Investigating the roles and competencies of a tangible game facilitator

TANKS is a tangible coding game that introduces coding to South African learners of ages 10-14yrs. It is aimed to initiate and stimulate learning using facilitators. Facilitators use untraditional teaching methods because they are highly influential on the potential success of the training. Also, facilitators undertook face-to-face contact sessions since TANKS require the use of a smart phone and tokens. Applying the feed-forward learning flow model, a supportive school leadership by principal or teachers creates an academic coding culture, which then will necessitate learners’ competitive behaviour through the adoption of a performance-based appraisal practice, measured by each game level completed, in order to improve coding interest and TANKS performance by learners. A phenomenological qualitative study design approach of 6 facilitators of face-to-face interview using an adapted semi-structured questionnaire was used. All interviews were audiotaped and transcribed verbatim. Thematic analysis using an explanation building strategy was applied in this study. Results identified some themes such as: “understanding of tangible game”, “facilitator's lived experience”, “roles of a facilitator”, “learner experience”, “qualities of a facilitator”, “facilitator-learner communication”, “team vs individual work” and “facilitator's challenges”. Each theme is further explained in the study. Limitations included small interviewee numbers as the threat of a nationwide pandemic loomed. By applying the feed-forward learning flow model, we conclude that a supportive school leadership by principal or teachers creates an academic coding culture, which then will necessitate learners’ competitive behaviour through the adoption of a performance-based appraisal practice, in order to improve coding interest and TANKS performance by learners.