Does cultural context matter? Digital games and learning in the South African educational environment

• In Event: Roundtable Session (Tuesday IV)
  In Refereed Round-Table Session: Learning, curriculum & pedagogy

Proposal

Digital games have not only changed the way a generation of young people socialize and entertain themselves, they are also spaces that can facilitate the development of 21st century skills (Annetta, 2008). Research shows that video games are learning spaces that foster learning and literacy practices (Gee, 2003; Steinkuehler, 2007).Game literature shows that learning occurs in and around the game space (Black, Khan & Huang, 2014; Hamari et al., 2016; Hayes & Duncan, 2012). However, most studies relating digital games and learning have been conducted in non-African contexts.
In recent years, an increased number of African scholars have started exploring the learning potential of digital games in the African context. Yet, to date, scarce are studies interrogating the potential of digital games in the African context. For this reason, this paper reviews the literature to understand whether digital games are also learning spaces in the African context, and particularly in the South African context.

Research questions

This study is guided by three main questions: (a) how have scholars used digital games in South Africa for learning? (b) Are digital games learning environments in South Africa? In other words, does the cultural context shape the relationship between digital game and learning in South Africa?

Methods

For the purpose of this study, an integrative review of the literature will be conducted with the purpose of identifying papers related to digital games and learning in South Africa. Integrative review method allows for the inclusion of diverse methodologies (i.e. experimental and non-experimental research into the review (Whittemore & Knafl, 2005). To address the research questions, the following search terms will be used: video games and higher education; game-based learning and higher education; games and higher education in South Africa”. The papers will be coded in terms of authors’ name and publication date, the setting (classroom, specific course, or program), the game genre and name, and major findings.
It is anticipated that studies investigating digital games and learning in South Africa will be few. It is also assumed that most research will be designed to address needs that are peculiar to the South African context. In other words, the studies will be context specific, demonstrating the cultural context influence on game research in South Africa. However, findings from the studies will not differ from the game research findings, as they will show that digital games are learning spaces. The author also predicts that the studies will call for the integration and use of digital games in South Africa. Yet, pushing for the integration of digital games as learning spaces is ignoring differences among students in terms of technology and cultural context.
From a sustainability perspective, the findings show that it is critical for educators to consider the cultural context when developing an approach to learning or teaching. This study is a call to rethink digital games and learning within the South African and by extension African cultural context to inform policymakers and educators in achieving a sustainable education.

Author

• Rebecca Y. Bayeck, Penn State University