Abstract:

There are different ways games can enrich teaching and learning. The two basic approaches are gamification and game-based learning (GBL). If a teaching and learning process is implemented as a game, it is GBL. But when game-like elements enrich only some aspect of a teaching and learning process, it is gamification. This paper presents the case study: Who wants to be a millionaire? (WWTBM) implemented as GBL. In most cases, a quiz is just an example of gamification. In the case study presented in this paper, WWTBM was used in form of the well-known TV show but for a special audience. The case study was implemented at the University of Zagreb, Faculty of Organization and Informatics (FOI) as a part of the professional development training for FOI’s teachers. The training covered many topics related to applying innovative teaching and learning strategies and methods, such as flipped classrooms, work-based learning, project-based learning, and laboratory-based learning. The topics were delivered as separate workshops, based on the teach as you preach principle. The training was organized as a joint venture of three projects: Erasmus+ RAPIDE (rapide-project.eu) and two projects, DIP2Future (dip2future.foi.hr) and Study4Career (cpsrk.foi.hr/study4career/), funded by the European Social Fund.

The workshop related to using games in teaching and learning was implemented in two steps:
(1) the participants were asked to watch a WWTBM video (asynchronous) before the workshop, and
(2) the video was analyzed in the synchronous hybrid (face-2-face and online) part of the workshop.

The duration of the WWTBM video is 43 minutes. The host and the quiz contestant were the same person (the GBL workshop author). The video was recorded in FOI’s video studio using chroma key features to achieve visual authenticity of the WWTBM in the postproduction. The visual elements of the real-life TV WWTBM show were complemented with authentic sound elements. All questions in the show were related to gamification and GBL. The idea was to introduce the viewers to the topic's content gradually. The questions were not answered right after they were presented – the drama and uncertainty characteristic of the actual TV show were also present. The viewers were motivated to think together with the contestant and play the game and learn. The contestant elaborated his reasoning, which helped the viewers understand the content. In addition, some explanations were given by the host. The contestant could use three jokers. The final question was created to summarize the topic: if the viewers were able to answer it correctly before the contestant, it could be concluded that they achieved the goal of the show: to learn about the topic and have fun. The workshop participants valuated the video using 17 questions during the synchronous session. They underestimated the time the author needed to create the video, declared that they successfully answered the final question, answered the control questions correctly, evaluated positive and negative aspects of the show, recognized the basic elements of a game in the show, and strongly agreed that the video was successful. Finally, it would be of utmost importance to collect data from the teachers on whether they were motivated by the training to use game-based elements and other innovative strategies in their teaching.

Keywords:

Game, learning, teaching, game-based learning, millionaire.