Abstract:

The importance of games or game elements in the context of learning (game based learning) has been proven in various studies. Current meta-studies on the effectiveness of GBL show significant effects on learning by integrating games in the classroom (Sailer et.al. 2020, Zainuddina et.al. 2020), particularly in the fields of motivation, cognition, engagement and social interaction. These can be found at all levels and in all types of schools - including vocational schools. Here, individual and collaborative game scenarios can be used to simulate situations and tasks of everyday work life or typical professional situations as well as to promote 21th Centurie skills (Quian & Clark 2016).

However, school-based vocational training practice draws a different picture.. Game-based learning is not very widespread in vocational schools. Qualification and awareness-raising measures are required for vocational school teachers, with which the modes of action and design recommendations for game elements in the classroom are demonstrated and contextualized. The EU project GATE:VET addresses this goal. In GATE:VET, different European institutions from the field of research and vocational training are developing a learning architecture to increase gamification readiness for vocational school teachers. Gamification readiness is understood as a concept that goes beyond competencies and addresses the individual willingness to engage in certain activities (e.g. using gamification in teaching). Vocational school teachers are ready to use game scenarios and ideas in everyday teaching if they recognize these as a valuable resource for teaching and can transfer these into their own teaching concepts. They change roles and self perception in learning process and accept failure in the game as a resource for individual and social learning.

The Gate: VET learning architecture consists of three different components which are interconnected:
• Online knowledge base: A wiki serves as a knowledge base and contains a rich collection of basic terms as well as game ideas and best practices ("Glossary" and "Educational Sheets"). The wiki can be continuously developed by the community to ensure the sustainability of the project results.
• Mobile learning system: A mobile learning system in the form of an app serves as an entry into the learning journey of teachers. Here, gamified learning nuggets (e.g. mini games, quizzes, puzzles) about GBL are delivered to the teachers according to the principle of micro learning.
• Training-of-trainers: A gamified workshop for teachers (i.e. multipliers) has been developed to enable teachers to use GBL in the classroom. The workshop is set up as a gamified parcour and supports the teachers in developing game sequences and in using the wiki and app to this extent.

The project uses existing content and components for the development of the learning system. However, its special feature is the game-based learning content and methods. On the one hand, game ideas enrich the individual learning systems and content and become the interface between them, i.e. enable the transition from the digital environment to reality.

Keywords:

Game Based Learning, Vocational Education, Teacher Training.