Abstract:

The current global pandemic has affected students massively due to the difficulty of teaching subject content through conventional methods. Even though students in senior grades receive education quite creditably, using online platforms, students of lower grades have no regular mechanism to continue their education. Thus, there is a growing concern to find an effective teaching and learning methodology during a social distancing situation. Gamification has proved to make a positive impact on the concentration level and educational capabilities of students in the past. Although previous research has been successful in introducing various gamified tools, very few are available in the local language.

The main objective of the study is to transform the traditional face-to-face learning method into a remote learning method through a web-based gamified tool for the students aged 6-7 using novel digital technologies and resources, that can keep the students engaged during a social distancing situation or under a lockdown. The research will consider two hypotheses; students’ skills in the subject areas of Mathematics, Sinhala language, and Environmental studies will improve by using a gamified tool, and the tool will be effective in a pandemic situation as a remote learning method. Gaming elements such as a leaderboard, a reward system using coins and stars, and other audio and visual effects are used to enhance the learning, to motivate and keep the students engaged.

A preliminary study was conducted with the help of a selected set of parents, teachers, and pediatricians. The current teaching methodologies followed, opinions regarding a gamified tool for students aged 6-7, and the psychological aspects of this novel methodology were focused during this study. The experimental group consisting of 30 students receives the treatment while the control group of another 30 students will continue their education in the usual manner. The pretest was given to all 60 students to evaluate their current status. A user-centered design approach is used to develop the tool in three prototypes. The first prototype, games covering the Mathematics subject, is already hosted and we are in the process of conducting the experiment on the students.

The hypothesis to analyze the improvement in the students’ performance, the score obtained for each game and the results of the pre-test and the post-test will be analyzed. To answer the hypothesis addressing the suitability of the tool during a lockdown situation, emotion detection, mouse-click monitoring, and performance time tracking are used as remote evaluation techniques. Based on the emotions displayed, the idle time measured through mouse-clicks, and the performance time per game are used to determine whether the students have had any positive or negative impact from the tool. Further, feedback gathered from the parents will also be used to assess the suitability.

This study will answer the question as to how effective a gamified learning tool can be used to improve students’ performance and engagement in a situation of social distancing. If the tool generates positive results, it can be used in schools as an additional learning tool even in a normal context to enhance the learning. Based on the data gathered thus far, we presume that this research will significantly contribute towards remote learning while improving students’ motivation and engagement.

Keywords:

Gamification, Early Learning capabilities, COVID-19, Remote learning, Digital technologies.