Team
First Team: Anotidaishe Gwesu (Ano), Asha Khan, Catherine McFee, Radhika Arora and Tracy Tang
Topic
Artificial intelligence (AI) with personalized learning and classes through Coursera and Udemy online courses.
To view Initial Summary of Learning Event and Delivery Technology and Approach to Critical Inquiry – Team Blog Post. Please head to Catherine’s Blog – Activity 2
Personalized learning, powered by artificial intelligence (AI), has emerged as a transformative force in the realm of education, particularly within the IT environment. As someone deeply engaged with this intersection, I find myself fascinated by its potential and concerned about its implications, particularly regarding data privacy.
The start of AI in personalized learning heralds a shift from traditional one-size-fits-all education to a tailored approach that caters to individual needs and preferences. Coursera, an online platform offering many courses, has been at the forefront of this revolution. Coursera analyzes learners’ interactions with course content, assessments, and peers through sophisticated algorithms to deliver customized learning experiences. As a student, I have experienced firsthand the benefits of this approach, receiving personalized recommendations and feedback that enhance my understanding and retention of course material.
However, a pressing concern lies beneath the surface of this seemingly utopian educational landscape: data privacy. The very essence of personalized learning hinges on the collection and analysis of vast amounts of user data. Every click, keystroke, and interaction are meticulously scrutinized to tailor the learning experience. While this data-driven approach enriches learning outcomes, it also raises serious questions about the security and confidentiality of personal information.
Coursera’s classes on data privacy shed light on the intricate web of ethical and legal considerations surrounding the collection and use of user data. Effective regulatory frameworks are needed to establish clear guidelines for the responsible use of learner data in online education. (Zeide & Nissenbaum, 2018). A complex patchwork of regulations, differing around the globe, has been created to safeguard individuals’ privacy rights. As an IT enthusiast, I recognize the importance of following these regulations to uphold user trust and integrity.
In an age where data breaches and cyber-attacks are rampant, the stakes are higher than ever. Personalized learning platforms can become prime targets for malicious actors seeking to exploit vulnerabilities in their data infrastructure. A single breach could compromise the sensitive personal information of millions of users, leading to harm and faith in online education.
As I reflect on the crossroads of AI, personalized learning, and data privacy, I am reminded of the delicate balance that must be struck between innovation and protection. While AI holds immense promise for revolutionizing education, we need to remain vigilant in safeguarding the privacy and security of user data. The success of AI in education depends on effective collaboration between educators, technologists, and policymakers to ensure ethical and equitable implementation (Van der Vorst & Jelicic, 2019). This requires robust encryption protocols, stringent access controls, and transparent data handling practices.
Furthermore, we should engage in meaningful conversations about the ethical implications of AI-driven personalized learning. Who owns the data generated by learners? How can we ensure unbiased access to personalized learning opportunities for all? These are questions that need thoughtful consideration and collaborative action.
In summary, AI personalized learning holds great promise for changing education but raises critical concerns about safeguarding individuals’ data. There is much more to explore and discuss on this topic. It is crucial to continue enhancing personalized learning through ongoing dialogue, education, and collective action while prioritizing the security and privacy of user data.
References
Van der Vorst, T., & Jelicic, N. (2019). Artificial Intelligence in Education: Can AI bring the full potential of personalized learning to education? Www.econstor.eu; Calgary: International Telecommunications Society (ITS). https://www.econstor.eu/handle/10419/205222
Zeide, E., & Nissenbaum, H. (2018). Learner Privacy in MOOCs and Virtual Education. Theory and Research in Education, 16(3), 280–307. https://doi.org/10.1177/1477878518815340
As I sit down to compose this final blog post, I’m drawn to reflect on the transformative journey I’ve embarked on throughout this course on leadership. Looking back at my initial post where I outlined the top 5 characteristics of admired leaders, I find myself reaffirming the importance of these traits in my current role as a leader within a team of twenty individuals. These characteristics—supportive, fair-minded, dependable, cooperative, competent,—continue to serve as guiding principles as I navigate the complexities of leading in an ever-evolving digital landscape.
In my current role, I find myself at the forefront of change within my organization, particularly within the realm of digital learning. With the unexpected upheavals brought about by the shift to remote work and hybrid models, the need for effective leadership has never been more apparent. Leveraging the toolkit created with my team in this course, I recognize the importance of change recognition, framework selection, leadership approaches, transition preparation, and process evaluation in driving successful organizational change (Poole et al., 2024).
