Transforming Adult Education Through Classroom Games
Walking into a classroom full of reluctant adult learners can feel like facing an uphill battle. These students, often mandated to attend courses by job centres, arrive with defensive attitudes and a strong desire to be anywhere else. Traditional teaching methods frequently fall flat, leaving educators searching for innovative approaches to break through the barriers of disengagement.
This fascinating action research project explores one educator's journey from skepticism to success using educational games in adult learning environments. Initially doubtful about incorporating activities like word searches and crosswords, the researcher discovered these seemingly simple tools held unexpected power to transform classroom dynamics.
The study examined six different gaming activities across multiple skill levels, from entry-level learners to advanced professional courses. Through careful observation, learner feedback, and attendance tracking, surprising patterns emerged that challenge conventional assumptions about adult education.
Snakes and Ladders became a vehicle for health and safety discussions, while murder mystery scenarios developed problem-solving skills and team collaboration. Model-building exercises revealed hidden insights about learner confidence and gender assumptions around practical tasks. Quiz-style activities like "Who Wants to be a Millionaire" generated intense engagement, even among initially resistant participants.
Perhaps most intriguingly, the research reveals that course level doesn't predict game receptivity. While logic suggests higher-level students would reject "childish" activities, the evidence tells a different story. Professional accountancy students showed resistance, yet teacher training participants enthusiastically embraced the same approaches.
The findings extend beyond simple engagement metrics. Games created unexpected learning moments – one unemployed participant discovered physical limitations affecting his job search options, while female learners gained confidence in traditionally male-dominated activities. These outcomes suggest games offer more than entertainment; they provide safe spaces for skill development and self-discovery.
Attendance rates soared from 30% to 100% when students knew games were planned. Some classes were even "gate-crashed" by eager participants who had heard about the activities. Yet success wasn't universal – some games failed completely, raising important questions about timing, context, and learner readiness.
This comprehensive research challenges educators to reconsider their assumptions about adult learning preferences while providing practical insights into implementing game-based approaches effectively. The results offer valuable guidance for anyone working with challenging learner populations.