Gamification in Economic Education at Secondary Schools Reflecting the Value Orientation of Students

Abstract

Gamification in secondary economic education mainly aims to produce a more engaging learning environment. In the paper, we argue that the effect of the game elements used with students during lessons should reflect their value orientation. If we want to increase the efficacy of games used in secondary schools, we should choose the educational objectives of each game very carefully and adjust game elements to the most important values recognized by most of the students in each class. Our sample of respondents considered educational values as very important, so teachers should always communicate the educational objectives to students clearly. Understanding the educational value of the game helps to increase students' interest, motivation and engagement in playing the game. For female students, it is even more important and motivating if the game also focuses on interpersonal relationships and helps them develop their social skills. On the contrary, male students especially appreciate practical focus of the game and economic significance of the knowledge or skills they learn while playing.