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ERIC Number: EJ1060200
Record Type: Journal
Publication Date: 2015
Pages: 11
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-0039-3541
Gamified Pedagogy: From Gaming Theory to Creating a Self-Motivated Learning Environment in Studio Art
Han, Hsiao-Cheng
Studies in Art Education: A Journal of Issues and Research in Art Education, v56 n3 p257-267 Spr 2015
This research is an empirical study using gamified pedagogy in a 3-D animation course in a Visual Communication Design Department. By conducting this research, I hope to increase student interest in learning 3-D animation and to decrease student fears of learning professional 3-D software. Through this research, I have developed a theory of gamified pedagogy. Using gamification as pedagogy requires using a spiral curriculum for students to learn advanced tasks by starting with basic skills, setting clear short-term and long-term goals, rewarding students when they achieve each level, forming a learning community with a showcase for student work, and providing a safety net for students to explore and practice. With a gamified pedagogy, students may become self-motivated learners interested in learning more from the course content and from each other. Gamified pedagogy provides another approach for art education.
National Art Education Association. 1916 Association Drive, Reston, VA 20191. Tel: 703-860-8000; Fax: 703-860-2960; Web site: http://www.arteducators.org/research/studies
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan