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Technology enhanced and gamified learning. World Heritage Awareness Campaign for Youth in Southern African Development Community (SADC)

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This presentation has been done at the eLearning Africa Conference 2015 (Ethiopia, May 2015) based on the following paper: “Technologies for informal learning: An awareness campaign about UNESCO World Heritage Sites in SADC” by Asta Adukaite, Izak van Zyl, Nadzeya Kalbaska and Lorenzo Cantoni

Presented project: www.whacy.org

Published in: Travel
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Technology enhanced and gamified learning. World Heritage Awareness Campaign for Youth in Southern African Development Community (SADC)

  1. 1. Technology enhanced and gamified learning. World Heritage Awareness Campaign for Youth in Southern African Development Community (SADC) Nadzeya Kalbaska, PhD - Post-doctoral researcher, Lecturer USI – Lugano, Switzerland - General Secretary of International Federation for IT and Travel and Tourism
  2. 2. eLearning Africa Conference 2015 (Ethiopia, May 2015) paper: “Technologies for informal learning: An awareness campaign about UNESCO World Heritage Sites in SADC” by Asta Adukaite, Izak van Zyl, Nadzeya Kalbaska and Lorenzo Cantoni
  3. 3. Digital technologies and (in)formal learning • The latest generation of digital technologies: social media (Bull et al., 2008), mobile devices (Donner, 2008; Pucciarelli & Cantoni, 2012; Traxler, 2009), and digital games (Gee, 2003; Prensky, 2006) accelerated research on ICTs and (in)formal learning • ICTs blur the distinction between formal and informal learning (Selwyn, Gorard & Furlong, 2005) • Actual learning has to be positioned on a multidimensional continuum between the two polarities (Colley et al, 2006)
  4. 4. What is Gamification? Motivate/engage users Enhance user’s overall value creation Raise awareness Develop skills Enhance knowledge Solve problems Change behavior Why Gamification? Use of game elements and game design techniques in non-game contexts (Deterding et al., 2011) Selective integration of various game elements into a specific system without a fully-fledged game as the end product For profit business goals or social impact Education, health, environment, marketing, tourism etc.
  5. 5. Gamification and learning • Engagement is the main objective in applying gamification (Kapp, 2012; Huotari & Hamari, 2012; Dixon, 2011) • Gamification isn’t about turning the classes into a game • Although gamification technique is not truly an academic methodology, it may improve the performance of students in the learning process (Pozo, 1993; Trilla, 2011; Xu, 2012; Carr, 1998): • Increase motivation & raise interest in specific subjects (de Freitas &Oliver, 2006) • Increase students’ engagement & drive desirable learning behaviours (Lee & Hammer, 2011; Kapp, 2012) • Empower students with low levels of self-efficacy (Sitzmann, 2011) • Improve critical thinking skills
  6. 6. The most common integrated game design elements in learning (Nah et al., 2014) 1. Points 2. Levels/stages 3. Badges 4. Leaderboards 5. Prizes 6. Progress bars 7. Storyline 8. Feedback
  7. 7. Tourism & learning • Tourism and heritage places offer vast opportunities for learning experiences, both formally and informally (Van Winkle & Lagay, 2012; Falk et al., 2012) • The UNESCO World Heritage Sites, 1007 places worldwide of significant cultural or natural value • attract increasing attention from tourism and education sectors • the reconciliation of the protection of heritage and tourism • communication of the heritage value • fostering of responsible and respectful behaviour among visitors • Potential of ICTs to facilitate sustainable tourism through awareness raising, valorisation, sensitization, and guidance for locals and tourists (Touray & Jung, 2010; Scott & Frew, 2013; Ali & Frew, 2013; Schieder, Adukaite & Cantoni, 2014)
  8. 8. WHACY PROJECT World Heritage Awareness Campaign for Youth in Southern African Development Community (SADC)
  9. 9. 39 World Heritage Sites in SADC 19 natural, 17 Cultural, 3 mixed 9
  10. 10. • Gamified ICT application, quiz-like tool • Score, levels, reward, feedback, aesthetics • Raise awareness • Foster informal learning • about heritage and sustainable tourism in Southern Africa • Primary audience: students 16-19 years old • Also wider public Goals of the campaign
  11. 11. TOOLS • Dedicated • Website: www.whacy.org • Wiki: wiki.africaheritagetourism.org • Facebook page: www.facebook.com/africaheritagetourism • Quiz platform: • www.whacygame.org/round1/welcome • www.whacygame.org/round2/welcome 11
  12. 12. Facebook Photo contest •February – June, 2014 •27 contestants (27 eligible pictures) •In total campaign attracted 1446 Facebook users who engaged with it by voting, sharing and commenting the pictures
  13. 13. SOME RESULTS (May-October 2014) Online • Round 1 was played 900 times (487 unique players) • Round 2 was played 588 times (122 unique players) Offline • 2’482 schools have received the CD-ROM and the paper version • Estimation: more than 104’244 students have been exposed to WHACY • Participants from 13 SADC countries were exposed to the game (no Swaziland and Angola) 13
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  15. 15. Next step: Integration into Tourism Curriculum in SADC • Tourism is tought as a high school subject in 6 SADC countries (South Africa, Namibia, Botswana, Tanzania, Zambia, Mauritius) • Integrating WHACY into tourism teaching practices • to increase students’ motivation and interest in tourism subject • as an assessment tool • Pilot project in South Africa • Responsable, PhD Candidate Asta Adukaite (asta.adukaite@usi.ch)
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  17. 17. THANK YOU! asta.adukaite@usi.ch nadzeya.kalbaska@usi.ch www.whacy.org www.unescochair.usi.ch www.elearning4tourism.org

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