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Lecturer professional identities in gamification: a socio-material perspective

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Lecturer professional identities in gamification: a socio-material perspective. / Howard, Natalie-Jane.
In: Learning, Media and Technology, Vol. 48, No. 3, 31.07.2023, p. 476-492.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Howard, N-J 2023, 'Lecturer professional identities in gamification: a socio-material perspective', Learning, Media and Technology, vol. 48, no. 3, pp. 476-492. https://doi.org/10.1080/17439884.2022.2086569

APA

Howard, N-J. (2023). Lecturer professional identities in gamification: a socio-material perspective. Learning, Media and Technology, 48(3), 476-492. https://doi.org/10.1080/17439884.2022.2086569

Vancouver

Howard N-J. Lecturer professional identities in gamification: a socio-material perspective. Learning, Media and Technology. 2023 Jul 31;48(3):476-492. Epub 2022 Jun 6. doi: 10.1080/17439884.2022.2086569

Author

Howard, Natalie-Jane. / Lecturer professional identities in gamification : a socio-material perspective. In: Learning, Media and Technology. 2023 ; Vol. 48, No. 3. pp. 476-492.

Bibtex

@article{6d5673a85295424ea78d7599b11ba318,
title = "Lecturer professional identities in gamification: a socio-material perspective",
abstract = "Online gamification is an innovative educational practice, yet little is known about how the socio-material imbrications entailed in this pedagogical approach influence educator professional identities. Adopting a social-material sensibility to examine lecturer professional identities, this qualitative study mobilises visual-elicitation interviews and observations to understand the nuanced lecturer identity positions emanating from Kahoot! gamified practice in a Middle East college. Following a socio-material narrative analysis, the imbrication of people and Kahoot! reveals four distinct identity positionings underpinned by the material affordances and constraints of gamification. This study contributes to the growing body of research into how subject positions are manifested through the imbrications of human actors and materiality, revealing that the enactment of Kahoot! is not a neutral process, but one which may have transformative effects for lecturer professional identities in the higher education gamification context.",
keywords = "Gamification, identity, higher education, socio-material, imbrication, Kahoot!",
author = "Natalie-Jane Howard",
year = "2023",
month = jul,
day = "31",
doi = "10.1080/17439884.2022.2086569",
language = "English",
volume = "48",
pages = "476--492",
journal = "Learning, Media and Technology",
issn = "1743-9884",
publisher = "Routledge",
number = "3",

}

RIS

TY - JOUR

T1 - Lecturer professional identities in gamification

T2 - a socio-material perspective

AU - Howard, Natalie-Jane

PY - 2023/7/31

Y1 - 2023/7/31

N2 - Online gamification is an innovative educational practice, yet little is known about how the socio-material imbrications entailed in this pedagogical approach influence educator professional identities. Adopting a social-material sensibility to examine lecturer professional identities, this qualitative study mobilises visual-elicitation interviews and observations to understand the nuanced lecturer identity positions emanating from Kahoot! gamified practice in a Middle East college. Following a socio-material narrative analysis, the imbrication of people and Kahoot! reveals four distinct identity positionings underpinned by the material affordances and constraints of gamification. This study contributes to the growing body of research into how subject positions are manifested through the imbrications of human actors and materiality, revealing that the enactment of Kahoot! is not a neutral process, but one which may have transformative effects for lecturer professional identities in the higher education gamification context.

AB - Online gamification is an innovative educational practice, yet little is known about how the socio-material imbrications entailed in this pedagogical approach influence educator professional identities. Adopting a social-material sensibility to examine lecturer professional identities, this qualitative study mobilises visual-elicitation interviews and observations to understand the nuanced lecturer identity positions emanating from Kahoot! gamified practice in a Middle East college. Following a socio-material narrative analysis, the imbrication of people and Kahoot! reveals four distinct identity positionings underpinned by the material affordances and constraints of gamification. This study contributes to the growing body of research into how subject positions are manifested through the imbrications of human actors and materiality, revealing that the enactment of Kahoot! is not a neutral process, but one which may have transformative effects for lecturer professional identities in the higher education gamification context.

KW - Gamification

KW - identity

KW - higher education

KW - socio-material

KW - imbrication

KW - Kahoot!

U2 - 10.1080/17439884.2022.2086569

DO - 10.1080/17439884.2022.2086569

M3 - Journal article

VL - 48

SP - 476

EP - 492

JO - Learning, Media and Technology

JF - Learning, Media and Technology

SN - 1743-9884

IS - 3

ER -