As countries prepare to participate fully in the increasingly knowledge-based, digital global economy, their education systems must evolve to better prepare tomorrow’s workforce with 21st century skills—technology literacy and the problem solving, creativity and collaboration skills that it promotes. One approach that holds promise for creating this shift is eLearning—the use of technology to support improved teaching and learning outcomes. What, how, when and where we learn is set to undergo dramatic change. Globally over 150 million children participate in pre-primary education. Education needs to ensure it is training people for the skills, knowledge and jobs of the future, or face redundancy.
Today’s learners want a learning experience that fits their personal needs, learning speed, preferred learning style, and, most importantly, their learning pathway – in other words, learning personalized for them. In a personalized learning environment, contents display is adapted to individual learning styles and needs. Content discovery moves from a “course catalogue” style to an adaptive model. In the old model, everyone learns from the same materials at the same pace. In an adaptive model, students are presented with learning activities based on what they know, what they need to know, and what has worked for other students like them.
According to the way they understand the basic information about the lessons, provided by their educators, which seems to be unique for each personality, questions may be revealed, as they are triggered by their environment.
The interactivity between young learners and received education, depends on the unique way in which each student can combine information received by educators and books and their stimulations from their environment. Consequently, according to the way the students feel and breathe the needs and the demands from their everyday life and environment, they can imagine innovative solutions about problems. These solutions may be based on the education received by their educators and constructed according their unique way of interaction with their environment.
Moreover, young’s have the innate behavioral characteristic of making questions, so as a result of the interactive lesson, new questions will come up, which can be collected and evaluated by their educators, as long as by the AI-equipped proposed gaming platform. What the students will actually do is the shaping of the educational procedure and the forming of a unique, adaptive school curriculum. As a result, each student will share his/her unique interference with knowledge, by constructing a question, which will be shared to other students and participators in the learning procedure, through the proposed gaming platform.
Consequently, our solution is The 5E-ducational Model, which is consisted by the basic steps of:
Engage children to produce knowledge
Explore the educational processes
Explain the targets and the rules
Evaluate cognitive procedure
Children are going to be implicated into a gaming process leading them to the conquest of the knowledge. The ultimate aim (KNOWLEDGE) of this gamification ( GAMIng and educaTION) model will come up as a great surprise for all (educators and children). The focusing effort concerns the rules of the gaming processes and the goal of winning into the game. Precisely the children are going to produce the necessary knowledge in order to proceed into the next level of the game and finally to win! Actually the children are going to be the teachers, that will propose the questions, which themselves and other players, should be able to answer in order to continue playing. Noteworthy that the selection of the players who will consist the teams will be random, so the teams at first may be impersonal, encouraging although the inter and intra team interactions of the players. On the other hand, the teachers are going to evaluate the questions and their proposed by the students’ answers. In this way, the teachers get a direct feedback of the learning procedure and have the advantage to interfere and guide the misleaded groups of students towards the correct direction. In other words, the children will be the educators of themselves and the educated team at the same time, while the educators will have the advantage to supervise and lead the educational process without being annoyable to the children.