Examensarbete inom pedagogiskt arbete : Spelifiering och motivation till skrivande hos spelvana elever på högstadiet.

• Main Authors: Andersson, Emelie, Grinblatt, Samuel
• Format: Others
• Language: Swedish
• Published: Högskolan Dalarna, Pedagogiskt arbete 2019
• Subjects: Progymnasmata; gamification; spelifiering; fabel; motivation; spel; Pedagogical Work; Pedagogiskt arbete
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:du-31622

In the survey Unga &amp; Medier initiated by Statens medieråd 2017, 3000 teenagers were asked about their gaming habits. The survey was made in collaboration with SCB (Statistiska Centralbyrån) and it is the most extensive examination of its kind ever produced in Sweden. It showed that 50% of the participating boys played more than three hours per day at the age of 16. At the same time, students’ results in school are sinking in general, especially the writing ability. Skolverket (2015) deems that the combination of inner and outer motivation has the biggest effect on students’ ability to successfully solve a task. The study presents the difficulties of altering the precieved motivation of the students’ and the complexity of using self-report questionnaires as a messurement tool. The aim of this study is to investigate how D’Angelos model of progymnasmata in combination with gamification can affect students’ motivation to produce written texts. Two methods were used. First; self assessment and second; a material based on one step of the antique instrument progymnasmata, the fable, which was created and tested with two groups of students, where one of the groups had a thematic based on gamification. The results proved, although the participation was low, that the quantity of written data was improved while the motivation was unaffected. In conclusion, the study did not have an effect the way it was expected to do, although this has been taken in consideration while potraying the complexity of motivation as a concept. === <p>Svenska</p>