About this paper

Appears in:
Pages: 3841-3846
Publication year: 2016
ISBN: 978-84-617-5895-1
ISSN: 2340-1095
doi: 10.21125/iceri.2016.1906

Conference name: 9th annual International Conference of Education, Research and Innovation
Dates: 14-16 November, 2016
Location: Seville, Spain

GAMIFICATION: PHENOMENOGRAPHY TO ENHANCE ENGAGEMENT OF ADULT LEARNERS IN VOCATIONAL EDUCATION

S. Singh

Self Employed (AUSTRALIA)
Introduction:
Traditional learning has seen the transmission of teacher’s knowledge and experience to their students but this paper will highlight the possibilities offered by gamification to enhance learning in Adults. This paper will illustrate how gamification of courses can enhance student’s learning in classroom and online platform. Gamification can engage learners effectively and be interactive teaching and learning experience.

Methodology:
The present study explored the impact of gamification in competency based training, design of modules, virtual workshops which impacted various demographic of Adult learners across Australia.
A study was performed on a Registered Training Organization (RTO) which had unique pedagogic designs for various courses. They had a blend of technology and old school format. This RTO embraced number of educational theories and put that into practice.
This paper will reveal some unified approach that can cater for diverse cohort of Australians to undertake qualifications. This paper will highlight the notions of Life Long Learning and training which is beneficial for second Chance learners. This paper has some interesting facts on Australian government Fees scheme of ‘Study now and Pay later’ and holistic assessments.
The concept of ‘Visible Learning’-whereabouts the trainers learn through the eyes of students on an online platform is a special feature of gamification.
Vocational Education has developed some innovative way to balance the new generation adult learners and the Baby Boomers (older generation) to learn on online platform. It supports the Learners through flexible learning model.

Results:
Gamification of courses and pedagogic strategies applied has contributed to improve autonomy, motivation and critical thinking skills of diverse cohort of learners. The objective of engaging diverse cohort has been successful. It has proven results of strong bond between professional trainers and adult learners.

Conclusions:
The study indicates that the approaches used, supported by a professional trainer and timely feedback, constitute good tools in order to improve self-directed learning, understanding, as well as some social abilities of diverse cohort in vocational education. It also supports the overarching requirement of Australian Government which has an aging population.
@InProceedings{SINGH2016GAM,
author = {Singh, S.},
title = {GAMIFICATION: PHENOMENOGRAPHY TO ENHANCE ENGAGEMENT OF ADULT LEARNERS IN VOCATIONAL EDUCATION},
series = {9th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2016 Proceedings},
isbn = {978-84-617-5895-1},
issn = {2340-1095},
doi = {10.21125/iceri.2016.1906},
url = {http://dx.doi.org/10.21125/iceri.2016.1906},
publisher = {IATED},
location = {Seville, Spain},
month = {14-16 November, 2016},
year = {2016},
pages = {3841-3846}}
TY - CONF
AU - S. Singh
TI - GAMIFICATION: PHENOMENOGRAPHY TO ENHANCE ENGAGEMENT OF ADULT LEARNERS IN VOCATIONAL EDUCATION
SN - 978-84-617-5895-1/2340-1095
DO - 10.21125/iceri.2016.1906
PY - 2016
Y1 - 14-16 November, 2016
CI - Seville, Spain
JO - 9th annual International Conference of Education, Research and Innovation
JA - ICERI2016 Proceedings
SP - 3841
EP - 3846
ER -
S. Singh (2016) GAMIFICATION: PHENOMENOGRAPHY TO ENHANCE ENGAGEMENT OF ADULT LEARNERS IN VOCATIONAL EDUCATION, ICERI2016 Proceedings, pp. 3841-3846.
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