Abstract:

This research explores the rationale behind the utilisation of electronic games in education. A qualitative research sheds light on the students’ opinions and perceptions toward the use of serious games in-class. Semi-structured, face-to-face interview sessions among secondary school students suggest that they are acquiring relevant academic knowledge and competences, as the reap motivational and emotional benefits from these learning games.

The results suggest that both games have improved the cognitive skills of the learners. At the same time, they indicated that these games motivated them and provided emotional benefits as they engaged with other individuals. Therefore, the use of the serious games led to the delivery of quality education that is congruent with the student-centred learning approaches and constructivist theories. Evidently, the research participants revealed that the serious games have incentivized them to achieve the respective courses’ learning outcomes as they applied their theoretical knowledge and understanding. The students argued that they have constructed ideas and relationships; as they experimented together, rather than by being told what to do by their instructor.The interviewees also reported that they strived in their endeavours to find solutions to complex problems as they used the school’s marketing simulation game. This immersive game involved the use of questions to test whether its users have understood the games’ instructions. The questions explored the players’ tacit knowledge of the marketing concepts, theories, and principles as it provided them a well-defined problem space, obvious solution paths, and accurate answers. The game demanded that the players collaborate together to solve problems as they were presented realistic scenarios of the marketing environment. In such a context, the students were immersing themselves in challenging situations. Therefore, they were linking what they have learned in the classroom with what was required outside of the classroom. On the other hand, the digital storytelling app has helped students to improve their interpersonal, social and communicative skills as they gained relevant experience in public speaking and listening to others. In this case, the students received constructive feedback. Before and after the game play, the students have received dynamic feedback. Moreover, they collaborated together with the members of their group and with their teacher as they experimented and explored the game in real-time. Therefore, the game included learning features such as experimentation, exploration, task selection and creation. The students were using the language skills that they learned through traditional instruction and applied them in the digital storytelling game; as they experimented and received constructive feedback from their peers. The positive reinforcement they received provided the students a gratifying sense of reward and achievement. The students admitted that the digital story app motivated them as it helped them build their self-confidence, particularly when they communicated their story to an audience.

This research reported that the students had to use their relational skills as they worked in collaboration with their peers. The serious games that were used here, have helped the students to improve their communication and transferable skills.

Keywords:

Serious Games, Technology in Education, Digital Games, Digital Game-Based Learning, Games, Simulation Games, Storytelling.