| Title | Chapter 4: Metacognitive reflection based on a selection of history game genres to develop self-directed learning |
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| DOI | https://doi.org/10.4102/aosis.2024.BK484.04 |
| Landing page | https://books.aosis.co.za/index.php/ob/catalog/book/484 |
| License | https://creativecommons.org/licenses/by-nc-nd/4.0/ |
| Copyright | Bernadette Geduld, Byron J Bunt & Divan Jagals (eds.). Licensee: AOSIS (Pty) Ltd. The moral right of the editors and authors has been asserted. |
| Publisher | AOSIS |
| Long abstract | The promise of game-based learning (GBL) across a wide range of educational settings has left many educators wondering how to best pick instructive video games for their individual settings. The best methods, guidelines, processes and/or criteria for deciding upon instructive video games are important considerations for teacher practice. Variety in genre, play style, medium, difficulty, goal(s), etcetera, is almost limitless. The study’s primary objective is to determine and investigate the role that video games play in facilitating successful GBL, which in turn may facilitate self-directed learning (SDL) among third-year Bachelor of Education students. Students’ perspectives and experiences with video game selection are investigated to see whether particular SDL traits are evident. With the use of online interviews conducted with 10 Bachelor of Education students with History as a major at a South African university, it may be possible to develop standards for better GBL selection and implementation in higher education settings throughout the world. The theoretical framework focuses on Situated Learning and Cognitive Apprenticeship, Flow Theory and Constructivist Learning. The study utilises a qualitative hybrid video and interview methodology to collect data on participant impressions, motivating factors, difficulty and educational value of GBL selection for Higher Education settings. Participants’ opinions on utilising video games for history education illuminate the dynamic relationship between SDL and metacognition in the classroom. These findings show how video games like Assassin’s Creed, Valiant Hearts, Crusader Kings III and others may help students actively interact with historical knowledge, create learning goals and track their progress. The participants’ reflections on the cognitive methods needed to use these games for instruction underline the metacognitive aspect of this process. The analysed results serve as a solid foundation upon which to build a practical applied framework for such a setting. |
| Print length | 22 pages |
| Language | English (Original) |
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Byron Bunt is a senior lecturer in the Faculty of Education of the NWU, South Africa, and is part of the Research Unit Self-Directed Learning. He is the subject leader for History Education. His research niche encompasses cognitive education and game-based learning (GBL), specifically focusing on developing students’ creative and critical thinking via gamification approaches. He has published in the fields of History Education and GBL. He is the author of several chapters in scholarly books and articles in renowned academic journals. In addition, he has begun a project involving a self-developed trading card game called ‘Dogs of War’, which will be used within his history classroom to develop his students’ SDL abilities. Another research project focuses on using open educational resources (OERs) and games to develop board and card games in the history class, eventually culminating in uploading them as OERs to an online repository. He also completed a project that used a mobile gaming app called ‘Habitica’, which involved an intervention where students had to role-play in the history classroom to form habits of mind.
Lance Bunt, a lecturer in Computer Science and Information Systems at North-West University, South Africa, specialises in game-based learning (GBL). He holds a PhD in the field, backed by a series of degrees from the same university: a BA in Communications (2013), an Honours in Communication and Media Studies (2014) and an MSc in IT (2020). His research delves into Serious Game Design, focusing on ludic theory in higher education, instructional technology and systems engineering. Hismaster’s thesis provided critical insights into serious game production in higher education, while his doctoral thesis, ‘A stakeholder-centred framework for the design of serious games’, proposed a new system for serious game development, blending stakeholder theory with game mechanics and enterprise architecture. He is currently leading projects such as ‘Dogs of War’ and ‘CiteSaga’, which emphasise the role of serious games in educational settings. His contributions significantly enhance pedagogical methods, leveraging interactive and engaging game-based approaches to learning.
Michael Stack is a lecturer in the Department of Social Sciences and Commerce Education at the University of the Free State, South Africa. He holds an MA in Historical Studies and an MEd in Curriculum Studies, both obtained from Stellenbosch University, Stellenbosch. He completed a BA in History and Music and a BA Honours in History at the University of Cape Town, Cape Town. He holds a PGCE from Stellenbosch University in History and Music. He was a recipient of the Harry Crossley bursary awarded by the Harry Crossley Foundation through Stellenbosch University during his MA studies. He also received the Mellon Merit Bursary during his BA Honours Studies. His research interests include history education, digital game-based learning (GBL), ICT integration in education, military history, wars of decolonisation, film and history, digital games and history. He is on the executive committee of the South African Society for History Teaching. He has recently published two articles and supervised two honours students for 2023.