Due to a rapid development of digital services and digital transformation in a wide range of disciplines, new challenges have emerged seeking out to acquire digital skills and gain digital competence (Vuorikari et. al., DigiCompEdu 2.2, 2022). Learning about information technology can be quite challenging for STEM-oriented students, and it’s even more challenging for non-STEM students (May, 2022). However, new possibilities to teach non-STEM students about fundaments of information technology have emerged as a result of new developments in the fields of artificial intelligence, gaming, virtual reality, etc. In order to provide an effective education approach for non-STEM students a model that uses advanced artificial technology has been formed. In this model students learn about a non-STEM subject by using information technology paired with artificial intelligence. More precisely, students boost their literacy skills by writing a story that will be used as a scenario. This scenario has to be structured well-enough to be processed by algorithms based on artificial intelligence that generate a video game based on a created scenario. Regarding the scenario, technics and methods, students learn more about both structured writing and literacy, and information technology at the same time.
Gamification as a method, among others, describes a social context by game-elements such as awards, rule structures, and interfaces that are inspired by video games. Mathias Fuchs et. al. (2014) analyses the role and impact of gamification method in business and wide society suggesting revising the question of re-thinking the method by applying it in a number of other fields (e. g. education, business, health, wide society, etc.) (Hartmann, 2022).
By integrating literacy and creativity fostered by gamification method, non-STEM students learn about literacy and coding simultaneously and boost-up their STEM skills. They get more familiar with STEM aspects by mapping information literacy in the field, and their motivation is increased since they are provided with engaging and assisted environment. This process has been based on the gamification method with an aim to support process of strengthening four different competences 1) literary competences, 2) writing in a foreign language, 3) coding and STEM skills and 4) lifelong learning competences.
References
- Fuchs, M., Fizek, S., Ruffino, P., & Schrape, N. (Eds.). (2014). Rethinking gamification. Lüneburg: Meson Press.
- Hartmann, F. G., Mouton, D., & Ertl, B. (2022). The Big Six interests of STEM and non-STEM students inside and outside of teacher education. Teaching and Teacher Education, 112, 103622. Elsevier Ltd. https://doi.org/10.1016/j.tate.2021.103622
- Kampylis, P., Punie, Y., & Devine, J. (2015). Promoting effective digital-age learning – A European framework for digitally-competent educational organisations. Luxembourg: Publications Office of the European Union.
- Kergerl, D., Heidkamp-Kergel., B., Arnett, R., & Macino, S. (2020). In Communication and Learning in an age of Digital Transformation. Routledge Press.
- May Brienne, K., Wendt, J. L., & Barthlow, M. J. (2022). A comparison of students’ interest in STEM across science standard types. Social Sciences & Humanities Open, 6, 100287z. Elsevier Ltd. https://doi.org/10.1016/j.ssaho.2022.100287
- Vuorikari, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2: The digital competence framework for citizens, EUR 31006 EN. Luxembourg: Publications Office of the European Union. https://dx.doi.org/10.2760/115376
Ivana Ogrizek Biškupić1, Mario Konecki2, Mladen Konecki2
1Algebra University College, Zagreb, Croatia; 2University of Zagreb, Croatia
English 
French