Within my IT team, tasked with supporting educational technology initiatives, I see personalized learning experiences emerging as a central focus (T & Udhaya, 2022). As digital tools proliferate, the ability to tailor instruction to meet individual student needs becomes increasingly feasible and imperative. As a leader, championing personalized learning initiatives involves leveraging technology to differentiate instruction, provide timely feedback, and accommodate diverse learning styles. By embracing these initiatives, we can ensure equitable access to quality learning experiences for all students.
Furthermore, I’ve come to understand that effective leadership in digital learning environments extends beyond technical expertise to encompass broader leadership qualities. Drawing from personal values, experiences, and insights gleaned from relevant literature, I’ve identified five essential attributes: supportiveness, fair-mindedness, dependability, cooperation, and competence. These qualities are crucial in fostering a supportive environment, promoting fairness and equity, building trust and cohesion, fostering collaboration, and driving meaningful change in education.
As highlighted in the readings, change is not quick nor straightforward; it requires careful planning, flexibility, and adaptability(Al-Haddad & Kotnour, 2015). Organizations must realize that change affects all aspects, including strategy, internal structure, processes, jobs, attitudes, and culture (Sheninger, 2022). By embracing the principles of digital leadership and drawing from diverse perspectives, leaders can navigate the complexities of the digital era with confidence and purpose.
In conclusion, I’m grateful for the insights gained from this course, which have deepened my understanding of leadership in digital learning environments. As I look towards the future, I envision myself continuing to lead change within my organization, championing personalized learning initiatives, and embodying the essential attributes of an effective leader. As Workman and Cleveland-Innes (2012, p. 319) state, “management affects outcomes for efforts, while leadership affects outcomes for people.” By embracing change, fostering collaboration, and prioritizing the needs of students and educators, I’m confident that we can navigate the complexities of the digital era and ensure a brighter future for education.
References
Al-Haddad, S., & Kotnour, T. (2015). Integrating the organizational change literature: A model for successful change. Journal of Organizational Change Management, 28(2), 234–262. https://doi.org/10.1108/JOCM-11-2013-0215
Knoloskape. (2013). Introduction to Project Management [YouTube Video]. In YouTube. https://www.youtube.com/watch?v=BOU1YP5NZVA
Poole, M., Arora, R., & Tand, T. (2024, March 10). Virtual Training Toolkit. MALAT. https://new.express.adobe.com/webpage/J4HSfsL80YGxe
Sheninger, E. (2022, August 31). 7 Pillars of Digital Leadership. Www.hmhco.com. https://www.hmhco.com/blog/pillars-of-digital-leadership-in-education
T, S., & Udhaya, Rekha. R. (2022). Virtual Training Impact On Corporate Learning – ProQuest. International Management Review, 18(1), 42–50, 119–119. https://www.proquest.com/scholarly-journals/virtual-training-impact-on-corporate-learning/docview/2894466510/se-2
Workman, T., & Cleveland-Innes, M. (2012). Leadership, personal transformation, and management. The International Review of Research in Open and Distributed Learning, 13(4), 313. https://doi.org/10.19173/irrodl.v13i4.1383
Our group had the opportunity to come together to work on a toolkit to guide an aspect of a preparing for a digital learning initiative.
In thinking of a persona who would benefit from this toolkit, we thought of someone working in an organizational development role as a trainer, consultant, or leader, who is considering a change.
We welcome your thoughts on our resource, especially if you think you could use this in your work.
Matt, Radhika, Tracy
In project management, the success of an endeavor often hinges on meticulous planning, effective communication, and adept handling of both technical and human elements. Reflecting on a recent project involving the implementation of new laptops for users accustomed to shared devices, it becomes apparent that the interplay between change management principles and technical requirements is paramount for seamless execution.
In conclusion, project success often necessitates a delicate balance between technical proficiency and human-centric approaches. By carefully considering stakeholders’ needs, leveraging change management strategies, and embracing iterative design principles, project managers can navigate challenges effectively and drive meaningful outcomes.
