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TZID:Asia/Kolkata
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DTSTART:19700101T000000
TZOFFSETFROM:+0530
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UID:69f70e38389e6@www.vwbpe.org
DTSTAMP:20260503T085832Z
DTSTART;TZID=Asia/Kolkata:20260319T140000
DTEND;TZID=Asia/Kolkata:20260319T150000
LOCATION:Online
SUMMARY:Building a Studio Model in STEM
DESCRIPTION:Lead Presenter: Bluebarker Lowtide / Vasili GiannoutsosVenue: Workshop B – The RuinsWhy Shift an Engineering Class from Gamification to a Studio ModelOver the past several years, gamification has been an effective strategy in many classrooms, including engineering and STEM. Game-based systems—points, levels, badges, quests, and narrative framing—can increase motivation, lower anxiety, and make learning feel accessible. For a time, this approach successfully supported engagement and creativity.However, student needs, cultural conditions, and learning contexts have shifted. What once energized students now increasingly risks feeling artificial, extrinsically motivated, or disconnected from real-world expectations. As a result, continuing to rely on gamification alone no longer serves students as effectively as it once did—particularly in upper high school engineering courses.The move from a gamified classroom to a studio-based model reflects an intentional response to these changes.Objectives:We will talk about the pros and cons of Gamification and the new cycle towards a Studio Model.Insights Connection:Gamification gave a great look at what teaching and fun could be, but more real world inclusion was needed for the growing concerns for life after high school. Gamification was fun and learning did occur, but to develop working artifacts and portfolio items, a change was needed. So we re-vamped the structure and model of our class to a Studio Production. In a studio-based engineering class: Learning happens through making, testing, revising, and presenting projects to real audiences.Accessibility: Provide a written script during the presentation.
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