Recently, the uniqueness of Generation Z has gained significance in public discourse. Therefore, it is crucial to adapt education and work environments to the needs of this generation’s people. Challenges for universities (KTU as well) arise from the need to provide opportunities for personal growth and present information not found on social media. This is why professors are implementing movies, games, and other activities into their lectures—it makes it easier for students to be involved in the study process.
Vilma Sukackė, lecturer at the Kaunas University of Technology Faculty of Social Sciences, Arts and Humanities (KTU FSSAH) stresses that the modern generation of students is exposed to more information and more means of providing and processing it. Therefore, every lecturer should aim to encourage their students to learn something that can not be found on YouTube or TikTok.
“To get Generation Z interested, we must “talk in their language”. This means, we need to know the words they use, their interests, what is popular right now, and what is outdated. This is why I sometimes follow or take an interest in things that are not my hobbies or even go against my values. Students look at lecturers differently if they see that they are up to date with the newest social trends,” says Sukackė. The lecturer Vilma Sukackė implements various innovative engaging learning methods in her classes, which has brought her an award in the Innovative Teaching Competition.
Usually, Vilma Sukackė’s lectures are pleasantly surprising for students. In the innovative lectures, students can study the material by comparing it to the Netflix movies, which represent reality. Students can also play team games, which often represent the subjects taught by Sukackė—research methods and modern educational systems and technologies.
“In my teaching years, I have noticed that modern students are negligent with written sources. Therefore, I need to think of other ways to provide information or motivate the students to read. It is also clear that students have a very short attention span, so I need to vary between my ways of delivering content, the media I use, my body language, and even perform a stand-up—I often like to refer to my classes this way,” says Sukackė with a smile on her face. She had also enhanced her competencies in EDU_Lab.
Issues of data security in movies
The courses on research methods are among the most difficult topics at the university because they require hard work from professors and students. According to Vilma Sukackė, students often lack specific experience to objectively assess the importance of such difficult topics. Therefore, they tend to resist them.
It is a tough task for professors to convince students that mastering research methods is not only useful for future researchers.
“Movies and documentaries on Netflix are excellent for discussing data collection, data leaks, internet awareness, and the validity of experiment results. Such movies realistically depict unethical data use and its consequences, which contributes to developing students’ critical thinking skills,” says lecturer Sukackė.
When watching movies, it is easier for students to distinguish the differences between data collection and analysis for research purposes, regulated by the Ethics Commission in Research, and the same processes on social media platforms.
“We can see what scientists can do with the data and we can also understand the malicious intentions of people, companies or groups interested in our data. We discuss data protection on the internet, what personal data we have disclosed without realising it, and how it can be or has already been used against us,” says Vilma Sukackė.
Hidden meaning in games
The lecturer notes that gold and oil no longer remain the most valuable resources. At this point, it is data. Targeted data collection, analysis, interpretation, and the use of software to optimise processes and ensure the quality of the results is essential.
“In some of my classes, I implement gamification elements. For example, my students often play the game “Who Wants to Be a Millionaire?”. Playing this game, students compete in teams and answer various questions in research ethics and access of qualitative research data analysis,” says Vilma Sukackė.
Another game the lecturer often applies to her classes is “Soup, Salad, Sandwich”. Working in teams, students must decide, whether the food in the pictures (for example: ice cream, lasagna, smoothie) is soup, salad or a sandwich. Even if the game might seem silly at first, there is a deeper meaning behind it.
“When playing this game, students realise that the same data can be perceived, categorised, and presented differently. Therefore, it is crucial to correctly choose and follow the conceptual framework of the study, to ensure a transparent process of data analysis and to be more critical of the information,” says Vilma Sukackė.
A game called “What Do You Meme?” is a great way for students to develop their creativity and analytical skills. The game is about creating the best meme from the viral visuals, meme templates and random text.
Students then analyse the message of the created memes in the modern sociocultural context and assess which multimodal elements convey the message and help the recipient understand it best.
