KICK OFF MEETING IN BUCHAREST
DECEMBER 13, 2019
The first project meeting has just taken place in Bucharest.
We thank all the participants for the contributions given despite the cold, which are essential for an easy start of the project activities, and in particular we thank the Romanian partner for organizing the meeting, for directing the activities and for hosting us all.
We wish everyone good luck for the future development of the project.
JUNE 25, 202O
Do teachers show a positive attitude towards gamification? What is the current level of gamification application in vocational education and training for entrepreneurship? Which are the most relevant entrepreneurial skills that can benefit from the use of gamification? How can these skills improve through the use of game-based mechanics?
These are some of the questions we tried to answer through our project. Our project aims to support the promotion of high quality and innovative teaching based on the application of gamification in entrepreneurship.
We wanted to start assessing the use and effect that game-design elements and game principles have in entrepreneurship teaching, but having teachers’ perspective and experience as filters, given that our ultimate goal is to build a course for them.
103 teachers from 55 different entrepreneurial VET education institutions from the 4 countries of the partnership participated in the pilot study, which was conducted from December 15th, 2019 to May 15th, 2020.
According to our results, 51.4% of them would consider using gamification techniques in their courses. Furthermore, most educators know what gamification is (an average of 93%) and 66% of them have used gamification at some point.
However, they did pinpoint important obstacles in gamification application. Above all, the lack of knowledge on how to apply gamification in real courses and the time needed to implement them are two of the most relevant ones. Also, infrastructural limitations and very specific curricula are perceived as strong obstacles.
From the perspective of entrepreneurial education, the skills that are the most valued by educators are within the personal maturity and entrepreneurship categories. Technical and managerial skills score significantly lower.
Creativity an accountability are the most highly valued personal maturity skill in all four countries, (respectively first and second place).
Market gaps recognition and market opportunities exploitation skills are the most valued within the entrepreneurship category, well ahead of business plan development skills.
Juan Carlos Vidal, a CITIUS researcher said: “Although entrepreneurial education is a field included in the curricula of most European countries, its incorporation has not yet been successful in society and therefore has not always achieved the desired objectives. An important part is due to the fact that it requires the application of pedagogical methodologies in accordance with the proposed objectives, and gamification can certainly help in this aspect.”
The results obtained through our research will be the basis for future project developments, and in particular to define the direction that will be taken in the development of the course for teachers.
We want to thank in particular the Spanish partner UNIVERSIDAD DE SANTIAGO DE COMPOSTELA for the splendid work of coordinating the activities carried out for the completion of IO1.
We wish everyone good luck for the future development of the project!