Training students in gamified learning – Teachers´ experiences of ludo didactics

Modern learning theories as well as teaching or training practices emphasize the autonomy of the teacher. When they work with their students in their classrooms and all the doors shut, they have rather a great liberty to approach their learning contents in a way they prefer, naturally according to the learning goals set by authorities or the curriculum. This autonomy is very valuable and gives the teacher a lot of freedom to choose between different methods and approaches to provide optimal assistance and support for learning. Another question is if teachers are willing and able to use this autonomy or if they are prisoners of following pedagogy offered by textbooks.

Ludo didactics means developing learning and learning behaviour with the principles of playfulness and utilizing the design processes and tools from game design. “Ludo didactics are the fusion of ‘thinking and acting like a game designer’ and ‘thinking and acting like a teacher/pedagogic expert”. (Renger & Hoogendoorn, 2019.) In other words, ludo didactics is the shaping of pedagogical thinking and action by means of game elements and experiences (Renger & Hoogendoorn, 2019, 33). Ludo didactics can be seen as supporting the autonomy and freedom of a teacher.

This article and a survey were implemented in Move Your Mind project, funded by European Union’s Erasmus+ Call 2021 Cooperation partnerships in adult education. A few years back the Erasmus+ funded Move Beyond project (2019-2022) examined the profile of the trainer and developed a training frame work/guideline for trainers to educate, motivate and stimulate vulnerable youngsters through Art and Sport. In the current project Move Your Mind, we would like to go a bit deeper into the theoretical background of ludo didactics and clarify what kind of theoretical approaches describe or define the role of the teacher. The essential question here is if “a well-developed ludo didactical way of working puts the initiative completely in the students’ hands” (Renger & Hoogendoorn, 2019, 29) what the teacher’s role is.

Current learning theories used and the roles of a teacher

The partner organizations use a variety of learning theories applied to the needs of their clients or trainees as well as to their specific area of education. Learning theories were presented, discussed and shared between the partners with focus on their theoretical and methodical backgrounds. Below we describe the core ideas behind the most used and applied theories: 

Constructivism is one of the most widely acknowledged learning theory developed by Lev Vygotsky (1978). Often prefixes such as “socio” or “social” are used with the term to describe that learning never happens without some sort of communication or interaction with other people. In Dewey’s words (1938), learning is a social activity – “It is something we do together, in interaction with each other, rather than an abstract concept” (Dewey, 1938; see also Mcleod, 2014). The primary responsibility of the teacher is to create a collaborative problem-solving environment where students become active participants in their own learning. From this perspective, a teacher acts as a facilitator of learning rather than an instructor. Students are encouraged to engage in dialogue both with the teacher and with each other.

One approach to learning which leans heavily on constructivism is experiential learning by Kolb. He developed the experiential learning cycle consisting of four-step learning process that is applied multiple times in every interaction and experience: Experience – Reflect – Think – Act. Thus, it is a learning process primarily initiated by a concrete experience, which demands reflection, review and perspective-taking about the experience; then abstract thinking to reach conclusions and conceptualize the meaning of the experience; leading to a decision to act, engaging in active experimentation or trying out what you’ve learned. (Kolb, 1984.) In other words, learning described here is also in a way learning by doing.

Authentic arts education is a pedagogical approach that criticizes the isolated and anachronistic nature of traditional arts education and its lack of connection to both contemporary, often interdisciplinary professional arts practice and to the needs of the student. Therefore, authentic arts education aims for meaningful connections between both the interests of the student, the professional world of the arts and contemporary societal issues. (Heijnen, Bremmer & Salonen, 2019.) Again, we come back to Dewey’s ideas: we learn by doing. To learn about art, students must do the work of artists – plan, develop ideas, and apply concepts to communicate personally meaningful ideas, as well as to develop artistic skills and their communication in the arts.

The theory of reasoned action was first proposed by psychologists Martin Fishbein and Icek Ajzen as an improvement of the information integration theory (Fishbein & Ajzen, 1980; see also Nickerson, 2022). It has been a leading theory in social psychology for the last few decades (Trafimow, 2009) aiming to explain how people make decisions about their actions. According to the theory, an individual’s behaviour is influenced by their attitudes and subjective norms, which are based on their beliefs and perceptions of others. It assumes that individuals make decisions based on rational thinking and are aware of their attitudes and subjective norms. However people may not be aware of their attitudes and subjective norms and may make decisions based on emotions or other factors. (Ajzen & Fishbein, 1980.) It is not a learning theory and does not define the role of the teacher as such but it can be utilized when we try to understand the choices our students make.

