STARS EU Highlights explores gamification as a tool to foster critical thinking and inclusion among students

STARS EU Highlights explores gamification as a tool to foster critical thinking and inclusion among students

Sociologist Madelon van Oomstrom, from Hanze University of Applied Sciences, advocates in episode 4 for this integrative methodology, which boosts participation

Sociologist and Associate Professor at Hanze University of Applied Sciences (Netherlands), Madelon van Oomstrom, advocates the use of game-based learning to promote digital literacy, critical dialogue, and student participation. For the expert in digital transformation, gamification is becoming one of the “most effective” methodologies for transforming higher education.

She made this clear during her participation in a workshop for educators held in Tenerife, focused on digital literacy and inclusion, as well as in the fourth episode of STARS EU Highlights, the video podcast from the alliance about innovative teaching: Playing to Learn – Gamification, Digital Literacy, and Inclusion. “The best way to foster a productive dialogue about opportunities and risks is to create gamified learning experiences,” she explained, stressing that this approach enables students to share knowledge and learn collaboratively.

Van Oomstrom highlighted that game-based learning not only makes classes more dynamic but also strengthens students’ confidence. “Students feel more secure and proud of what they know,” she noted, while emphasising that these methodologies encourage more active participation.

Boosting critical thinking
One of the main benefits of gamification, she pointed out, is its ability to enhance critical thinking. In contrast to more traditional models, which rely on direct guidance and recommendations, the expert advocates a more participatory approach: “Rather than saying ‘this is dangerous’, it is better for students themselves to identify potential problems.”

In this regard, she argued that gamification facilitates the creation of “spaces for dialogue” where students can compare experiences and build knowledge collectively. “It allows for the initiation of critical conversations, the generation of useful ideas, and sparks the desire to continue learning and developing,” she stated.

From her perspective as a sociologist, Van Oomstrom also highlighted the social dimension of technology, noting that while digitalisation offers significant opportunities, it can also lead to exclusion. “Technologies can be a solution for some, but at the same time a problem for those who lack access or digital skills.” For this reason, she considers it essential for higher education to incorporate inclusive methodologies that facilitate access to knowledge. In her view, game-based learning helps to “reduce these gaps” by making content more accessible and participatory.

Workshop for teaching staff
In addition to her participation in the STARS EU video podcast, (available on YouTube and Spotify) Van Oomstrom delivered a workshop in Tenerife — during the STARS EU meeting held in November 2025 — aimed at university teaching staff, with around twelve participants. This initiative, conducted within the alliance, is part of efforts to adapt teaching to an increasingly digitalised context.

In this framework, the expert in digital transformation and human-centred technologies, among other fields, stressed the importance of updating teacher training in line with the changes of an increasingly technological society: “Teachers have a great deal of experience, but they need spaces where they can learn in an interactive and practical way.”

She concluded with a call to integrate gamification into the classroom as a “means of promoting a more innovative, critical and inclusive education,” capable of responding to the challenges of digital transformation.