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Involvement, concentration, and motivation using active learning activities on generation Z
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The Covid-19 pandemic had an enormous impact on the Higher Education teaching-learning process, of students from Generation Z. Additionally, Generation Z is characterized by easy access to the technology world, such as the internet, iPods, iPhones, and more recently the ChatGPT. The problem arises: how can teachers attract Generation Z's attention and involvement in a classroom context, namely in the Higher Education system? This article aims to answer this question by describing the implementation of Active Learning Activities during the Advertising and Public Relations Course Unit, among Marketing Bachelor students, at Bragança Polytechnic University.
Role Play was designed on behalf of undergraduate marketing students and implemented in the classroom. The principal goal was to simulate a real situation between an Advertising Agency and a Client. Several Active Learning techniques were introduced by complementing the principle one, such as small group work activities, in-class writing, and large group discussions. Results reveal that Active Learning activities are determinant to attract Generation Z's attention and involvement. By observing students and filming the class it was demonstrated that students were highly involved in real work context simulation by the Role Play. All students participated. They enjoy interacting with their pairs. As a result, students were involved, concentrated, and highly motivated during the activities.
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Active learning Role-play Higher education Teaching-learning pedagogical practices Simulation of real-world activity
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Citação
Coelho, A.S., Costa, J.; Martins, O.M.D. (2024). Involvement, concentration, and motivation using active learning activities on generation Z. In 16th International Conference on Ed Learning Technologies. p. 10744-10751. ISSN 2340-1117. DOI: 10.21125/2024.1638