Designing an advanced educational platform using co-creation and gamification. The use case of creating an user friendly tool for educators
Author
Bærentsen, Frederik Steen Vanggaard
Term
4. term
Education
Publication year
2016
Submitted on
2016-05-26
Pages
118
Abstract
Denne afhandling præsenterer design og udvikling af en læringsplatform, der skal støtte lærere og elever i læreprocessen. Formålet er at øge læreres lyst til at bruge teknologi i undervisningen og gøre læring mere engagerende for eleverne. Platformen tilskynder brugen af spil i undervisningen, både som læringsaktiviteter og som evalueringsværktøjer. Tilgangen bygger på fire metoder: samskabelse (lærere og elever udvikler indhold sammen), gamification/spilgørelse (brug af spilelementer som point eller udfordringer for at motivere), multimodalitet (kombination af tekst, billeder, lyd og video) og STEAM-rammen (naturvidenskab, teknologi, ingeniørfag, kunst og matematik). Afhandlingen præsenterer en overordnet systemarkitektur og et konceptuelt kort over designet. Systemet blev indsnævret til et proof of concept – en begrænset, fungerende version – som blev implementeret og afprøvet med kvalificerede lærere og elever. Feedbacken viste, at begge grupper tog godt imod den overordnede arkitektur, og lærerne vurderede, at tilgangen ville fungere godt med yngre elever. Resultaterne stemmer overens med den gennemgåede teori og tyder på, at systemet kan påvirke undervisningspraksis positivt og hjælpe med at reducere læreres arbejdsbyrde ved daglige quizzer.
This thesis presents the design and development of an educational platform that supports teachers and students in the learning process. The aim is to increase teachers’ interest in using technology in the classroom and to make learning more engaging for students. The platform encourages the use of games in class, both as learning activities and as assessment tools. The approach draws on four methods: co-creation (teachers and students shape content together), gamification (using game elements such as points or challenges to motivate), multimodality (combining text, images, audio, and video), and the STEAM framework (integrating science, technology, engineering, arts, and mathematics). The thesis presents an overall system architecture and a conceptual map of the design. The system was narrowed to a proof of concept—a limited, working version—which was implemented and evaluated with qualified teachers and students. Feedback showed that both groups welcomed the overall architecture, and teachers believed the approach would work well with younger learners. The results align with the reviewed theory and suggest the system could positively influence classroom practice and help reduce teachers’ workload when working with daily quizzes.
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