Social Constructivism in Games Based Learning in The South African Context
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Foko, T. & Amory, A. (2008). Social Constructivism in Games Based Learning in The South African Context. In J. Luca & E. Weippl (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 (pp. 5757-5764). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/29180.
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2008
June 30, 2008
Joseph Luca & Edgar R. Weippl
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Table of Contents
This research investigates the use of computer video games in teaching and learning of learners from disadvantaged communities and is guided by the design experiment/development research paradigm, which calls for a pragmatic epistemology that regards learning theory as being collaboratively shaped by researchers and practitioners with the overall goal of solving real problems. Participating schools are Buhlebemfundo Secondary, Qhakaza High and University of Zululand. Vygotsky’s social constructivism which views learning as a social construct mediated by language grounds the study. Firstly, the study examines the effectiveness of an adventure game Zadarh to overcome misconceptions related to photosynthesis and respiration. Secondly, yKhozi, a 3D virtual world adventure game, is utilized to determine if games, when used as mediating artefacts in a social context, support the development of educational literacy and communication skills. Finally, the study concludes that computer games are effective learning tools if designed to inculcate social interactions and dialogue.
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