Transgender and gender-diverse (TGD) training in social education degree: Believing and creating play and narratives for learning

Abstract

Game Based Learning (GBL) has demonstrated its efficacy in education by addressing issues such as student boredom, motivation, and active learning. This article specifically focuses on the implementation of a cooperative training workshop to assess university students’ satisfaction, motivation, and attitudes towards transgender and gender diverse (TGD) individuals. The project involved the participation of 36 students who engaged in a cooperative video game that promotes LGBTQI+ inclusivity. This immersive experience not only facilitated their learning but also fostered teamwork and familiarity with information and communication technology (ICT) programs and resources crucial to their future professional pursuits. The primary objective of the workshop was to enhance the training of students pursuing social education degrees and better prepare them for their future careers. The findings underscore the advantages of this cooperative workshop, which serves as a platform for students to develop practical skills, deepen their understanding of social issues, and cultivate positive attitudes towards TGD individuals. The study highlights GBL’s potential in reducing boredom, enhancing motivation, and promoting active learning. In conclusion, GBL offers promising prospects for transforming educational practices. The integration of cooperative workshops into teaching methodologies can have a positive impact on student engagement, learning outcomes, and attitudes. Further research is required to comprehensively comprehend and effectively incorporate GBL (digital game learning) into teaching practices. By harnessing the educational potential of games, we can create more engaging and effective learning environments that equip students with the necessary skills for their future careers in social education.