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Gamification of academic courses. Game of commitment

100%
Bieńkowska J.
International Journal of Pedagogy, Innovation and New Technologies
|
2019
|
vol. 6(2)
65-71
EN
The aim of the article is to present the idea of gamification of academic courses as well as strategies and tools for the game between the lecturer and students, thanks to which a cascading building-up of motivation to study actively will be possible. To achieve this goal, the article uses the concepts contained in the scientific literature devoted to the idea of gamification, the contents of student essays addressing the issue of effective ways to motivate an involved participation in classes and personal experience of the author of the article in applying the elements of games in the teaching process. The results of the deliberations presented in the article and the conclusions formulated on their basis draw attention primarily to the need to introduce innovations into the teaching of academic courses. Methodically properly designed courses, based on the idea of gamification, can fulfil the essential purpose of teaching, which is to stimulate involvement in the process of studying in the modern generation of students - a generation whose way of life is determined by the virtual space, saturation with stimuli, and the need to be noticed in a crowd. Usability of gamification, beyond the desire to develop in students the need for knowledge and understanding, also results from the possibility of building lasting social relations between the lecturer and students which can pay off, through tutor relations, with further cooperation in the realization of joint projects.
2
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Poziom kompetencji wirtualnych pokolenia Y i C – ocena na podstawie autodiagnozy studentów

86%
Wojtaszczyk K.
e-mentor
|
2013
|
issue 2 (49)
22-28
EN
The development of technology and the need for computerization force shaping the new competence, which are called virtual. These include: the virtual self-efficacy, virtual social skill and virtual media skill. According to the statistics, the highest percentage of users of computers and the internet are young people, representatives of Gen Y and C. This paper presents the results of empirical research, whose aim was to assess the level of virtual competence of the youngest generations.
3
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Studia na kierunku pedagogika specjalna jako przestrzeń czytania naukowego

75%
Sadowska S.
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
|
2016
|
issue 13
EN
The author describes the properties of modern ways of “reading in science”. It emphasizes the relationship between the type of text (digital, printed) and the kind of reading activity. He points out that reading science texts by scholars is rarely done in full and in linear order. Reading in science, requires active engagement in text, information processing and efficient selection to fully understand content. Analyzing the changes that have taken place with the advent of the C generation, he analyzes “reading in college”. He argues that contemporary students (special education) – representatives of the computerized generation – connected -always clicking – have dropped printed text and are not interested in books as a source of knowledge. Although they have a proficiency in searching online resources, they experience difficulties in using the text and its content. By copying the thesis, the author presents the results of the research conducted in this field and refers to many publications on this subject. Clearly recognizes the need to prepare future students for a rational and critical use of scholarly reading, to learn how to study a scholarly work (both at the earlier stages of education and within the university education system). Also, believes that pedagogical thinking and action derive both from the association with the scientific texts and from reading literature. Reading is an irreplaceable way to enrich the sensitivity and imagination of future teachers (special).
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