BRINGING LEARNING AND ENTERTAINMENT ACROSS CHALLENGES: AN APPLICATION OF GAME
, J. Costa2
, F. Costa3
, F. Machado1
, O. Martins4
1Aveiro Institute of Accounting and Administration, University of Aveiro (ISCA-UA) and GOVCOPP-UA (PORTUGAL)
2Institute of Higher Studies of Fafe (PORTUGAL)
3Aveiro Institute of Accounting and Administration, University of Aveiro (ISCA-UA) (PORTUGAL)
4Polytechnic Institute of Tomar & CI2-IPT (PORTUGAL)
Today the Educational System, in special the Higher Education, is presented as a challenging for teachers. The twenty-first century society is characterized by the globalization, and the students are being influenced by the technological development. In these circumstances, it is recommended to rethink the education system to adjust the pedagogical activities to the current behavioral students, because the students are bombarded by a lot of different information that attracts their attention and uses part of their time. In other words, they easily get away from the school focus. So, the teacher needs to be creative and use interesting pedagogical tools, in order to motivate and get the attention of the students, to achieve the best results on learning. Thus, the research question arises is: How to get the students´ motivation to the learning process?
In order to answer this question, the research following Al-Azawi, Al-Faliti, and Al-Blushi  , taking into account the digital technology and the age of the students, aiming to become possible to attract the students´ attention and motivation through the game. So, the main goal of this article is applying creative and innovative teaching pedagogy through game and technological tools in order to motivate the students to learn theoretical background.
In the scope of the curricular unit of Planning and Tourism Policy from first curricular year of Higher Professional Training Course (HPTC) it was introduced a scientific article to be analyzed by the students. It was formed five groups of three or four students. The teacher presented some questions about the article´s theory, to be answered by the students through the game. Because the class time was limited on time, the groups decided to divide the work in different parts. Each student should answer different questions. In the end, all groups were together to see all the answers of the questions provided by the teacher.
The next class, teacher invited students to play the Kahoot Game. The students used their mobile phone to play the game. And the game was played twice. On the first time, the students played and they were motivated because they were challenged. At the end of the first game, the students asked to play again. The game was successful. Nevertheless, on the second time, when the students repeated the same game, it was expected that everybody already have the correct information. So, at this moment, they only needed to be fast in order to answer the questions. Everybody acquired the theory subject within a funny way, and they had a pleasurable moment. It was a memorable moment for them in the classroom context.
The results of this pedagogical activity was that the learning content can be more interesting and fun. Students can be more motivated to learn theoretical subject. The pedagogical activity was replicated in other different moments by the students themselves, outside the classroom context. First of all, it was applied on the academic conference organized by the same students. The students did some questions about the conference that the audience should answer from their mobile’s phones, playing the Kahoot game. Second of all, because three of the students were present in the conference, the Kahoot Game was utilized after their academic group´s presentation within another unit curricular, involving different students and a different teacher.