About this paper

Appears in:
Pages: 10326-10336
Publication year: 2018
ISBN: 978-84-09-05948-5
ISSN: 2340-1095
doi: 10.21125/iceri.2018.0946

Conference name: 11th annual International Conference of Education, Research and Innovation
Dates: 12-14 November, 2018
Location: Seville, Spain

USING VIDEO GAMES IN INTERCULTURAL, DIVERSITY AND INCLUSION EDUCATION

E. Shliakhovchuk

UPV Universitat Politècnica de València (SPAIN)
Video games are the fastest growing form of entertainment in the world, with a predicted value to cross the US$100-billion mark this year. There are more than 2 billion video game players worldwide. An average young person will play video games for 10 000 hours by the age of 21. Of the most frequent gamers, 75% believe playing video games provide mental stimulation or education. 68% of parents say video games are a positive part of their child's life. The whole generation develops different competencies through participatory, interactive, and experiential learning while playing video games.

As a result, there is growing attention to using video games for educational purposes, however, many educators struggle to find a right context to bring video games in the classroom. This article examines AAA entertainment games (titles developed by a large studio, funded by a massive budget) and serious video games (games designed for a primary purpose other than pure entertainment) to suggest the ways how video games could be used in classrooms to promote cultural values, human rights, world peace, to reduce stereotype thinking and prejudice, and to develop critical thinking. Selected video games challenge the learner to move beyond known paradigms, to play with cultural identities, to experience new cultures and life circumstances interactively, and to take actions to help change the situation for better in real life. The main focus of the paper is placed on games designed from 2006 to 2018 with an intended outcome to help people learn about current global challenges, including migrant issues, refugee problems, human rights, world peace, intercultural communication, etc. Some advantages and disadvantages of these video games are discussed. Additionally, several learning elements common to video games that could be used in intercultural, diversity and inclusion education are presented. Finally, this article describes some activities to conduct when using video games in the classroom and presents a task-based project involving the use of video games.
@InProceedings{SHLIAKHOVCHUK2018USI,
author = {Shliakhovchuk, E.},
title = {USING VIDEO GAMES IN INTERCULTURAL, DIVERSITY AND INCLUSION EDUCATION},
series = {11th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2018 Proceedings},
isbn = {978-84-09-05948-5},
issn = {2340-1095},
doi = {10.21125/iceri.2018.0946},
url = {http://dx.doi.org/10.21125/iceri.2018.0946},
publisher = {IATED},
location = {Seville, Spain},
month = {12-14 November, 2018},
year = {2018},
pages = {10326-10336}}
TY - CONF
AU - E. Shliakhovchuk
TI - USING VIDEO GAMES IN INTERCULTURAL, DIVERSITY AND INCLUSION EDUCATION
SN - 978-84-09-05948-5/2340-1095
DO - 10.21125/iceri.2018.0946
PY - 2018
Y1 - 12-14 November, 2018
CI - Seville, Spain
JO - 11th annual International Conference of Education, Research and Innovation
JA - ICERI2018 Proceedings
SP - 10326
EP - 10336
ER -
E. Shliakhovchuk (2018) USING VIDEO GAMES IN INTERCULTURAL, DIVERSITY AND INCLUSION EDUCATION, ICERI2018 Proceedings, pp. 10326-10336.
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