Abstract:

Digital Game Based Learning (DGBL) is the concept that Digital Games can be used to facilitate traditional methods of learning, either in a formal classroom setting or in an informal learning environment such as the learner’s home or an institutions computer laboratory. The advantages that DGBL brings to any learning environment includes heightened engagement, an interactive learning process, adaptability to subject matter and a learning style suited to modern learners.

Whilst there may be some resistance to implementing DGBL, using gaming as a means to learn is by no means a new occurrence. Games have been part and parcel of our daily-lives for the majority of our existence. During the 20th century certain traditional games were transformed into digital versions and new digital games were created spurned on through the introduction of the computer, the internet and mobile phones which have put these digital games within the reach of billions of people around the planet. The 18-25 year old youth market, which is the main target market of tertiary education institutions and constitutes the term ‘modern learner’, are well-schooled in using and interacting with digital technologies of this nature and as such are not only willing to but more importantly want to learn by more engaging and entertainment means such as DGBL.

The pervasiveness, as well as the engaging and entertaining nature of digital games, has led to concept of digital game-based learning (DGBL). The motivational power of digital games as well as their ability to let learners ‘learn by doing’ makes them very attractive learning tools. As such, digital games are no longer viewed as simply being of value for entertainment purposes but also for educational purposes. This has lead to DGBL receiving widespread attention, both in corporate and educational arenas. Digital game-based learning provides universities not only with innovative learning methods but also with a competitive advantage. Digital game-based learning should be introduced for adult education and that universities can and should use digital gaming as a new form of innovative learning. Since the introduction of the digital gaming industry, it has grown to a substantial industry that has an important role to play in the evolution of the curriculum for any Information Systems courses.

While research into the use of digital games in education is relatively novel it is growing rapidly. Historical DGBL research has predominantly focused mostly on proving DGBL’s effectiveness rather than exploring why and how they are effective as well as what he terms “prescription” which refers to how to implement DBGL. Additionally, although the concept of adoption frameworks is widespread within the academic community, given the relatively immature nature of DGBL adoption within educational and corporate institutions, it is important to develop a DGBL-specific adoption framework which can be used by educational institutions wishing to implement DGBL as part of their curriculum.

Keywords:

Digital Game-Based Learning, Serious Games, Technology Adoption Frameworks, Higher Education.