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Browsing by Subject "gamification"

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  • Digitaaliset pelit päiväkodin varhaiskasvatuksessa 
    Koponen, Liisa (2019)
    The usability of digital games in education has been studied from many perspectives; games are an effective learning method, but using them has also risks. Teachers' beliefs and perceptions on benefits and disadvantages of digital games have been researched in many European countries. Teachers' perceptions of digital games in teaching have been largely positive, but teachers have also been avoiding games in learning, especially in education of young children. The aim of this study was to find out the perceptions of Finnish early childhood education teachers on the benefits and disadvantages of digital games in teaching. The study is a qualitative thus having also quantitative features in data collection and data analysis. The main method of data collection was a questionnaire distributed to ECEC teachers on Internet. The indicator is based on a study by Allop & Jessel (2015), which explored the beliefs and reflections of European teachers on the use of digital games in education. The material consists of answers to a questionnaire distributed to answerers in teacher platforms on Internet (N = 25), who said they had acted as a teacher of early childhood education in the previous year. The results are broadly in line with those of previous researches: Early childhood education teachers generally regard the use of digital games in teaching important, but resources and staff skills easily become an obstacle to their exploitation. Since most teachers saw the importance of digital games but lacked resources to exploit them, it is important to find a solution that would make it easier for teachers to use digital games appropriately in teaching.
  • Opetuksen pelillistäminen oppilaan motivaation tukena : pelielementeistä pelillisiin kokonaisuuksiin 
    Repo, Santtu (2019)
    The motivation of Finnish children and youths towards school has been weak in spite of the international success. The Finns do well for example in natural sciences and literacy but the performance motivation is still among the lowest in the 2015 PISA study. Because of this it is important to look for new approaches and means which could be used to support the students’ motivation. Gamification has become a big trend during recent years in the context of teaching as well as other fields. The games are a permanent part of the everyday life of the children and youths today and it can indeed be inspiring and motivating to utilise their different possibilities also in learning. The usage of the methods of game design and game elements in teaching is a subject which wakes not only interest, but also prejudices. Gamification has been thoroughly studied in the 2010's, but when it comes to analysing the effects of different game elements, there is really not much research. This study tries to respond to this need and deals with the effects of different game elements on motivation in the light of self-determination theory. In addition, more general principles are developed to support planning the successful gamification of teaching. This study was carried out as a describing literature review. Characteristic of literature review, data in the study was analysed, evaluated and combined based on earlier research and thus also created a basis for new theory in connection with the subject. On the basis of the study, motivation was seldom supported or weakened by the individual game elements themselves. Many kinds of so positive as negative results have been obtained from the usage of different elements in teaching. Thus perhaps the real advantage of game elements is in their suitable and considered combining. To a more important role in gamification of teaching, stands out the entity and its careful planning. Based on the earlier literature, fostering psychologic basic needs, individuality and utilizing the pedagogic point of view were the most important principles to support gamification of teaching. Gamification executed according to these principles is an entity, which takes not only the cornerstones of the motivation, but also individuality and pedagogics, into account. This is an essential thing from the point of view of the education.

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