Operationalising gamification in an educational authentic environment
Reiners, T; Wood, LC; Chang, V; Guetl, C; Herrington, J; Teräs, H; Gregory, S
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This paper addresses the inauthentic pedagogical approaches in current classroom and distance-learning environments, and will propose a methodology that utilises existing technologies to provide an immersive and authentic experience in education; i.e. to bridge the gap between the academic perspective and the real-world requirements. Industry postulate that recent graduates lack requisite skills, are often ignorant of the workings of company cultures, and are uncertain how to transfer their university-acquired theoretical knowledge to effective practice. We propose an environment that increases authenticity through inclusion of real-life complexity modelled in an immersive scenario, links scenarios into a comprehensive supply chain that supports exchange of information and repercussions/effects from actions between modules, and includes gaming mechanisms to increase student engagement further. Especially the gaming mechanisms are required to encourage student engagement in (and better manage their interaction/learning process with in a step-wise fashion, rather than ‘throwing them in the deep end’), reflection on, and learning from, the flow-on effects of an interlinked immersive, authentic, virtual, awesome, environment; otherwise, the complexity of the interlinked simulation would be too great to ensure effective learning!