Biblioteca Digital de VanguardiaThe Gamification Octalysis Framework within the Primary English Teaching Process: the Quest for a Transformative Classroom
The “Kwesukasukela” project, which focuses on African oral tradition storytelling intermingled with the Ubuntu philosophy (Varty, 2013), has as its main aim to stimulate collaboration, communication, critical thinking and creativity, within primary school settings. In fact, through an experiential c...
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| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Inglés |
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Edições Universitárias Lusófonas
2018
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| Acceso en línea: | https://revistas.ulusofona.pt/index.php/rleducacao/article/view/6490 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/47910 |
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| author | Oliveira, Suzette Cruz, Mário |
| author_facet | Oliveira, Suzette Cruz, Mário |
| author_sort | Oliveira, Suzette |
| collection | Repositorio |
| description | The “Kwesukasukela” project, which focuses on African oral tradition storytelling intermingled with the Ubuntu philosophy (Varty, 2013), has as its main aim to stimulate collaboration, communication, critical thinking and creativity, within primary school settings. In fact, through an experiential communicative approach (Fernández-Corbacho, 2014), South African storytelling can become a gamified experience and integrated into English classroom practices as a means of transformation and stimulation of social cohesion and sustainable development (Battiste, 2005).The aim of this study is to reflect upon Chou’s (2016) Octalysis framework and how it can effectively be applied in Primary English Teaching contexts. The implementation of gamification designs and practices within this type of framework allowed us to understand how we can implement effective approaches towards a transformative classroom. An ethnographic methodological approach, with triangulation of data collection tools (questionnaires, self-assessment worksheets and project work), was resorted. Gamified practices, which deal with South African cultural and linguistic varieties (Nomlomo & Zilungile, 2016) and 21st Century Learning skills, were analized (Cruz & Orange, 2016).The project’s main results show that the gamification approach can foster the development of transformative skills.
Keywords: octalysis framework; english for young learners; storytelling; 21st century skills. |
| format | info:eu-repo/semantics/article |
| id | clacso-CLACSO47910 |
| institution | CLACSO, Repositorio Digital |
| language | Inglés |
| publishDate | 2018 |
| publisher | Edições Universitárias Lusófonas |
| record_format | greenstone |
| spelling | clacso-CLACSO479102022-03-17T17:43:48Z The Gamification Octalysis Framework within the Primary English Teaching Process: the Quest for a Transformative Classroom Oliveira, Suzette Cruz, Mário The “Kwesukasukela” project, which focuses on African oral tradition storytelling intermingled with the Ubuntu philosophy (Varty, 2013), has as its main aim to stimulate collaboration, communication, critical thinking and creativity, within primary school settings. In fact, through an experiential communicative approach (Fernández-Corbacho, 2014), South African storytelling can become a gamified experience and integrated into English classroom practices as a means of transformation and stimulation of social cohesion and sustainable development (Battiste, 2005).The aim of this study is to reflect upon Chou’s (2016) Octalysis framework and how it can effectively be applied in Primary English Teaching contexts. The implementation of gamification designs and practices within this type of framework allowed us to understand how we can implement effective approaches towards a transformative classroom. An ethnographic methodological approach, with triangulation of data collection tools (questionnaires, self-assessment worksheets and project work), was resorted. Gamified practices, which deal with South African cultural and linguistic varieties (Nomlomo & Zilungile, 2016) and 21st Century Learning skills, were analized (Cruz & Orange, 2016).The project’s main results show that the gamification approach can foster the development of transformative skills. Keywords: octalysis framework; english for young learners; storytelling; 21st century skills. 2018-11-17 2022-03-17T17:43:48Z 2022-03-17T17:43:48Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artigo Revisto por Pares https://revistas.ulusofona.pt/index.php/rleducacao/article/view/6490 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/47910 eng https://revistas.ulusofona.pt/index.php/rleducacao/article/view/6490/3944 Direitos de Autor (c) 2018 Revista Lusófona de Educação application/pdf Edições Universitárias Lusófonas Revista Lusófona de Educação; v. 41 n. 41 (2018): REVISTA LUSÓFONA DE EDUCAÇÃO 1646-401X 1645-7250 |
| spellingShingle | Oliveira, Suzette Cruz, Mário The Gamification Octalysis Framework within the Primary English Teaching Process: the Quest for a Transformative Classroom |
| title | The Gamification Octalysis Framework within the Primary English Teaching Process: the Quest for a Transformative Classroom |
| title_full | The Gamification Octalysis Framework within the Primary English Teaching Process: the Quest for a Transformative Classroom |
| title_fullStr | The Gamification Octalysis Framework within the Primary English Teaching Process: the Quest for a Transformative Classroom |
| title_full_unstemmed | The Gamification Octalysis Framework within the Primary English Teaching Process: the Quest for a Transformative Classroom |
| title_short | The Gamification Octalysis Framework within the Primary English Teaching Process: the Quest for a Transformative Classroom |
| title_sort | gamification octalysis framework within the primary english teaching process: the quest for a transformative classroom |
| url | https://revistas.ulusofona.pt/index.php/rleducacao/article/view/6490 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/47910 |