Affordance of Fun Failure in Non-Virtual Lessons

Publikation: Bidrag til bog/antologi/rapportKonferenceartikel i proceeding

Abstract

The aim of the paper is to investigate the affordance of gamification in non-game contexts. The research question address how gamification can afford reflective practice among undergraduates through the use of a “Fun failure” strategy in a non-virtual learning context? Based on experimental participatory design this case study is based on two classes in architectural and construction management education in their fifth semester. The analysis consists of a structured content analysis. The overall findings from the analysis illustrate how forced reflection are afforded by modifying and decreasing time as a game mechanism. The outcome of this case study is a generic pedagogical model of reflective gamification, which is transferable to other educational fields. It is concluded that when games and learning are coupled the rules provokes reflection and affords knowledge creation. Gamification is not about learning the curriculum, but changing the learning conditions
OriginalsprogEngelsk
TitelGamescope : The potential for gamification in digital and analogue places
RedaktørerOle Erløv Hansen, Thessa Jensen, Claus Rosenstand
Udgivelses stedAalborg
ForlagAalborg Universitetsforlag
Publikationsdato2020
StatusUdgivet - 2020
Navn[Ukendt]

Citationsformater

Jensen, C. G., & Dau, S. (2020). Affordance of Fun Failure in Non-Virtual Lessons. I O. Erløv Hansen, T. Jensen, & C. Rosenstand (red.), Gamescope: The potential for gamification in digital and analogue places Aalborg Universitetsforlag. [Ukendt]