Facilitation of the theoretical content of Computer Applications Technology to enhance self-directed learning

Abstract

The focus of this study was to determine how gamification in the teaching-learning of Computer Applications Technology's theoretical content could contribute to the development of self-directed learning characteristics of Generation Z learners. From the literature, it appears that learners could experience the learning of theoretical content as difficult and subsequently learners were often not motivated and engaged in the teaching and learning of theoretical content.

The Computer Applications Technology curriculum included a practical and theoretical component, which contributed to the development of knowledge and skills that were essential for the 21st century. It is, therefore, important that Computer Applications Technology learners should be self-directed learners, who were motivated and engaged in the learning content of the practical as well as the theoretical component of the Computer Applications Technology curriculum.

A basic interpretive study, within an interpretivist paradigm and qualitative approach, was applied as research design. The population consisted of Grade 8 to Grade 12 learners from a secondary school in the Western Cape province in South Africa. Purposive sampling was applied and 106 Grade 11 and Grade 12 Computer Applications Technology learners gave assent to participate in the research. A direct teaching approach was first followed to facilitate theoretical content during the second term, but during the third term, gamification was applied as intervention. Pre- and post-open-ended questionnaires were administered to participants. Thereafter focus group interviews were conducted.

Results indicated that Generation Z learners displayed some self-directed learning characteristics, wanted instant gratification, and lacked skills such as self-motivation, critical thinking and collaboration. A teacher-centred approach was found not suitable for facilitating theoretical content to Generation Z learners. Gamification had potential for enticing them to experience theoretical content in a more engaging and enjoyable experience and fostered self-directed learning.

A limitation of the study was that the population only consisted of male learners. Further research was suggested on the application of gamification to enhance self-directed learning learners in diverse contexts.