DIGITAL GAME-BASED LEARNING FOR THE NET GENERATION: PERCEPTIONS OF UNIVERSITY STUDENTS

There is a new generation of learners entering universities around the globe. The net generation as this group of learners is called, is argued to possess unique learning styles and preferences due to the fact that they have grown up using a wide range of digital technologies and have technology embedded into their daily lives. This fuels a perception that traditional learning methods and techniques are not sufficient and that higher education institutions need to adapt their methods in order to accommodate the net generation.

One of the learning tools that have been proposed to address the learning needs of the net generation has been digital game-based learning (DGBL). Studies of DGBL have consistently shown that good digital games have sound learning principles embedded in them and contain many elements which have the potential to engage and motivate learners. Certain researchers have argued against the notion of a generation which is homogenous in technology use and studies have shown that learners often differ in terms of their technological preferences and usage patterns. This highlights the importance of studying the perceptions of DGBL from an individual’s point of view.

Research has also suggested that students are also often overlooked in the e-learning process. The research paper investigated University of Cape Town 1st year commerce students’ perceptions of DGBL in terms of five constructs: ease of use, experience, usefulness, learning opportunities and preference for DGBL. This was done by collecting data through an online questionnaire where students had to rate statements on a 5-point likert scale. The sample population of 1st year students are said to be part of the net generation. The paper investigated whether DBGL perceptions differed amongst males and females as well as amongst different races. The research produced some interesting results. Overall, students possess very positive perceptions about DGBL and students would prefer to have DGBL as part of their courses. Gender was also found not to have a significant impact on overall perceptions of DGBL and only produced a significant difference with regards to the experience construct. This is contrary to other studies that have been conducted. Race was found to produce significant differences in terms of the learning opportunities and preference constructs.