Abstrakt
Digital technologies have enriched teachers' toolbox. However, they are frequently a source of distraction (McCoy 2016) and seem to exert an adverse effect on students' participation (Taneja et al. 2015).
To tackle these challenges, educators have been relying on practices such as laptop zoning (Aguilar-Roca et al. 2012), self-determination theory framework (Cheon and Reeve 2015) and gamification (de-Marcos et al. 2016). When used in line with the learning outcomes, game-oriented learning tools could increase participation of low-engagement students (da Rocha Seixas et al. 2016).
We aim to present such learning tool, IMAGLEE playing cards, as a part of the gamification approach, but without the dependence on digital technologies. Multi-semiotic and pictogram-based, IMAGLEE has been adopted in classroom practice at several institutions of primary and secondary learning.
We also plan to share our preliminary experience from the tertiary learning environment at the CIEE institute, Prague.