Student Centred Learning Through Serious Games

Abstract

This research explores the rationale behind the utilisation of electronic games in education. A qualitative research sheds light on the students’ opinions and perceptions toward the use of serious games in-class. Semi-structured, face-to-face interview sessions among secondary school students suggest that they are acquiring relevant academic knowledge and competences, as the reap motivational and emotional benefits from these learning games. The students reported that their engagement with these games has improved their critical thinking and helped them make evaluative decisions to solve problems. Generally, students were capable of developing their interpersonal skills as they have actively collaborated in teams. On the other hand, there were a few students who were not perceiving the usefulness and the ease of use of playing serious games at school. This study postulates that the research participants possessed different skillsets as they exhibited different learning abilities. In conclusion, this paper opens up some avenues for future research in this field of study.

Keywords: Serious Games, Technology in Education, Digital Games, Digital Game-Based Learning, Games, Simulation Games, Storytelling

JEL Classification: O3, O30, O31, O32, O33, I2, I20, I21