Gamified Active Learning and Its Potential for Social Change

Sebastian Marin (), Vivien Lee () and Richard N. Landers ()
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Sebastian Marin: University of Minnesota-Twin Cities
Vivien Lee: University of Minnesota-Twin Cities
Richard N. Landers: University of Minnesota-Twin Cities

A chapter in Transforming Society and Organizations through Gamification, 2021, pp 205-223 from Springer

Abstract: Abstract In this chapter, we describe active learning, explain how the use of game elements and active learning strategies are related, and discuss how gamification can be used to facilitate active learning and foster positive social change, which brings a wide range of positive social impacts. We conceptualize what active learning is based on existing theory and present evidence of its effectiveness. Next, we discuss the social impacts of active learning in education. Then, we draw connections between active learning techniques and gamification to arrive at gamified active learning, which forms the core of this chapter. We consider how gamified active learning might remedy some of the social issues in education disparities, particularly in STEM education, and hence elicit change at a societal level, thereby eliciting positive social change. We conclude that gamified active learning has potential to induce social change as an education intervention if researchers target student outcomes that have implications for social impact (e.g., student retention, on-time graduation). We recommend further research be conducted on the role of gameful design when implementing active learning strategies that target specific learning outcomes.

Keywords: Active learning; Gamified active learning; STEM education; Social change (search for similar items in EconPapers)
Date: 2021
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Persistent link: https://EconPapers.repec.org/RePEc:spr:sprchp:978-3-030-68207-1_11

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DOI: 10.1007/978-3-030-68207-1_11

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