References:
Calvert, D. (2015, May 1). A Leader’s Guide to Data Analytics. Insight.kellogg.northwestern.edu. https://insight.kellogg.northwestern.edu/article/a-leaders-guide-to-data-analytics/
Knoloskape. (2013). Introduction to Project Management [YouTube Video]. In YouTube. https://www.youtube.com/watch?v=BOU1YP5NZVA
University of Calgary. (2014). Strategic Framework for Learning Technologies Report of the Learning Technologies Task Force. https://www.ucalgary.ca/provost/sites/default/files/teams/1/final_lttf_report_gfc_june_2014.pdf
Watt, A. (2014). Project Management. In Opentextbc.ca (2nd ed.). BCcampus. https://opentextbc.ca/projectmanagement
In today’s ever-evolving landscape, organizational change has become a constant, demanding leader to navigate complexities with insight and efficacy. Reflecting on recent experiences and drawing from established change models and theories, it is evident that effective leadership is pivotal in steering transformative initiatives toward success. Through the lens of four key elements – Vision, Collaboration, Adapting, and Professional Development – and insights gleaned from both scholarly discourse and practical experiences, we can outline a holistic approach to change leadership that aligns with established models and theories. Learning about change management and its different models was eye-opening. Both changes discussed require a lot of planning, flexibility, and having a clear vision (Al-Haddad & Kotnour, 2015).
Vision serves as the cornerstone of effective leadership in change management. Leaders must articulate a clear direction, inspiring others with a compelling vision that delineates the path toward organizational transformation.
Collaboration emerges as another critical facet of effective change leadership. Engaging stakeholders at every level fosters ownership and reduces resistance, facilitating smoother transitions amidst organizational upheaval. In a discussion with my colleague about an ongoing project we have been facing in our recent endeavour to introduce new laptops into our shared environment, foresight and strategic planning were imperative. Discussions with the executives and management underscored the necessity of visionary leadership in garnering support and driving change forward. In our project, coordination with leadership and colleagues to navigate tight timelines and software issues exemplified the power of collaborative efforts in overcoming challenges and ensuring project success.
Adaptation, as the adage goes, is the key to survival. Leaders must exhibit flexibility and responsiveness to evolving needs, adapting strategies to suit shifting contexts and circumstances. Our decision to prioritize stability over speed in addressing software issues reflects this adaptive mindset, safeguarding against disruptions and ensuring seamless transitions for colleagues. Organizational readiness / adapting to change involves multiple levels and aspects. It depends on the members’ commitment to change (change commitment) and their belief in their ability to make it happen together (change efficacy). This varies depending on how much the members value the change and how positively they assess three main factors: the tasks required, the resources available, and the situational factors (Weiner, 2009).
Lastly, Professional Development emerges as a catalyst for effective change leadership. Investing in educator skills and resources empowers individuals to navigate digital integration with confidence and proficiency. By emphasizing the importance of addressing knowledge and ability gaps during change implementation, our commitment to professional development highlights a proactive approach to equipping users for success in an ever-evolving landscape.
Our ability to come together as a team, adapt to unexpected challenges, and find creative solutions along the way exemplifies the transformative power of collaborative efforts guided by visionary leadership. As we look toward future endeavours, the lessons learned from this experience will undoubtedly inform our approach, enabling us to navigate change with resilience and foresight. In conclusion, effective change leadership hinges on a multifaceted approach that integrates vision, collaboration, adaptation, and professional development. By aligning with established change models and theories, leaders can confidently navigate complexities, driving positive change and innovation within their organizations.
References
Al-Haddad, S., & Kotnour, T. (2015). Integrating the organizational change literature: A model for successful change. Journal of Organizational Change Management, 28(2), 234–262. https://doi.org/10.1108/JOCM-11-2013-0215
Khan, N. (2017). Adaptive or Transactional Leadership in Current Higher Education: A Brief Comparison. The International Review of Research in Open and Distributed Learning, 18(3). https://doi.org/10.19173/irrodl.v18i3.3294
Weiner, B. J. (2009). A theory of organizational readiness for change. Implementation Science, 4(1). https://doi.org/10.1186/1748-5908-4-67
In the ever-evolving realm of digital learning, the role of a leader is pivotal, especially within an IT team tasked with supporting educational technology initiatives. As technology becomes increasingly integrated into education, the responsibilities of IT leaders extend beyond technical expertise to encompass broader leadership qualities. Drawing from personal values, experiences, and insights gleaned from relevant literature, I assert that effective leadership in digital learning environments necessitates five essential attributes: Supportiveness, Fair-mindedness, Dependability, Cooperation, and Competence.
Supportiveness serves as the cornerstone of effective leadership within an IT team supporting digital learning endeavors. A leader who fosters a supportive environment empowers team members to explore innovative solutions, facilitating the seamless integration of technology into educational practices. In an era where technological advancements outpace traditional methodologies, a supportive leader serves as a beacon, providing encouragement and resources to navigate the digital landscape.
