Abstract
This presentation critically examines the strategic implementation of gamification in the teaching of Economics, specifically geared towards enhancing equality and fostering inclusivity in the classroom. The study offers a comprehensive analysis of an innovative pedagogical method utilised within an undergraduate first-year Economics module, designed to address, and advance principles of equality within a group work context, considering the diverse backgrounds of students.
The innovative approach involved the development of a game activity aimed at providing each student with equal opportunities to participate and succeed within the learning environment. Prior to the game, students were intentionally formed into groups based on their diverse backgrounds and varied levels of mathematical exposure. Gender diversity was also considered in the group allocation process.
Preliminary findings, from a questionnaire and a focus group I conducted, suggest that students positively perceived the group formation based on mixed mathematical backgrounds as it fostered a sense of fairness, motivating their active engagement in the game. The study underscores the significance of inclusive practices in active student involvement, emphasising the importance of equally structured groups in promoting active learning. This presentation contributes valuable insights into the significance of gamification as a tool for enhancing equality and diversity in the teaching of Economics.
The innovative approach involved the development of a game activity aimed at providing each student with equal opportunities to participate and succeed within the learning environment. Prior to the game, students were intentionally formed into groups based on their diverse backgrounds and varied levels of mathematical exposure. Gender diversity was also considered in the group allocation process.
Preliminary findings, from a questionnaire and a focus group I conducted, suggest that students positively perceived the group formation based on mixed mathematical backgrounds as it fostered a sense of fairness, motivating their active engagement in the game. The study underscores the significance of inclusive practices in active student involvement, emphasising the importance of equally structured groups in promoting active learning. This presentation contributes valuable insights into the significance of gamification as a tool for enhancing equality and diversity in the teaching of Economics.
| Original language | English |
|---|---|
| Title of host publication | 2nd International Conference in Education and Scholarship |
| Publication status | Unpublished - 10 Nov 2023 |
| Event | 2nd International Conference in Education and Scholarship: School of Economics and Finance, Queen Mary University of London - Queen Mary University of London, London, United Kingdom Duration: 10 Nov 2023 → 10 Nov 2023 https://www.qmul.ac.uk/sef/events/conferences/items/2nd-international-conference-in-education-and-scholarship.html |
Conference
| Conference | 2nd International Conference in Education and Scholarship |
|---|---|
| Country/Territory | United Kingdom |
| City | London |
| Period | 10/11/23 → 10/11/23 |
| Internet address |