Workshops
Asynchronous Session
Supporting Learner Variability through Gameful Design and Personalized Language Learning View Digital Media
Workshop Presentation Weina Li Chen, Hsiao Yun Liao
Students enter Chinese language classrooms with various language and cultural backgrounds, needs, and learning preferences. Instructors can address learner variability by designing curricula that support diverse learners (Rao, 2019) based on the concepts of gameful design and personalized learning. Gameful design and personalized learning allow students to experience a deeper sense of achievement, promote engagement and intrinsic motivation, build aptitudes and strengths (Hughey, 2020; Metwally et al., 2021). The authors share best practices and considerations, including task menu, grading-up system, infographics, for adopting gameful design to support learner variability in an advanced Chinese language course at the college level. We review utilizing gameful design elements (e.g., choices, point systems, levels, aesthetics) in designing a personalized learning experience. With given tools and templates, participants will brainstorm and design gamified personalized learning assignments for their own classes.
Using Trends Based Learning To Enhance Student Engagement View Digital Media
Workshop Presentation Scott Mc Guigan
There is a need for traditional curriculum to evolve and integrate all aspects of learning. It is no longer enough to seek excellence through academic outcomes and achievements, but necessary for curriculums to be inclusive and eagerly incorporate more holistic and experiential learning. This study takes elements of aesthetic and experiential learning methods, and combines them with the potential of educational connoisseurship to create a new method of learning. This study demonstrates the capabilities of personalised trends based learning methods and how they enhance student engagement levels. An initial baseline trend survey was conducted to establish the favorite trends of the sample population, followed by 14 lesson interventions using the trends based learning model. A quantitative assessment tool was used to measure student engagement during the interventions, and to assess the effectiveness of trends based learning, compared to the UK National curriculum. Through the analysis of mean engagement scores, the study found that trends based learning methods have, not only the ability to enhance engagement levels in the classroom, but to an almost perfect level. It was found to enhance the engagement levels of SEN students to the degree where they achieved high levels of engagement during all lessons and were completely inclusive in the classroom. These results have implications for how students can achieve an advanced level of engagement in the classroom, will little to no focus drop off and highlight the need to create curriculum content that is all inclusive and relatable to the modern day learner.
