New Perspectives in Science Education
A Novel Multidimensional Pedagogical Approach for Students Facing Educational Challenges
Carmen-Valeria Baias, Carmen-Valeria Baias, (Ph.D.) – Associate lecturer and researcher in Behavioural Sciences, Department of Philosophy and Communication Sciences, West University of Timisoara (Romania) (Romania)
Abstract
This study reports pedagogical research in the implementation of innovative gamified learning interventions in a Romanian justice centre for youths. The main purpose of the study is to gain a better knowledge of how participants learn individually, as well as, to determine how, if at all, serious games might generate constructive problem solving and collaborative learning in a carceral environment.
Methods: The sequence of the game was designed to meet both research and pedagogical goals. This research approach includes mixed methods to promote inclusion for young adults with educative challenges through a progressive learning pathway for re-engaging with learning. The game highlights notable challenges and events that players need to tackle in their learning achievements and successful strategies. The player transforms the environment of the game and at the same time, the player is transformed by the environment of the game. The transformation of the game environment stems from the results of the player's activities. The transformation of the player emerges from the building of knowledge, and the development of skills and sensitivities necessary to interpret and transform the circumstances faced in the game. Participants are 15 young students, between 18-20 years old, from Buzias Rehabilitation Centre, near Timisoara (Romania).
Results: The game led to: (1) awakening: helping the player to develop awareness of the challenge; (2) rising: promote behaviour change, enabling young people to develop new knowledge and sensitivity, assimilate and test strategies in an alternate reality. Moreover, serious games can generate meaningful, unpredictable, and uncontrollable events in order to engage users holistically and elicit users’ adaptation in simulated gameplay scenarios.
Conclusion: Serious games may offer: (i) intrinsically-motivating learning experiences, driven by identified and explored meaningful goal-oriented actions supported by game feedback; (ii) opportunity to engage in otherwise unattainable scenarios and roles and to explore effects of decisions and actions across time and space
Recommendations for educational professionals responsible for the application of these innovative learning interventions to develop competencies in a challenging context, are presented.
Keywords: Complex learning needs, Gamification, Multidimensional pedagogical tasks, Ecological approach
