Design of digital games in health sciences education

Titus, Simone; Ng’ambi, Dick

doi:10.7196/ajhpe.2019.v11i3.1190

Cited by 1 publication

(1 citation statement)

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“…In this case, students learned the content by collaboratively playing the game. The game was designed for groups of between three and five players on each team during classroom interaction (Titus & Ng'ambi, 2019). The game was also designed to be played by students individually for the purpose of revision or prolonged content engagement.…”

Section: Research Setting: Digital Gamementioning

confidence: 99%

Digital Gaming for Cross-Cultural Learning

Titus,

Ng'ambi

2023

International Journal of Game-Based Learning

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Although game-based learning has gained significant attention in higher education globally, it is difficult to harness its engagement and interactions to improve student success. This paper argues that the use of digital games has the potential to interrupt social practices and increase engagement and interaction, thereby fostering meaningful learning. Using a mixed-method design, a digital game was used in a sport studies programme, involving 106 participants, over a two-year period. Data were collected through surveys, focus group discussions, and reflective blog posts. Structuration theory is considered as the theoretical lens, as it purports that recursive social activities of humans are continually recreated by human agents. The paper concludes that when participants engaged in a cross-cultural game-based learning environment, the social practices acquired through their academic career were interrupted, reshaped, and reproduced into new practices. A social constructivist game-based learning model to foster interaction within multi-cultural higher education classrooms is offered.

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Section: Research Setting: Digital Gamementioning

confidence: 99%