Fair-mindedness is equally indispensable within the context of digital learning. It extends beyond ensuring equitable access to technology to encompass fair assessment practices, unbiased decision-making, and the cultivation of an inclusive environment where diverse perspectives are valued. A fair-minded leader ensures that opportunities for growth and success are accessible to all team members, irrespective of their background or circumstances.
Dependability is paramount in a digital learning environment where reliability is essential. IT leaders must exhibit consistency in their actions, responsiveness to challenges, and accountability for decisions. By instilling confidence in their team and stakeholders, dependable leaders foster trust and cohesion within the organization. In an ever-evolving digital landscape, dependability provides a stable foundation for growth and adaptation.
Cooperation emerges as a critical attribute for navigating the complexities inherent in digital learning environments. IT leaders must collaborate with educators, students, administrators, and external stakeholders to leverage technology effectively. By fostering a culture of cooperation, leaders facilitate the pooling of collective expertise and resources to address challenges and seize opportunities for innovation. In a digitally interconnected world, cooperation ensures synergy, propelling progress.
Competence completes the quintessential attributes of a digital learning leader within an IT team. Beyond technical proficiency, competence encompasses a profound understanding of pedagogy, curriculum design, data analysis, and educational trends. A competent leader remains abreast of emerging technologies and research, guiding the integration of digital tools to enhance teaching and learning outcomes. Competence inspires confidence and serves as a catalyst for meaningful transformation in education.
Reflecting on Shenigner’s (2019) insights, being a “digital” leader transcends mere technological proficiency; it demands a holistic approach that embraces change, fosters collaboration, and prioritizes innovation. Digital leadership entails establishing direction, influencing others, and spearheading sustainable change in the digital era.
In my team’s context, personalized learning experiences emerge as a salient technological concept warranting attention. As digital tools proliferate, tailoring instruction to meet individual student needs becomes both feasible and imperative. As an IT leader, championing personalized learning initiatives involves leveraging technology to differentiate instruction, provide timely feedback, and accommodate diverse learning styles.
Considering alternative perspectives offered in the readings enriches my understanding of leadership, unveiling its multifaceted nature across various contexts and viewpoints. Each perspective illuminates different facets of leadership, from inspiration and vision to shared responsibility and collaboration.
In conclusion, leadership in digital learning environments demands a blend of supportiveness, fairness, dependability, cooperation, and competence. As technology continues to reshape education, leaders must embody these attributes to drive meaningful change and ensure equitable access to quality learning experiences (Workman & Cleveland-Innes, 2012). By embracing the principles of digital leadership and drawing from diverse perspectives, leaders can navigate the complexities of the digital era with confidence and purpose.
References:
Sheninger, E. (2022, August 31). 7 Pillars of Digital Leadership. Www.hmhco.com. https://www.hmhco.com/blog/pillars-of-digital-leadership-in-education
Workman, T., & Cleveland-Innes, M. (2012). Leadership, personal transformation, and management. The International Review of Research in Open and Distributed Learning, 13(4), 313. https://doi.org/10.19173/irrodl.v13i4.1383
As we finish up LRNT524 Innovation, Design, and Learning Environments, it is time to think about the design principles that shape my learning. This course pushed me to develop principles that suit my work in an IT setting.
There needs to be more clarity between what employers think employees should learn and what employees find valuable. How training or learning is shared often varies from how people like to learn or access information. Challenges include not offering flexible formats like asynchronous or hybrid options and not considering diverse experience levels, abilities, locations, and individual learning needs.
Reflecting on my learning within this course and after the partnered Pecha Kucha Assignment, I considered a middle ground of learning principles that would work on blending what is vital for the learner and what the organization sees as priorities.
One of the articles I came across in my readings that helped me consider the design principles I think are relevant is ‘The Power of Course Design to Increase Student Engagement and Learning’ by L. Dee Fink; the focus is on how designing courses thoughtfully can significantly boost how much students learn and how engaged they are in their studies.
Here is the relevant design principle that fosters a good learning environment that engages learners and supports their individual needs.
If an image is unable to be seen or accessed, please use the provided link to view it in Canva: 8 Design Principles.
By following these ideas, instructors can make courses that teach facts and help you get better at essential skills. This means you will be more interested and do better in your learning. As we wrap up LRNT524, it is clear that thinking about these principles can make learning more fun and valuable. This learning journey has shown me that these ideas will keep guiding how I learn in the future.