When we compare the role of the teacher in these four different theories and approaches to learning we can state that:

1. In socio-constructivism, the teacher´s role can be understood as a facilitator and guide. The teacher creates a supportive and interactive learning environment where students actively engage with each other and the subject matter. The teacher encourages collaborative learning, group discussions, and problem-solving activities. They help students construct their own knowledge by providing scaffolding and asking probing questions. The teacher also respects and integrates diverse perspectives, fostering a sense of social interaction and shared understanding.
2. In experiential learning, the teacher can be seen as a designer of meaningful experiences. The teacher’s role involves planning and organizing hands-on activities, experiments, and real-life situations that allow students to learn by doing. The teacher encourages active participation, reflection, and critical thinking. They guide students in making connections between their experiences and theoretical concepts. The teacher provides feedback and facilitates discussions to help students extract valuable insights from their experiences.
3. In authentic arts education, the teacher can be understood as a mentor and curator of creative exploration. The teacher’s role is to inspire and nurture students’ artistic expression and creativity. They provide a balance between technical skills and individual artistic vision. The teacher encourages students to engage with the authentic artistic processes, explore various media, and develop a deeper understanding of cultural and historical contexts. Feedback and critique are essential components of the teacher’s role, helping students refine their artistic abilities and concepts.
4. The theory of reasoned action focuses on behaviour and decision-making. In this context, the teacher’s role can be seen as a provider of information and influencing students’ attitudes, subjective norms, and perceived behavioural control. The teacher communicates relevant information, challenges existing beliefs, and encourages critical thinking about the factors that shape individual decisions. The teacher may also engage in discussions that explore societal norms, cultural influences, and personal values that affect behaviour. They play a key role in helping students understand the rationale behind their actions and guiding them toward informed choices.

Whether it is fostering collaborative learning, designing experiential activities, nurturing artistic expression, or influencing decision-making, trainers play a vital role in shaping students’ understanding, skills, and perspectives within these educational frameworks.

In summary, while the specific roles of the teachers’ vary across these theories, a common thread is their function as facilitators, guides, and mentors who create engaging and meaningful learning experiences. Whether it is fostering collaborative learning, designing experiential activities, nurturing artistic expression, or influencing decision-making, trainers play a vital role in shaping students’ understanding, skills, and perspectives within these educational frameworks.

When talking about ludo didactics there is still one vital approach to the teacher’s role, namely that of utilizing the principles of game designing. In this sense a learning designer’s role is multifaceted and requires a combination of skills and competencies to create engaging and enjoyable gaming experiences. These competencies can vary depending on the specific type of games being designed (e.g., video games, board games, mobile games) and the complexity of the projects. Game designers need to generate innovative and unique ideas for game concepts, mechanics, characters, and worlds. Creativity is the foundation of designing captivating and memorable games. In ludo didactics the cornerstone of the design is the student’s experience and the meaning they give to it. (Renger & Hoogendoorn, 2019, 38).

The ludo didactic training process and the teacher’s role in it

To find out how the ludo didactic training process was applied and adapted in the partner organizations we conducted a small-scale survey among the participants of Erasmus+ project Move your mind. They were from Denmark, the Netherlands, Belgium, Switzerland and Italy. Our aim was to gather information from participants about their attitudes, opinions, behaviors, and experiences regarding ludo didactics in their work.

The data was collected during the transnational meeting of the project held in Arezzo, Italy on November 15, 2023. The approach to gather information from the participants was conducted by using a questionnaire with open-ended questions. An open-ended questionnaire allows the respondents to answer the question in their own words, without any pre-determined response options and thus it produces qualitative data to be analyzed and drawn conclusions of. (e.g. Young, 2016.) As part of the transnational project meeting the survey sheets were handed for the participants with eight questions and time give to answer the questions. The partners returned them for the representatives of Jamk. The amount of the participating organizations in this survey was nine.

