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Arts & Communication Hack the art: Yanoulis Halepas

learning theory, and contemporary perspectives like to modify user behavior, concurrently fostering increased
Jenkins et al.’s theory of collective intelligence. In current participation and commitment. 18
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competence development models, collaboration plays In the realm of gamification, creative thinking is
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a key role. Kuhn further argues that collaboration, encouraged, failure is destigmatized, and players are
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as a process, leads to favorable outcomes, including empowered with a sense of control over the process. These
successful problem-solving and enhanced intellectual elements imbue the content with game-like qualities
development. without transforming it into a game. The primary objective
In the context of PBL, students showcase their is to motivate learners to complete tasks or study course
knowledge and skills by tackling real-world problems and content more pleasantly.
presenting their solutions to their peers. This approach Considering the theoretical frameworks mentioned
results in the development of profound content knowledge earlier, we have opted to integrate OBL, PBL, and GBL
and the enhancement of critical thinking, interplay, methodologies, incorporating 2D and 3D technological tools
creativity, and communication skills.
as well as synchronous and asynchronous distance learning.
Given the above considerations, our project placed We presented this pioneer combination in the innovative
a primary focus on inter subjectivity and cooperation digital student competition “Hack the Art: Yanoulis Halepas.”
among people with different interests and talents through
participation in the competition. This emphasis extends 3. The competition theme
beyond being a cognitive catalyst; it is a deliberate strategy Yianoulis Halepas is a significant figure in modern Greek
to drive psychological resilience in the school environment art. Born in 1851 in Pyrgos of Tinos and passing away in
while preparing youngsters for the challenges they will 1938 in Athens, Halepas came from a family with a tradition
encounter in their careers. in marble carving; his father, Ioannis Halepas, maintained
2.3. GBL marble workshops in Greece and Europe. Although his
family initially intended for him to pursue a career in
The rise of GBL gained significant traction in 2001 when trade, he was drawn to the arts, particularly sculpture.
Prensky introduced the concept, marking a pivotal Consequently, he enrolled at the School of Arts in Athens,
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moment that profoundly influenced the establishment of where he studied under Professor Leonidas Drosis (1836
GBL standards and requirements in educational settings. – 1882) until 1872. Subsequently, he continued his studies
This development has shaped the trajectory of the academic in Munich with a scholarship from the Foundation of the
world, with GBL being an educational approach rooted Evangelist of Tinos, attending the Academy of Fine Arts
in the use of computer games or software applications under Professor Max von Widnmann (1812 – 1895). He
integrating games for learning and education. 13 excelled and received numerous awards. However, in
The integration of games into education has 1875, his scholarship was discontinued, and he returned
elicited diverse reactions from scholars, educators, to Athens. In 1878, he began showing symptoms of mental
and researchers, leading to varied perspectives on the illness. By 1888, he was admitted to the Psychiatric Hospital
efficacy and appropriateness of incorporating games into of Corfu, where he stayed for 14 years. In 1902, his mother
educational settings. The conflicting viewpoints presented made the decision to take him out of the psychiatric
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by Moula, Mitchell and Saville-Smith, and Anderson hospital, and he lived in Tinos until 1930 when he moved
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and Dill reflect the multifaceted nature of the ongoing back to Athens (Figure 2).
debate in the field, covering issues such as engagement, Halepas’s art is conventionally divided into three
skill development, equity, and concerns about distraction, periods. The first, lasting from 1873 to 1916, is classified as
lack of clear learning outcomes, and potential overreliance Classicism. Representative works from this period include
on technology. The effectiveness of integrating games into Philostorgia, Satyros and Eros, and the renowned Sleeping
education is likely contingent on factors such as game Beauty, which also incorporates aspects of Romanticism
design, context of use, and alignment with educational and is located in the First Cemetery of Athens. The second
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goals. period, spanning from 1918 to 1930, marks a gradual
Gamification, as defined by Kapp, involves employing shift from the rules of Classicism to a more abstract style.
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game-based mechanics, esthetics, and game thinking to While the subject matter remains similar, the style differs
engage individuals, motivate action, facilitate learning, and significantly. Characteristic works from this period include
address problems. Its overarching purpose is to enhance Medea, Naked Woman with a Mirror, Satyr, and Eros V.
activities, making them more enjoyable and engaging, This period is often referred to as the “metalogical” period
particularly in non-game contexts. The ultimate goal is in the literature. The third and final period, from 1930 to

Volume 2 Issue 4 (2024) 3 doi: 10.36922/ac.2557