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Gamification - a pathway into EES Career Awareness

21 Apr 2021

In 2020, the core learning foundation, in collaboration with MCA and Jill Terry (VP technical capabilities BHP), proposed authentic, acara aligned resources industry-based games as a purposeful learning tool to create greater awareness of earth sciences learning and resources based career pathways. The games are unique and are an assessable task integrated into the science curriculum. Games are a learning tool; they are interactive, hands-on and based on problem-solving and critical thinking. The RFPS went to tender in November 2020, and in December 2020, the games developing tender was awarded to secret lab. The year 6 and 8 games commenced production in January 2021, with completion due in July 2021.

SITUATION The Resources Industry is suffering a critical skills shortage for the future. A homegrown talent pipeline of curious, skilled, data-literate individuals are needed to support its future endeavours and development to be successful in the Age of Digital Disruption.

VISION To enhance students' STEM capabilities and serve as a vital link between school learning and creating a viable, future talent pool for the resources industry to draw upon.

Gaming technology is hands-on, interactive learning which is enjoyable and engaging for both the educators and the students, taking them on a #therealclassroom journey with immersive, real-world experiences. Gamification learning can reach the full spectrum of remote and regional communities in which the resources industry operates, thereby helping to ensure that the learning experiences are inclusive and representative of the industry's footprint.

ACTION Engage today's students in earth science and resources through relevant application learning strategies which develop their interest in a resources industry career. Gamification is a learning tool based on the core learning philosophy, which aims to solve the resources industry critical skill-shortage of the 21st century. Games are hands-on and interactive; playing a game simulates the real experience and is the next best form of learning to 'doing the real thing, and for students, up to 90% of learning will be remembered from the game compared to reading is only 10%. (stats taken from the 'cone of learning).

 Read more here

If you or your school is interested in being a part of the pilot please contact:

Dr Richard Lilly

richard.lilly@adelaide.edu.au | kwww.nexus.org.au  
NExUS Program Leader and Minerals Industry Embedded Research Fellow

NexUS

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