GAD Project�Game creation in augmented reality enhancing professional digital skills

Erasmus+ GAD Partnership

2021-1-IT01-KA210-VET-000034522​

Design of motivating tasks

TABLE OF CONTENTS

MOTIVATION

SELECTION OF CONTENT

TEACHING ROLE(S)

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DIGITAL LEARNING AND MOTIVATION

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01

02

05

06

03

04

CHOICE OF AN APPROPIATE CONTENT

THE METHODOLOGY(IES)

07

CONCLUSIONS

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MOTIVATION

01

A phyco-force

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What is motivation?

Motivation is the FORCE/STRENGTH that impulses people to perform any kind of activity or to keep on tracking all the current Projects, such as LEARNING.

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Motivation degree of individuals is NOT directly proportional to the value that the motivation trigger intends, but to the IMPORTANCE that the individual confers to it.

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MOTIVATION DEGREE

• Hard to qualify
• Dangerous to try qualifying it.
• Has to be felt (even harder)

🡪 PSICO-SOCIAL HABILITIES OF LECTURERS

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MOTIVATION PILLARS

FEELINGS

GOALS/ACHIEVEMENTS

BALANCE SPHERES

PERSONAL

SOCIAL

PROFESSIONAL

SELF-CONCEPT

FIGURE SOURCE: Pura, Justine Jude & Haga, Kai-yin. (2021). Linking Motivation and Employee Engagement through Gamification in Remote Working. 10.13140/RG.2.2.12413.69604.

MASLOW’S HIERARCHY OF NEEDS

MOTIVATION PILLARS

MC CLELLAND’S THEORY OF NEEDS

[DEBATE]

HOW CAN WE PURSUE AN EQUILIBRIUM BETWEEN OUR TEACHING GOALS AND THEIR MOTIVATION NEEDS?

FIGURE SOURCE: SLIDESALAD

MOTIVATION PERSPECTIVES

EXTRINSIC MOTIVATION

POSITIVE MOTIVATION

Extrinsic motivation refers to the fact that motivational stimuli come from outside the individual and from outside the activity.

Therefore, the motivating aspects are external rewards such as money or recognition from others.

Positive motivation refers to the process by which an individual initiates or maintains adherence to a behavior thanks to obtaining a positive reward, whether external or internal (for the pleasure of the activity)

NEGATIVE MOTIVATION

Negative motivation refers to the process by which a person initiates or maintains adherence to a behavior to avoid an unpleasant consequence, both external (punishment, humiliation, etc.) or internal (avoid the feeling of frustration or failure).

INTRINSIC MOTIVATION

Intrinsic motivation refers to motivation that comes from within the individual rather than from any external reward.

It is associated with the desire for self-realization and personal growth, and is related to the pleasure that the person feels when performing an activity, which allows a person to be in a "State of Flow" when performing it.

MOTIVATION PERSPECTIVES

The beginning and bottleneck stages of learning could be guided by extrinsic motivation. Once it became autonomous, extrinsic incentives would be unnecessary, but turned to autonomous learning. Both intrinsic and extrinsic motivation would complement one another. On the other hand, learning also requires some driving force and extrinsic motivation as it is common to learn for parent expectation, added objectives, and acquisition of some incentives. Learning motivation is a mediator between stimulation and Reaction

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SOURCE: Block, L., Jesness, R., & Schools, M. P. (2013). One-to-One Learning with iPads: Planning & Evaluation

of Teacher Professional Development. College of Education, Leadership & Counseling. University of ST.Thomas Minnesota.

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[DEBATE]

HOW DID YOUR TEACHERS ADDRESS YOUR MOTIVATION? AND HOW THIS CAN AFFECT TO YOUR TEACHING PROCESS?

KEYS TO KEEP MOTIVATION

CONTENT

CONTEXT

METHODOLOGY

TEACHING ROLE

SELECTION OF CONTENT

02

Tips, observation, empathy and common sense

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SELECTION OF CONTENT

CALL FOR ACTION!

The key is to buid knowledge into the students brain by means of experiencing the importance of the contents

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Therefore, there is a call for action considering the design of TASKS, in which students are proactive and dialoguing with the contens from varied perspectives.

CONSTRUCTIVE ALINGMENT

Learning outcomes – Content curricula- Methodologies – Assessment have to be connected by TASKS during the whole teaching-learning experience.

