 172. https://doi.org/10.1007/978-94-017-9094-9_7 Gee, J. (2005). Learning by Design: Good Video Games as Learning Machines. E-Learning And Digital Media, 2(1), 5-16. https://doi. org/10.2304/elea.2005.2.1.5 Author’s Bio My name is Melanie Lee, and I have over 25 years of experience in teaching ESL, including College English and occupation-specific language skills to internationally-trained business and healthcare professionals. I have designed and delivered specialized business and nursing communication courses and have provided many clients with personalized presentations and job interviewing skills coaching. I have been teaching COMM courses at Centennial since 2012. I believe that if my students have the right communication tools and strategies, it will build their confidence and lead to successful results.I completed my Master of Educational Technology (MEd) in 2022 and am currently working on my Master of Counselling Psychology, with an expected graduation date in 2024. In my spare time, I enjoy spending time with my family, Shinrin-yoku (‘forest bathing’), and woodworking. <strong>SELS</strong> DIALOGUES | 5
Page 1 and 2: SELS Dialogues School of English an
Page 3 and 4: Table of Contents Acknowledgements.
Page 5: Managing Editor’s Note by Sherry
Page 9 and 10: Educational Technology Machine lear
Page 11 and 12: Educational Technology • Use Imag
Page 13 and 14: Educational Technology three, build
Page 15 and 16: Pedagogy and Critical Thinking case
Page 17 and 18: Pedagogy and Critical Thinking With
Page 19 and 20: Pedagogy and Critical Thinking coul
Page 21 and 22: Research Initiatives Research quest
Page 23 and 24: Research Initiatives In a nutshell,
Page 25 and 26: Creative Pursuits Welcome to the Cr
Page 27 and 28: Creative Pursuits It was never a bu
Page 29 and 30: Creative Pursuits Stratford’s New
Page 31 and 32: Creative Pursuits Sleeping Bag Tran
Page 33 and 34: Creative Pursuits Toronto by Prabha
Page 35 and 36: SELS Dialogues Editors Sherry Hejaz
Page 37 and 38: Jill McDonald For the past 30 years
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