The data was analyzed by the authors of this article, Senior Lecturers Seija Koskela and Jari Karttunen from Jamk University of Applied Sciences. After a preliminary analysis of the gathered data, we asked more detailed questions to clarify the answers for the questions presented in the survey. This information helped us to draw the profile of the ludo didactic teacher and the competences needed in applying ludo didactics in teaching and training. This data is saved at Jamk University of Applied Sciences in Jyväskylä, Finland. (e.g. Karttunen & Koskela, 2023.)

In the responses the partner organizations use both the terms “teacher” and “trainer” for professionals using and developing ludo didactics for and in their educational work. Sometimes these terms occur intertwined. We use “teacher” in this article to describe also trainers’ work and experiences of applying ludo didactics.

Ethical review and approval were conducted in accordance with European Union and local legislation and institutional and company requirements. Written informed consent to participate in this study was provided by the participants. Participation in the study was part of the Move Your Mind Erasmus+ project.

The teacher in the ludo didactical designing process

It is not always easy to adapt the teacher’s new role and start developing learning processes according to the ludo didactical principles. The different phases of the process can raise different kind of challenges. We asked our fellow participants to describe the challenges they met while designing the learning processes, what happened during the process, what promoted or prevented the design process and what kind of change or result was pursued.

The beginning of the design process

It may be difficult to start a collaborative design process if the backgrounds of the teachers are different. For instance, if one teacher has an academic teacher education while another has a more technical background, bridging the gap can be daunting. According to research the lack of a common language is the biggest obstacle in deep collaboration. Therefore, before embarking on the design process, it is essential to clarify the terms and concepts used. However, having different backgrounds can also be advantageous and a similarity in the background and experience of the teacher could also be seen as a disadvantage. One of the partners noted that the differences were good and teachers learned from each other. This cross-pollination of ideas and perspectives seemed to enrich the collaborative experience of starting a process of applying ludo didactics to teaching.

Conversely, a similarity in teacher background and experience may pose challenges. For instance, if all designers have teacher’s education and a deep understanding of pedagogy, they might struggle to break free from the confines of the existing curriculum. Thinking outside the established norms becomes harder when everyone shares the same educational foundation.

To conclude, recognizing both the benefits and possible challenges stemming from diverse backgrounds is essential as teachers begin their collaborative design process.

A change that was aimed at during the process?

In the context of educational transformation, the partner organizations articulated specific goals and strategies. This chapter explores their perspectives on change, emphasizing student behavior, motivation, and innovative teaching approaches.

A change in student behavior and motivation included a vision of making learning enjoyable, fostering enthusiasm, self-confidence, independence, and active student engagement. The goal was to empower students to work independently, minimizing reliance on the teacher. Another goal was to be aware of diverse student profiles and varied learning opportunities. This meant recognizing the diversity of student profiles and the aim was to provide tailored learning opportunities. The objective was to cater to both adult and young learners, ensuring a variety of educational experiences.

Ludo didactics was also used to aim at boosting learner confidence and communication skills. By creating ludo didactic actions and tools, learners were encouraged to identify their strengths and abilities. Here ludo didactics was seen as a method that enhances learner self-confidence and communication skills. The teachers also stated that ludo didactic approach allowed focusing on emotions, aesthetics, and other nuanced aspects of teaching, enriching the learning experience.

Acknowledging the importance of playful learning, all partners emphasized a mindset shift among trainers. The goal was to foster creativity, adaptability, and a fresh perspective in designing training activities. By introducing more ludo didactics, engagement, curiosity, and fun were enhanced.

As a conclusion, diverse aims and strategies collectively contribute to an innovative and transformative educational landscape as well as better educational opportunities.

What made the change possible or inhibited it?

Designing a learning process based on ludo didactical principles demands significant time investment, especially during the initial adoption phase. Also designing the training from the very start till the end has been one key component to succeeding and taking ludo didactics into practice by the teacher. This has given the teacher self confidence to lead and monitor the actions of the participants and guide their work and behavior.

Sharing of thoughts and dialogue between the teachers even during the design process is vital. Teachers’ enthusiasm serves as a prerequisite for successful implementation. Their passion and commitment drive the process forward.

The design process can be time-consuming, potentially discouraging for some. However, starting from scratch and guiding the training process from beginning to end is crucial for effective ludo didactics adoption. This approach empowers teachers to lead, monitor participants, and shape their behavior.

