Research Article
A Gamified Community for Fostering Learning Engagement Towards Preventing Early School Leaving
@INPROCEEDINGS{10.1007/978-3-319-29060-7_14, author={Hariklia Tsalapatas and Olivier Heidmann and Rene Alimisi and Dimitris Koutsaftikis and Spyros Tsalapatas and Elias Houstis}, title={A Gamified Community for Fostering Learning Engagement Towards Preventing Early School Leaving}, proceedings={Serious Games, Interaction, and Simulation. 5th International Conference, SGAMES 2015, Novedrate, Italy, September 16-18, 2015, Revised Selected Papers}, proceedings_a={SGAMES}, year={2016}, month={3}, keywords={Communities Gamification Inclusion Early school leaving}, doi={10.1007/978-3-319-29060-7_14} }- Hariklia Tsalapatas
Olivier Heidmann
Rene Alimisi
Dimitris Koutsaftikis
Spyros Tsalapatas
Elias Houstis
Year: 2016
A Gamified Community for Fostering Learning Engagement Towards Preventing Early School Leaving
SGAMES
Springer
DOI: 10.1007/978-3-319-29060-7_14
Abstract
Early school leaving is a complex phenomenon that may adversely affect on a learner’s future development. ESL is the result of a combination of factors, such as insufficient school curricula understanding, low value placed on education by families, unavailability or low capacity of parents to support learners in schooling, insufficient parent-teacher-learner communication, and more. Many factors are socio-economic and are related to the extended social environment of learners. This work aims at strengthening the ties of school networks aiming at preventing ESL risk factors to set root in a learner’s life through early interventions that start in primary school. This is pursued through a gamified school community and supporting gamified complementary to school curricula learning activities that aim at fostering engagement of parents, teachers, and learners. The community promotes a sense of affiliation, opens-up communication channels, and promotes a positive school environment for the benefit of learners and their parents.