DEEPNESS AND DIFFICULTY

The allocation of tasks within the didactics has to well thought considering the expected cognitive demands to the students, looking for a progressively increasing competence.

CALL FOR ACTION

FIGURE SOURCE: rexingsuper4th, from Dale, 1960

DO NOT OVER-JUMP STAGES

CREATE PROACTIVE ENVIRONMENTS

CALL FOR (REAL) ACTION

DEEPNESS AND DIFFICULTY

CHOICE OF AN APPROPIATE CONTEXT

03

Learning is not just remembering concepts, but conceiving an everlasting memory

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CHOOSE AN APPROPIATE CONTEXT

NARRATIVE

The learning experience needs to be held by an environment, characters/protagonists, and demanding situations. These elements confer the narrative, and is essential under the gamification principles, as will be deply approached in next module.

CLOSE-TO-REAL ENVIRONMENT

Connection to curricula has to be

framed into a close-to-real environment, by means of simulated learning environments, and situations.

SIGNIFICANT RESULTS

Results of the tasks have to be significant for the learner, the teacher, and the stakeholders [ other students, VET community, families, internship holders…] Those results need to express value and benefit.

Figure source: Freepik

THE METHODOLOGY(IES)

04

The HOW to get the WHAT

METHODOLOGY(IES)

ACTIVE METHODOLOGIES

They are strategies that conceive learning as an integrative and constructivist process and, not only receptive, where the formation and construction of knowledge are oriented to the active participation of students through given opportunities and conditions (scenarios, activities, cases, problems, etc. .) by teachers.

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ACTIVE METHODOLOGIES want the students to:

• Be active building your knowledge
• Exchange experiences and opinions (co-participate)
• Interact with their environment (intra-extra classroom)
• Take responsibility for their learning through commitment to what they do, how they do it, and proposing improvements
• Develop transversal skills (soft-skills) of autonomy, critical thinking, collaborative work, self-analysis capacity, professional skills

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METHODOLOGY (IES)

RECOMMENDED ACTIVE METHODOLOGIES

Project-based learning

Service learning

Flipped teaching

Problem-based learning

Case-based learning

Design thinking

…

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PROJECT-BASED LEARNING

Teaching-learning model based on the use of authentic and realistic projects, based on a highly motivating and engaging question, task or problem, directly related to the context of the profession, through which students develop skills in a collaborative approach in search for solutions

ACTIVITY BOOSTER

Gamification + narrative

[DEBATE]

WHAT DO YOU THINK ABOUT THIS SENTENCE?

«I ALWAYS USE THE SAME METHODOLOGY BECAUSE IT IS THE BEST»

TEACHING ROLE(S)

05

Not content transmitters any more…

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TEACHING ROLE(S)

T-PACK MODEL

Understanding the connections and interactions between and among content knowledge (subject-matter that is to be taught), technological knowledge (computers, the Internet, digital video, etc.), and pedagogical knowledge (practices, processes, strategies, procedures and methods of teaching and learning) to improve student learning

SOURCE: Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers college record, 108(6), 1017-1054.

MOTIVATION

PSICO-SOCIAL NEEDS

EMPATHY

DIDACTICS

METHODOLOGIES

TASK DESIGN

TEACHING ROLE(S)

FROM LECTURERS TO FACILITATORS

The term ‘facilitator’ is used by many authors to describe a particular kind of teacher, one who is democratic (where the teacher shares some of the leadership with the students) rather than autocratic (where the teacher is in control of everything that goes on in the classroom), and one who fosters learner autonomy (where students not only learn on their own but also take responsibility for that learning) through the use of group and pair work and by acting as more of a resource than a transmitter of knowledge.

[DEBATE]

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IS YOUR PROFILE BALANCED UNDER THE TPACK MODEL? WHAT DO YOU NEED?

[DEBATE]

ARE YOU A FACILITATOR?

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WHAT DO YOU NEED?

DIGITAL LEARNING AND MOTIVATION

06

Connecting people, engaging learning, raising futures

DIGITAL LEARNING AND MOTIVATION

It emphasizes that learners could learn by extracting some

digital teaching material contents. The so-called digital teaching material contents refer to e-books, digitalized data, or contents presented with other digital methods.

DIGITAL TEACHING MATERIALS

DIGITAL DELIVERY

It emphasizes that learners’ learning activity could be delivered through

the Internet, e.g. intranet, internet, and satellite broadcasting.

