The students were resistant to content that seemed too theoretical, even cut off from the reality of their future profession. To begin with, lecturers assigned to this task, all trained in philosophy, struggled to teach a course in applied ethics targeted to the concrete difficulties of science and engineering professionals (engineers, land surveyors, chemists, agronomists). It was a mandatory course in the engineering program, and far from being a popular one. When I first started teaching, I taught a course in ethics and professionalism. But my answer to that is: it depends on the course. After all, they each chose their area of study. We might assume that university students are more naturally engaged and passionate about the subject matter to begin with. These pedagogical approaches use " game-based mechanics, esthetics and game thinking to engage people, motivate action, promote learning and solve problems." In general, it refers to a set of teaching approaches and tools that use both the mechanisms of video games and their ability to stimulate student engagement. Gamification is an established research area in university pedagogy. In my teaching duties, this question has taken on a more concrete form: I wonder if it is possible to make distance learning courses more dynamic by incorporating some elements of video game culture into them. Watching my teens play video games for hours on end tells me that video game designers understand something that my fellow teachers and I had not! Yet these criticisms ignore the strengths and potential of the video game world, including its ability to engage young people in complex and challenging tasks. Others point to the issue of video game addiction. I know that university professors decry, with reason, the violence some of these games promote. I am a teacher, a father of teenagers and an occasional video game player myself.
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