Fostering Inclusive Education through Gamification in Secondary Schools in Malta: Enhancing Student Assessment
DOI:
https://doi.org/10.62695/GXSV5798Keywords:
Inclusion, Gamification;, Assessment;, Teaching methodologies, DiversityAbstract
This study explores the integration of gamification and Technological Advanced Machines (TAMs) to foster inclusive education and enhance student assessment in secondary schools. Utilising a mixed-methods approach, the study combines quantitative data from online questionnaires with qualitative insights from semi-structured interviews. The research investigates how TAMs can address the diverse needs of students. Findings reveal that while educators recognise the potential of gamification and TAMs to boost student engagement and motivation, challenges such as technical difficulties and the need for professional development persist. The study highlights the importance of personalised learning approaches, culturally responsive teaching practices, and continuous professional development to implement these technologies effectively. By integrating the Universal Design for Learning (UDL) theoretical framework with empirical evidence on gamification effectiveness, student engagement, and technology adoption, this research provides valuable insights. It offers actionable recommendations for educators and policymakers to enhance inclusive education through gamified learning environments and TAMs. The study highlights the idea that a holistic approach, combining technological solutions with inclusive pedagogies, is essential for creating equitable and engaging learning environments that cater to the diverse needs of all students.
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