Transitioning to Digital Games-based Learning: The Case of Scottish Universities

Abstract

Studies have shown various benefits of using technology especially digital games in making classroom learning more engaging and motivating. In Scotland, a new approach to education called the Curriculum for Excellence (CfE) was implemented in 2010. This approach moves away from traditional ways of teaching to more active learning. One of the popular approaches among teachers is the use of digital games-based learning (DGBL). This chapter presents the findings from some interviews with lecturers of education, in charge of Information and Communication Technology (ICT) courses at Scottish Universities on how pre-service teachers are being prepared to embrace CfE in general and DGBL in particular, and also what are their views on DGBL and its role within the CfE. Although it was found that the characteristics of CfE, such as being less prescriptive, based on teacher's interpretation and context-based, allowed DGBL to fit well into the new curriculum, the lecturers in general do not see the need for emphasis on DGBL at university level. There is a lack of courses on DGBL and the pre-service teachers who are keen to take forward this approach are expected to do so in their own time. Based on the findings from the interviews, some recommendations are made for the role of Higher Education Institutions (HEI) in promoting DGBL among the pre-service teachers.

Citation

Razak, A.A., Abidin, M.I.Z. and Connolly, T.M. (2019), "Transitioning to Digital Games-based Learning: The Case of Scottish Universities", Visvizi, A., Lytras, M.D. and Sarirete, A. (Ed.) Management and Administration of Higher Education Institutions at Times of Change (Emerald Studies in Higher Education, Innovation and Technology), Emerald Publishing Limited, Leeds, pp. 151-165. https://doi.org/10.1108/978-1-78973-627-420191009