64 11.2 Positionality Statement

Reflecting on how my intersecting identities influence my approach to technology-enabled learning is essential. As a biracial woman born in the early 2000s, my perspective is formed by my cultural heritage and the technological advancements that have surrounded me throughout my life. Growing up in a digitally immersive environment has influenced my preference for technology-based education, particularly for gamification and GBL.  As a member of Generation Z, I take a critical stance on traditional, passive teaching approaches and believe that our generation often values interactivity, personalization, and creativity, seeking learning experiences that are engaging and relevant. My technology-rich upbringing has led me to value educational technologies’ engagement-enhancing potential.

Nonetheless, I recognize the dynamics affecting access to these technologies and how they can support or restrict engagement among diverse learners. Mindful of how my generational identity and technology-rich upbringing influence my views, I reflect on how these biases shape my approach to digital learning tools. While I see great potential in gamification for enhancing engagement and motivation, I also acknowledge that my perspective may differ from those with less access to technology. I seek to balance my enthusiasm for technology-enabled learning with an awareness of these disparities, aiming to create engaging and equitable approaches for all learners.