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From Traditional to Distance Learning: Chronicle of a Switch From Physical to Virtual – Using the Game Metaphor to Understand the Process

From Traditional to Distance Learning: Chronicle of a Switch From Physical to Virtual – Using the Game Metaphor to Understand the Process

Lucia Bartolotti
Copyright: © 2021 |Pages: 21
ISBN13: 9781799876380|ISBN10: 1799876381|EISBN13: 9781799876397
DOI: 10.4018/978-1-7998-7638-0.ch006
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MLA

Bartolotti, Lucia. "From Traditional to Distance Learning: Chronicle of a Switch From Physical to Virtual – Using the Game Metaphor to Understand the Process." Handbook of Research on Teaching With Virtual Environments and AI, edited by Gianni Panconesi and Maria Guida, IGI Global, 2021, pp. 119-139. https://doi.org/10.4018/978-1-7998-7638-0.ch006

APA

Bartolotti, L. (2021). From Traditional to Distance Learning: Chronicle of a Switch From Physical to Virtual – Using the Game Metaphor to Understand the Process. In G. Panconesi & M. Guida (Eds.), Handbook of Research on Teaching With Virtual Environments and AI (pp. 119-139). IGI Global. https://doi.org/10.4018/978-1-7998-7638-0.ch006

Chicago

Bartolotti, Lucia. "From Traditional to Distance Learning: Chronicle of a Switch From Physical to Virtual – Using the Game Metaphor to Understand the Process." In Handbook of Research on Teaching With Virtual Environments and AI, edited by Gianni Panconesi and Maria Guida, 119-139. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7638-0.ch006

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Abstract

In winter 2020, Coronavirus silently spread from a Chinese metropolis globally. Schools closed and emergency distance teaching was enforced wherever possible. This chapter examines this phenomenon as it took place in an Italian upper secondary school and applies the rules of gamification as a key to understanding the process and the interconnections of all the agents that played a role. The theoretical background includes Werbach and Hunter's game theory, the SAMR model of Ruben Puentedura, and the findings of social and emotional learning (SEL), with the aim to analyze not only the technical transformations with their consequences on teaching practices, but also the emotional impact the pandemic had on teachers and pupils. The results of the first national surveys about the effect of the lockdown months are taken into consideration to validate the author's experience, as well as articles and studies from sources such as UNESCO, OECD, and the Economic World Forum. The description of what happened as if it were a proper game may shed some light into the complexity of this experience.

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