DIGITAL TOOLS

It stresses on learners proceeding learning activity through digital tools, such as desktop computers, notebook computers, tablet computers, and smart phones.

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SOURCE: Keane, D. T. (2012). Leading with Technology. The Australian Educational Leader, 34(2), 44

AUTONOMOUS LEARNING

It focuses on learners engaging in online or offline learning activity through digital learning by themselves. It stresses on personal autonomous learning and requires the participation of learners with autonomous learning to precede learning activity

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[DEBATE]

WHEN YOU THINK IN DIGITAL LEARNING, WHICH PILLAR DO YOU CONSIDER MORE IMPORTANT?

MOTIVATION PERSPECTIVES

[DEBATE]

WHY DO YOU THINK AUGMENTED REALITY CAN POSITIVELY INFLUENCE MOTIVATION AND LEARNING?

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SOURCE: Bacca, J., Baldiris, S., Fabregat, R., Graf, S., & Kinshuk. (2014). Augmented Reality Trends in Education: A Systematic Review of Research and Applications. Educational Technology & Society, 17 (4), 133–149

AUGMENTED REALITY, GAMIFICATION AND MOTIVATION

KEEP ALERT!

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A SPECIFIC MODULE ON GAMIFICATION WILL BE DELIVERED!

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SOURCE: Lampropoulos, G., Keramopoulos, E., Diamantaras, K., & Evangelidis, G. (2022). Augmented reality and gamification in education: A systematic literature review of research, applications, and empirical studies. Applied Sciences, 12(13), 6809.B

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The use of augmented reality applications enriched with gamification elements resulted in increasing students’ engagement, motivation, active participation, knowledge acquisition, focus, curiosity, interest, enjoyment, academic performance, and learning outcomes.

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Furthermore, positive behavioral, attitudinal, and psychological changes were demonstrated. The overall experience and impact of their combination was positively viewed and assessed by both students and educators.

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Gamification elements had a significant impact on teaching and learning activities. Virtual rewards, in particular, were a vital factor in improving learning motivation and students’ engagement. Their ability to create immersive environments, which promote collaborative and personalized learning experiences, was highly regarded.

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Finally, based on the analysis, the use of gamification elements and augmented reality technology contributed significantly to promoting and enhancing students’ cognitive and social–emotional development

CONCLUSIONS

07

Learning is not just remembering concepts, but conceiving an everlasting memory

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CONCLUSIONS

• The call for motivation requires to recognize, dialogue and meet with the dominant spheres of achievement, affiliation and power.
• Designing a learning experience commits to enhance intrinsic motivation while extrinsic motivation has to be fed with tasks, feedback and assessments.
• Motivating tasks require appropriate constructive alignment, control of deepness and knowledge intensity, and a constant call for action.
• The definition of motivating contexts combine close-to-real situations, catching narrative and significant results from their tasks.
• Active methodologies and facilitating teaching roles are essential for an attentive motivating learning environment.

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MOTIVATED TRAINERS FOR MOTIVATED LEARNERS

CALL FOR (YOUR) ACTION !

[TASK 1]

BRAINSTORMING ABOUT THE TOPIC/S TO ADDRES IN LESSONS + QUIZZES

[TASK 2]

CONSTRUCTIVE ALIGNMENT WITH CURRICULA + DEEPNESS OF KNOWLEDGE (BLOOMS TAXONOMY)

[TASK 3]

SELECT THE CONTEXT AND THE NARRATIVE (ENVIRONMENT, CHARACTERS, INTERACTIONS)

REFERENCES

Videos

TED TALK - Motivation, self-regulation and learning how to learn, Heidi Ashton

TED TALK – Intrinsic motivation: the key to revolutionize education, work and life, Behrouz Moemeni

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Scientific papers

Lampropoulos, G., Keramopoulos, E., Diamantaras, K., & Evangelidis, G. (2022). Augmented reality and gamification in education: A systematic literature review of research, applications, and empirical studies. Applied Sciences, 12(13), 6809.B

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Bacca, J., Baldiris, S., Fabregat, R., Graf, S., & Kinshuk. (2014). Augmented Reality Trends in Education: A Systematic Review of Research and Applications. Educational Technology & Society, 17 (4), 133–149

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Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers college record, 108(6), 1017-1054

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THANKS!

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Universitat de València

Av Uinverstat, s/n, 46100 Burjassot

+34 963544319

idiqma@uv.es

Facebook page

@gaderasmusvet

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