The relationship between educator and student is constantly evolving and becoming more involved than traditional dictation. Higher education benefits daily from incorporating elements of recreation, play, and gamification. To encourage a more focused and efficient classroom for both parties, we believe education should be an active process. This philosophy is championed by the Attend platform by providing tools to energize and analyze student performance. We believe connecting with students in their preferred format will foster enjoyed interactions in real-time.
The process of “gamifying” education is being explored by various platforms and applications in various educational levels and fields of study to varying levels of efficacy. According to C. Dichev and D. Dicheva (2017), a significant point in support of gamifying education comes from the observed empirical evidence of improved attendance and grades for classrooms that incorporated gaming elements to their proceedings. Yet more information is needed to implement appropriate game elements in the right context as a proper motivation tool as Dichev and Dicheva have discussed in their review of several gamifying studies and tools.
At the higher education level, professors lecture to their pupils in the hopes that they process and retain the information that they impart. The feedback necessary to ensure that lessons have been absorbed formally, comes through subsequent homework, assessments, and projects. Informally, feedback comes though brief in-class examples, polls, group breakouts, class discussions, office hour meetings, etc.
However educators have begun to mix it up with flipped classrooms and recitation sessions in which the students actively demonstrate, practice, and push their retained knowledge under the supervision of the educator. This may be as simple as working through example problems individually, in groups, or as a class. These sessions can be incredibly rewarding as students can confront the gaps in their knowledge in a more comfortable educational setting in which experimentation, curiosity, collaboration and more is the sole focus of the student. Needless to say these are all qualities of play that help to build the student’s confidence in their ability to apply their knowledge and think critically when it counts: on future assessments and eventually beyond the classroom.
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Dichev, C., & Dicheva, D. (2017). Gamifying education: What is known, what is believed and what remains uncertain: A critical review. International Journal of Educational Technology in Higher Education, 14(1). doi:10.1186/s41239-017-0042-5