Secondary Education Gamification and Art History: A Didactic Intervention

Meweqi Deweq^*
*Correspondence: Meweqi Deweq, Department of Organizational Leadership and Development, University of Kurdistan, Sanandaj 66177-15175, Iran, Email:

Keywords

Art history • Gamification • Traditional teaching

Introduction

Gamification involves using game design elements and mechanics to enhance the learning experience. It capitalizes on the innate human desire for competition, achievement, and rewards, thus motivating students to actively engage with the subject matter. In the context of secondary education, gamification has shown immense potential in boosting student interest, motivation, and retention of knowledge. Art history, as a subject, can be perceived as daunting and inaccessible for students due to its vast scope, complex concepts, and a perceived lack of relevance in their lives [1]. Traditional teaching methods often rely on lectures and rote memorization, failing to ignite students' enthusiasm for the subject. Gamification can address these challenges by providing an immersive and interactive learning environment [2].

Literature Review

Gamification allows educators to create captivating narratives around art history, transforming the subject into a compelling story. By introducing fictional characters, historical contexts, and engaging plotlines, students become active participants in the unfolding narrative, making connections and immersing themselves in the subject matter. Implementing quests and challenges within art history lessons can foster a sense of achievement and progression [3]. By dividing the curriculum into smaller, manageable tasks, students can earn rewards, badges, or points as they successfully complete each challenge. This gamified approach encourages a growth mind-set and provides a sense of accomplishment, driving students to explore further. Gamification in art history can highlight the relevance and application of artistic knowledge beyond the classroom. By connecting art history to contemporary issues, students can explore how art reflects societal, cultural, and political contexts. Additionally, gamified approaches can nurture critical thinking, creativity, problem-solving and visual analysis skills that are transferable to various disciplines and future careers [4,5].

Discussion

Gamification can leverage technology to offer interactive visualizations and virtual exhibitions. Students can explore famous artworks, historical landmarks, and museums from different eras and cultures through Virtual Reality (VR) or augmented reality platforms. Such immersive experiences enable students to examine art closely, fostering a deeper understanding and appreciation for artistic techniques and cultural significance. Gamification in art history can facilitate collaboration and social learning. By incorporating multiplayer modes, cooperative quests, or online discussion forums, students can interact with their peers, exchange ideas, and collectively solve challenges. This approach promotes teamwork, communication skills, and the exploration of diverse perspectives, reflecting the collaborative nature of artistic creation. Instant feedback and personalized progress tracking allow students to monitor their growth, identify areas for improvement, and take ownership of their learning journey [6].

Conclusion

Gamifying secondary education, particularly in the field of art history, presents a promising avenue for transforming the learning experience. By harnessing the power of gamification, educators can foster student engagement, enhance comprehension, and ignite a passion for art history. The integration of game elements, such as storytelling, quests, interactive visualizations, and collaborative learning, can revolutionize the way students perceive and interact with the subject matter. As technology advances and educational practices evolve, the intersection of gamification and art history holds tremendous potential to shape a generation of culturally aware, critically thinking, and creatively inclined individuals.

Acknowledgement

None.

Conflict of Interest

None.

References

1. Corrales Serrano, Mario, Jesus Sanchez-Martín, Jose Moreno Losada and Francisco Zamora Polo. "The role of the social sciences when choosing university studies: Motivations in life stories."Educ Sci11 (2021): 420.

Google Scholar, Crossref, Indexed at

2. Bakhanova, Elena, Jaime A. Garcia, William L. Raffe and Alexey Voinov. "Targeting social learning and engagement: What serious games and gamification can offer to participatory modeling." Environ Model Softw 134 (2020): 104846.

Google Scholar, Crossref, Indexed at

3. Asiri, Mohammed J. "Do Teachers' attitudes, perception of usefulness, and perceived social influences predict their behavioral intentions to use gamification in efl classrooms? Evidence from the Middle East." J educ pract 7 (2019): 112-122.

Google Scholar, Crossref, Indexed at

4. Gomez-Carrasco, Cosme-Jesus, Jose Monteagudo-Fernandez, Juan-Ramon Moreno-Vera and Marta Sainz-Gomez. "Effects of a gamification and flipped-classroom program for teachers in training on motivation and learning perception." Edu Sci 9 (2019): 299.

Google Scholar, Crossref, Indexed at

5. Zamora-Polo, Francisco, Mario Corrales-Serrano, Jesus Sanchez-Martín and Luis Espejo-Antúnez. "Nonscientific university students training in general science using an active-learning merged pedagogy: Gamification in a flipped classroom." Edu Sci 9 (2019): 297.

Google Scholar, Crossref, Indexed at

6. Parra-Gonzalez, Maria E. and Adrian Segura-Robles. "Analisis de las experiencias gamificadas de docentes y alumnos de Educacion Secundaria." Rev Espac 40 (2019).

Google Scholar, Indexed at