Abstract:

Gamification refers to the application of game dynamics, mechanics, and frameworks into non-game settings (Stott & Neustaedter, 2013). This set of elements is normally placed at the lowest educative levels. However, at the university the general feature for the lectures includes normally “chalk and board” schemes and limited interaction both among students and between the students and the professor.

Some experiences about using gamification at that level can be related (Fitz-Walter, Tjondronegoro, & Wyeth, (2011); Starkey & Blake, (2001). However, in spite games can help positively change behavior (Kapp, 2013), the general trend is that the game dynamics and similar approaches lose their relevance to the student as he/she is advancing through the educational system.

This study shows the process and result of the implementation of a methodology based on the employment of music and game dynamics in the subject “EU and the Arctic” of the third course of the International Relations ‘degree at the NARFU University in Arkhangelsk Russia.

This methodology is based upon a similar one already tested at the Universidad de La Laguna (Spain). One of the challenges of this new experience was to face a different educative culture from the original one. Another obstacle was the language difference. Lectures were taught in English, which was not the mother language neither the teacher nor the students.

The results confirm the previous ones from the Universidad de La Laguna:
1) The methodology affects specially those factors related with students´ wellness and the improvement of the classroom environment.
2) The game dynamics where highly valued and humor was highlighted as a key feature in the lectures development.
3) The employed methodology shows that it could be applied to different environments and educational cultures, diverse subjects and even languages.
4) Most of the students recommended its implementation in other type of subjects and their comments showed their satisfaction and willingness to continue this type of experiences.

References:
[1] Fitz-Walter, Z., Tjondronegoro, D., & Wyeth, P. (2011). Orientation passport: using gamification to engage university students (pp. 122–125). Presented at the Proceedings of the 23rd Australian computer-human interaction conference, ACM.
[2] Kapp, K. M. (2013). The gamification of learning and instruction fieldbook: Ideas into practice. John Wiley & Sons.
[3] Starkey, B. A., & Blake, E. L. (2001). Simulation in international relations education. Simulation & Gaming, 32(4), 537–551.
[4] Stott, A., & Neustaedter, C. (2013). Analysis of gamification in education. Surrey, BC, Canada, 8.

Keywords:

Methodology, music, dynamics, university, internationalization.