Gamifying education : exploring the ethical landscape in primary schools

Abstract

The integration of gamification into primary education has gained significant attention due to its potential to enhance student engagement and motivation. This dissertation explores the ethical concerns that stem from the use of gamification in primary-level education. The study reveals a complex ethical landscape encompassing diverse themes such as data privacy, inclusivity, fairness, and psychological well-being. Ten participants in the study were selected through purposeful sampling who expressed concerns concluded over open-ended questions in semi-structured interviews relating to data protection laws, emphasizing the need for responsible data collection and usage. Inclusivity and fairness emerge as fundamental principles, calling for strategies that accommodate diverse student abilities and preferences while avoiding exclusion or disadvantage. Participants highlight the importance of fostering a positive and inclusive learning environment where gamified content and representation reflect the diversity in the classroom. Moreover, the study provides insights into ethical considerations during the design of gamification strategies. Recommendations include encouraging open communication, supporting and encouraging students, and ensuring adaptability to individual abilities. The voluntary nature of participation is stressed, as participants underscore the need to assess students' well-being regularly and intervene if gamification elements cause psychological distress. The research also delves into ethical concerns surrounding social interactions facilitated by gamification. Participants identify potential issues such as exclusion, bullying, and excessive competition, emphasizing the importance of clear rules and guidelines for respectful behavior and promoting collaboration over cutthroat competition. By addressing these ethical concerns, educators can harness the benefits of gamification while upholding principles of fairness, inclusivity, and data privacy in primary-level education. The dissertation offers a comprehensive understanding of the ethical considerations in gamified learning, providing valuable guidelines for educators and policymakers in pursuing responsible and effective gamification implementation.