ICE AGE IS APPROACHING: TRIGGERING UNIVERSITY STUDENTS’ INTEREST AND ENGAGEMENT IN GAMIFIED OUTDOOR PLAYFUL LEARNING ACTIVITIES 

Pirkko Siklander and Sari Harmoinen

Abstract

Higher education (HE) is required to educate educational experts who can design teaching and learning processes, which trigger students’ interest, motivate and engage them. Although research has shown the importance of triggers, particularly in challenging situations, academics still lack practical and theoretical examples on how to design inspiring learning experiences. In addition, little is known about the connection of playfulness, gamification and engagement in HE learning processes in outdoor contexts. The aim in this chapter is two-fold. First, we describe a gamified design, which was implemented in higher education studies, in an international master’s degree program. The design was implemented in the forest, and the students studied three concepts–engagement, gamification and collaboration–both by reading scientific articles and through their collaborative experiences in the forest. Second, to analyse students’ engagement in the gamified activities, and see which elements positively trigger their interest and engagement in the activities and which on the other hand negatively affect their interest. The data obtained comprises students’ self-evaluations throughout the activities. In addition, students’ reflections after the course were considered. The results show that the most important triggers are: 1) collaboration and learning together; 2) activity itself, particularly when it is novel and provides feelings of success; and 3) gamification outdoors. Other-directed and intellectual-creative playful triggers were the most evident. Implications for educators are discussed.

Keywords

Triggers, Engagement, Nature, Playfulness, Gamification