Palabras-clave: modelo del Octalysis; enseñanza de inglés a niños; gamificación; narrativas; competencias del siglo XXI.Le cadre conceptuel de l'Octalysis dans le processus d'enseignement de l'anglais à l'école primaire: la recherche d'une classe en transformation Resumé : Le projet "Kwesukasukela", qui a pour base la narrative Africaine de tradition orale (Varty, 2013), liée à la philosophie de Ubuntu, a pour principal objectif de stimuler la collaboration, la communication, la pensée critique et la créativité dans les écoles primaires. En effet, à partir d'une approche communicative expérientielle (Fernández-Corbacho, 2014), la narrative sud-africaine peut prendre la forme d'une expérience gamifiée et intégrée dans les pratiques de salles de classe en tant que moyen de transformation et de promotion de la cohésion sociale et du développement durable (Battiste, 2005). L'objectif de cette étude est de réfléchir au modèle de Octalysis de Chou (2016) et à la façon dont celui-ci peut être effectivement appliqué dans le contexte de l'enseignement de l'anglais en primaire. L'implémentation de projets et de pratiques gamifiées dans le cade de ce modèle nous a permis de comprendre la manière d'appliquer des approches efficaces en ce qui concerne la création d'une salle de classe innovatrice. Nous avons eu recours à une approche méthodologique ethnographique, avec une triangulation d'instruments de collecte de données (questionnaires, fiches d'auto évaluation et travaux de projet). Nous avons analysé des pratiques gamifiées liées aux variétés culturelles et linguistiques sud-africaines et liées aux compétences d'apprentissage du XXI siècle (Cruz & Orange, 2016). Les principaux résultats de ce projet montrent que l'approche de la gamification peut permettre le développement de compétences innovantes.Mots-clé: modèle d'octalysis; enseigner l'anglais aux enfants; narratives; les compétences du 21ème siècle.
The escape games or the so-called escape rooms industry is booming nowadays. Due to the fact that this type of live-action team-based games (Nicholson, 2016) require a great deal of communication and critical thinking, it is quite easy to think of its application at education. This paper aims at discussing on how to use escape room concepts for educational purposes and, more specifically, in Spanish as Foreign Language (SFL) classroom. Moreover, it is also our aim to present a case study in which students were invited to both create and participate in an escape room. Therefore, we will be focusing on escape room design applied to the teaching of SFL setting, taking into consideration game narratives, puzzle types and rooms organisation aspects. By following an ethnographic methodological approach, a case study was undertaken in which the following data-collection tools were used: a) questionnaires to figure out students' perceptions on escape rooms and on the influence of escape room methodologies onto the development of skills; b) field notes, pictures and videos collected during the application of the escape room activities.The main results show that students considered both escape rooms catered for the development of 21st century skills.
The pandemic due to COVID-19 has had rapid and widespread effects in our global society, even asking us, educators, whether in fact we will be able to promote the development of proactive citizens, bringing back the reflection on the need for education reinvented through hypersensory and gamified strategies and resources, which does not forget the need to promote the so-called 21st century calls and the principles of education for the global and sustainable development of children. It is in this context that with this project we seek to demonstrate how the digital Role-Playing Game (RPG) can be used as a tool for (supporting) teaching and learning in different subject areas (Portuguese, English, Mathematics, Natural Sciences and History), in the contexts of the 1st and 2nd Cycles of Basic Education in Portugal. Taking into account an ethnographic approach, which combines qualitative and quantitative methodologies and data triangulation, we intend with this pilot project: a) to analyse the state of the art regarding research projects focused on gamified approaches, in particular using RPG games on teaching and learning process; b) to analyze the representations of pupils and teachers about the gamified approach and the role-playing game; c) to create a digital platform based on RPG for the recreation of the teaching and learning process, validating the didactic modules / paths for their implementation in teaching contexts; d) to analyse the impacts of using the platform, namely with regard to pupils' knowledge and resources in the different curricular contents.
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