References
Brignell, B. (2021). Design Principles. Design Principles. https://principles.design/#what-are-design-principles
Cable, S. (2015, June 18). Design Principles – a guide. Cxpartners. https://www.cxpartners.co.uk/our-thinking/design-principles/
Fink, L. D. (2007). The Power of Course Design to Increase Student Engagement and Learning. Peer Review, 9(1), 13–17. https://web.p.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=0&sid=3722e12f-1cd8-4154-b13a-35f5963f4213%40redis
Hsu, T.-C., Chen, W.-L., & Hwang, G.-J. (2020). Impacts of interactions between peer assessment and learning styles on students’ mobile learning achievements and motivations in vocational design certification courses. Interactive Learning Environments, 31(3), 1–13. https://doi.org/10.1080/10494820.2020.1833351
Kelly, S. (2020, August 7). Introduction to Universal Design for Learning (UDL) – Arts & Letters Academic Technology Support. Michigan State University. https://edtech.cal.msu.edu/introduction-to-universal-design-for-learning-udl/
In the world of education, things are always changing, and new ideas are constantly popping up. In this blog post, we delve into the realm of gamification, a pedagogical innovation that integrates game elements into non-game contexts to transform the learning experience. Looking into what this idea is all about, using insights from a book called “Gamification: A Simple Introduction” by Andrzej Marczewski. We explore the critical aspects of this approach, including innovation, impact on learning, reliance on technology, usability, risk assessment, and its unique value proposition.
Innovation: Gamification
Gamification introduces a shift from traditional education by incorporating game-design elements such as points, badges, leaderboards, and narratives. The goal is to turn traditional learning activities into interactive, game-like experiences, fostering increased engagement, motivation, and enjoyment among learners.
Impact on Learning
The integration of gamification into education has proven to impact learning outcomes profoundly. By using fundamental motivators like competition, achievement, and progress, gamification stimulates active participation and cultivates a deeper level of engagement. This heightened engagement often translates to improved knowledge retention and a more positive attitude toward learning, as Lavoue et al. (2019) highlighted.
Reliance on Technology
Gamification can be implemented through both digital platforms and analog methods. While technology can enhance the gamified experience, it is not a firm requirement. Digital platforms, however, offer scalability and data-driven insights into learner progress, requiring access to correct technological resources.
Usability
The effectiveness of gamification in education hinges on the design of gamified foundations. Natural game mechanics and seamless integration into the curriculum are essential for its success. Educators must understand how to apply gamified elements to align with learning objectives without distracting from the core content.
Assessing Risks
The introduction of gamification brings along certain risks, such as the potential overemphasis on rewards that might overshadow the value of learning. Not all learners respond positively to gamified elements, leading to disinterest.
Value Proposition
The value proposition of gamification lies in its ability to tap into learners’ natural liking towards games and competition. It offers a fresh and enjoyable approach to learning, fostering a sense of achievement. However, successful implementation requires a balance between game elements and educational objectives, as highlighted by Marczewski in 2013.
In conclusion, While it is great for getting us interested and motivated, we need to be careful with how we use it. The impact on engagement should be balanced with a sharp evaluation of usability, potential risks, and alignment with predetermined learning objectives. As educators continue to refine the implementation of gamification, the prospect exists of transforming the influence on conventional educational approaches and allowing education to become more immersive, enjoyable, and, ultimately, more worthwhile.
References
Barzilai, S., & Blau, I. (2014). Scaffolding game-based learning impacts learning achievements, perceived learning, and game experiences. Computers & Education, 70, 65–79. https://doi.org/10.1016/j.compedu.2013.08.003
Lavoue, E., Monterrat, B., Desmarais, M., & George, S. (2019). Adaptive Gamification for Learning Environments. IEEE Transactions on Learning Technologies, 12(1), 16–28. https://doi.org/10.1109/tlt.2018.2823710
Marczewski, A. (2013). Gamification: A Simple Introduction. In Google Books. Andrzej Marczewski. https://books.google.ca/books?hl=en&lr=&id=IOu9kPjlndYC&oi=fnd&pg=PA3&dq=gamification&ots=kKIrZNlNWY&sig=7dQ5tVCLbtR4MFbcpVq62NT8Y3s&redir_esc=y#v=onepage&q=gamification&f=false
As technology advances even more and the newer generation leans on using the resources available at their fingertips for information and learning I find gamification and game-based learning a compelling avenue for revolutionizing education by harnessing the captivating elements in gaming. The strengths of these methodologies are evident in increased engagement, heightened learning memorization, skill development, and personalized learning pace. The combination of educational content with gaming elements, allows for educators to create an environment that fosters active participation and immersive learning experiences.