A confident trainer can seen as creator of a sense of safety within the group. This confidence allows for effective facilitation and participant engagement. An important factor is that teachers share experiences, expertise, and ideas among professionals. Dialogue during the design process enhances collaboration and ensures relevant adaptations. Commitment to ludo didactics hinges on teacher enthusiasm and organizational possibilities. Support from enthusiastic directors enables adaptation and effective implementation of ludo didactic approach.

Required competences

In traditional learning processes teachers need knowledge in their subject and skills in student-centred pedagogy. When we think about designing traditional learning processes and the skills and knowledge requirements needed, we acknowledge that the teacher needs to be professional in the content (or subject/field) and know the pedagogy, the current, student-centred, learning theories and their implementation in the learning process.

In ludo didactical process, teachers need to have new competences that are typically linked to game design. These competences are:

1. Open-Mindedness: Designers must be receptive to new ideas and approaches, willing to explore unconventional solutions.
2. Fearlessness: A willingness to take risks and learn from failures is crucial. Designers should not be afraid to experiment.
3. Curiosity: A curious mindset drives exploration and innovation. Designers seek novel ways to engage learners.
4. Perseverance: The design process can be challenging. Perseverance ensures that designers overcome obstacles.
5. Thinking Outside the Box: Creativity flourishes when designers break free from conventional thinking.
6. Creating the Right State of Mind: Designers shape the learning environment, fostering engagement and motivation.

In the design process trainers need to shift their focus from the content to the aesthetics of the student’s experience (Renger & Hoogendoorn, 2019, 81). Thus the trainers need the skill to think and design from back to front “Preja vu instead of déjà vu”, what kind of behaviour is expected to be seen (Renger & Hoogendoorn, 2019, 82).

Implementing ludo didactics often demands more time. Trainers draw on existing competences while acquiring new skills. Developing arts education workshops, for instance, covers competences essential for ludo didactic activities.

Teachers play a vital role in signaling positivity to students. Providing preliminary information about upcoming topics or themes prepares learners for deeper discussions and study.

Teachers must choose their approach to learners thoughtfully. Their mentality while using ludo didactics significantly impacts the learning experience.

A profound understanding of the subject matter is essential. Teachers committed to ludo didactics draw on this knowledge to enhance learning outcomes.

Introducing ludo didactics to new teachers requires thorough preparation. Organizers should provide detailed materials, counseling, and personalized induction. This ensures that teachers have the necessary skills, competences, and self-awareness to implement ludo didactics effectively.

Conclusion

Our initial question was if “a well-developed ludo didactical way of working puts the initiative completely in the students’ hands” (Renger & Hoogendoorn, 2019, 29), what the teacher’s role is”. From the answers of our small-scale survey among project participants we can conclude, that the teacher is the facilitator of the learning process – not in the front of the classroom, but in the background. However, it does not mean that teachers are not needed – quite the opposite. In designing a ludo didactical learning process the teacher has several roles and responsibilities.

As far as we can see ludo didactics uses various learning theories, practices and approaches as well as theories of service design in the background or as a backbone of the method/approach/theory. What needs to be kept in mind is that as a ludo didactic designer the teacher is always designing learning behaviour hoping to create aesthetic learning experiences for the students to absorb the content, to experience it and to remember it through this experience (Renger & Hoogendoorn, 2019, 49).

Learning – as well as teaching and training – can and should be fun and inspiring. It should be enjoyable in creating aesthetic learning experiences. If it means for the teacher to step aside then be it. A teacher who uses ludo didactical approach in their teaching has several roles which vary a lot according to the designing and training/teaching phases. As mentioned before it is important to give enough time to plan how to implement and use ludo didactics. Also one competence of the teacher is to diminish the role of the guidance of learning whilst the learners are gaming.

Every teacher or trainer has adopted their own theory-in-use which can differ from their espoused theory. People can improve their performance, i.e. teaching, by becoming more aware of their theories-in-use and aligning them with their espoused theories. (Argyris & Schön, 1974.) This requires critical reflection, feedback, and dialogue to uncover and challenge the underlying assumptions and patterns of behaviour that shape their theories-in-use. These requirements apply when teachers are hoping to change their current learning process design and teaching methods and absorb the principles of ludo didactics both as their theory-in-use and espoused theory.

”The problem of the pupils is found in subject matter; the problem of teachers is what the minds of pupils are doing with the subject matter – The teacher has to be a student of the pupil’s mind.”

(Nilssen & Solheim 2015)