Playing with “Fun Failure” in higher education -Experiences from Non-Virtual Lessons. Lecturer, Ph.D. student Camilla Gyldendahl Jensen & Programme Manager, Ph.D. Susanne Dau, Research Programme of Professional Development & Educational Research, R&D. University College of Northern Denmark

Goals that vary through different levels. Educational Games are pronounced "serious games" with the characteristic of having a specific structure with defining traits (Morris, Croker, Zimmerman, Gill, Romig, 2013; McGonigal, 2012). Goals that vary through different levels. Rules define the limits and available opportunities in achieving the goal Instant feedback provides students with valuable information about the progression The students will experience "flow" in their process when the difficulty increase proportionally for each new level. Voluntary acceptance of the game rules and content are known to enhance motivation for the learning situation.

There is a lack of knowledge addressing how academic activities can be enhanced through the use of gamification, here especially the transformation of persuasive game element into a learning environment based on physical game objects (Haimari, Koivisto & Sarsa, 2014; Melero, Hernández-Leo, 2014). However, a literature review of empirical studies of gamification reveals existing gaps in the literature Although the benefits of gamification are found in several studies, the impact is highly context depended. Thus, the environment and the users are significant variables Moreover, implementation of educational games in the classroom is suppressed as existing games very often don't meet the substantive requirements of the teaching situation

Research question How can gamification afford reflective practice among undergraduates through the use of a “Fun failure” strategy in a non-virtual learning context?

RESEARCH DESIGN Experimental participatory design Case study relies on two classes in architectural and construction management education in their fifth semester. The data collection was carried out in 2016. It consisted of two eight hours workshops in each class monitored by three cameras. The empirical data were retrieved from 48-hour video observations and the students written portfolio. Subsequent a qualitative content analysis has been carried out. (Yin, 2013)

“Sequential Constructive Learning” FINDINGS The findings are based on qualitative content analysis and interpretation of the collected data. Based on coding the retrieved analysis categories of interpretation were; Metacognition, Reflection, Literacy, “Fun-failure”, “Sequential Constructive Learning” Engagement.

Sequential constructive learning Headlines Word Sentence Paragraphs Full text Sequential constructive learning And Literacy 1 2 The use of gamification strengthens the depth of the students' writing through a reflective and collaborative approach to the task. Moreover, a step by step approach facilitates the writing process in a continuous flow. 3 4

META - COGNITION Person 3: But there are no limits Person 2: Some of us should take all the inside of the building and then there is someone who can take anything around the outdoor areas and then there's somebody taking… Person 1: What if someone are taking materials? Person 2: Well it is not, don´t you think it is almost too narrow Metacognition is found to involve students behavior within in strategic planning of the task in their effort to achieve the goal. Metacognition is also a part of literacy competence develop through the process. Person 1: Jeg tænker at vi bliver nødt til at finde sådan nogle emner vi kan skrive nogle brikker til Person 3: Så er der en der tager materialer og en der tager…

REFLECTION In the beginning, reflection seems to be superficial, but at the end reflection is visible in their creation of the written portfolio. Videoclip reveals embodied reflective interaction. The physical artifact acts as a trigger of abstraction, obstruction, and lateral thinking. Moreover, reflection is present in embodied actions.

Fun failure is expressed in both verbal and nonverbal attitudes. A “Fiero” behavior is expressed as an emotional benefit of hard work as a result of the “game over” strategy.

Engagement seems to be the driver of the goal oriented persistence. Moreover, engagement progress from a collaborative level to a more individual self-directed stage.

Contributions By thinking in a simple and direct application of gaming principles, it is possible to design a learning situation that can facilitate academic literacy through a reflective and collaborative approach. This study offers a methodology for how to work with game-based learning without having to apply existing computer games that do not meet the substantive requirements of the instruction and the learning situation. Potentials are revealed by the assessment of group work, where student’s individual contributions are comparable to peers in a situation where gamification is applied.

Finally, this study will illustrate how to work with game-based learning aspects without using technology and traditional learning managements system (LMS), by applying gaming principles to a physical context. This approach contributes to existing research within the field of gamification as it offers a model of game designs element in non-game contexts.