However, amidst these strengths lie some limitations. The concern of superficial engagement looms ahead, especially when considering the design of the game. Some challenges shown are that the allure of games may fade if the educational content lacks depth or relevance, causing learners to prioritize the gaming aspect over the intended learning outcomes. Resource intensiveness poses another hurdle, as the creation of high-quality educational games demands substantial time, expertise, and resources that might not be accessible to all education systems. Additionally, there is a need to ensure the relevance of game designs across diverse subjects and the transferability of skills acquired in gaming contexts to real-world applications remains a challenge.
In the article “Scaffolding Game-Based Learning: Impact on Learning Achievements, Perceived Learning, and Game Experiences,” the authors address the challenge of integrating game-based learning in formal educational settings by investigating the effects of adding an external conceptual scaffold to a business simulation game to help learners connect the knowledge acquired in a game with the knowledge taught in school and offers a deeper insight into the complexities of merging game knowledge with formal education. While the addition of external scaffolds showed promise in enhancing problem-solving skills, it didn’t significantly affect formal problem-solving abilities. Nonetheless, it did impact perceived learning, suggesting a deeper cognitive process and a sense of difficulty that influenced learners. Surprisingly, integrating formal knowledge representations didn’t diminish learners’ flow and enjoyment within the game, indicating the compatibility of such enhancements with engaging gameplay.
The study highlights the intricate relationship between game experience, perceived learning, and formal learning outcomes, underscoring the need for meticulously crafted scaffolds that seamlessly connect informal game knowledge with formal educational content while preserving engagement and enjoyment. Although the study utilized a mixed-methods approach, combining qualitative and quantitative analyses, its relatively short duration might have influenced observed outcomes. However, it contributes significantly to strategies for enhancing the educational value of digital games in formal settings, addressing the persistent challenge of integrating game-acquired knowledge into traditional programs.
Jane McGonigal’s advocacy for using games in education, demonstrated through her projects like “SuperBetter” and her acclaimed book “Reality Is Broken,” reflects the pressing need to leverage games as powerful learning tools in the digital age. Her TED talks emphasize the transformative potential of games, urging us to harness the motivational aspects of gaming and apply them to real-world scenarios.
While gamification and game-based learning exhibit tremendous potential in revolutionizing education, their effective implementation demands a delicate balance. Bridging the gap between gaming and formal education requires thoughtful strategies to ensure meaningful learning outcomes while maintaining the intrinsic engagement and enjoyment of games. McGonigal’s work stands out for advocating for the integration of gaming elements into education to cater to the learning needs of today’s digital generation. There remains plenty of room for further research to fully understand the interaction between perceived learning, flow, enjoyment, and actual learning achievements within game-based learning environments.
These types of articles and discussions are why I lean towards game-based learning as a fantastic approach for the future of education, especially considering the characteristics of the new generation of learners. These “iPad kids,” born into a digital era, are accustomed to interactive technology. Integrating gaming elements into education aligns seamlessly with their preferences and behaviors. Games naturally captivate attention, motivate, and offer immediate feedback—key components for effective learning. It’s a balance between making the learning experience fun and ensuring that the game elements support the learning goals. Their real-time trial-and-error learning and problem-solving addresses the challenges that traditional classrooms might struggle with. Besides, the advancements in technology enable immersive experiences, such as virtual and augmented reality, fostering practical understanding of complex concepts. Game-based learning’s adaptability accommodates diverse learning styles and paces, empowering learners to take control of their education. In conclusion, it’s an ideal educational approach that resonates with the technological fluent and engaged learners of today and the future.
References
Barzilai, S., & Blau, I. (2014). Scaffolding game-based learning: Impact on learning achievements, perceived learning, and game experiences. Computers & Education, 70, 65–79. https://doi.org/10.1016/j.compedu.2013.08.003
McGonigal, Jane. Reality Is Broken: Why Games Make Us Better and How They Can Change the World. Google Books, Penguin, 20 Jan. 2011, books.google.ca/books?id=yiOtN_kDJZgC&lpg=PT10&ots=fkniQP6XTt&dq=jane%20mcgonigal&lr&pg=PT30#v=onepage&q=jane%20mcgonigal&f=false. Accessed 18 Sept. 2023.
—. “You Found Me.” You Found Me., you found me., 2018, janemcgonigal.com/.
TED. “Gaming Can Make a Better World | Jane McGonigal.” www.youtube.com, Youtube, 17 Mar. 2010, www.youtube.com/watch?v=dE1DuBesGYM&ab_channel=TED. Accessed 1 Nov. 2022.