My
Research

Abstract

Despite the significant growth in educational digital gaming, secondary History teachers in Australia lack have clear guidelines regarding gaming pedagogy, and as a result, may use digital games inconsistently. While there is a push from the Department of Education (DoE) for schools in New South Wales (NSW) to engage with digital learning technologies, professional development on digital game use is limited. The Schools Digital Strategy (SDS) is a comprehensive project driven by the DoE. Implemented in 2019, it aims to improve digital services to public schools through addressing existing issues such as connectivity, equality, and investment in devices, networks, and infrastructure. Whilst the SDS Full Report (2019) mentions computer games, the lived realities of secondary History teachers in NSW attempting to implement digital games has not previously been studied. A significant research gap exists in the academic literature on the use of digital games in secondary History classrooms in NSW. This study investigates how secondary History teachers in NSW implement digital games in their classrooms and the purpose of their use. Furthermore, identification of barriers that History teachers face when using or attempting to use digital games will be mapped against the SDS. A mixed method research approach was employed. A scoping literature review was undertaken to gain a baseline for current academic research, as well as an audit of NSW initial teacher education (ITE) programs offering units where digital game pedagogy is delivered. Additionally, surveys and interviews of secondary History teachers in NSW were conducted to understand the lived realities of the teachers, and the barriers they face while attempting to implement digital games in their teaching. This study has implications for teacher education and professional development programs to support effective implementation of digital games into the History classroom.

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Rewriting History: How Digital Games are Revolutionising NSW Secondary History Classrooms | European Conference on Games Based Learning

Abstract

While there has been a significant increase in the number of teachers who are using video games in their classrooms, there has been a lag in initial teacher education (ITE) programs that include video game pedagogy. Research has outlined a significant gap between the theoretical applications of video game use in classrooms, including its link to education learning theories, and its actual reported use by teachers. The aim of this research is to understand current practices within ITE programs regarding video game pedagogy. A mixed method research approach was undertaken, which included an analysis of current video game pedagogical frameworks, a scoping review, and an audit of Australian ITE programs. Results demonstrated a clear lack of video game pedagogical training within ITE programs, especially within Australia. Additionally, results highlighted a patchwork of frameworks, none of which focused on video game pedagogy holistically. As a result, the PATHWAY Curriculum Framework was designed – a pedagogical approach for ITE programs encompassing learning areas including theoretical understanding, video game applications and assessment, and teacher reflection. A pilot program to test the effectiveness of the framework should be undertaken. The findings suggest the need for ITE institutions to implement video game pedagogical instruction to ensure future teachers can effectively apply these digital tools in a rapidly changing educational landscape.

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Abstract

Whilst the use of video games in education is not an innovative field of study, the use of Indigenous video games is. Understanding how, and if, Indigenous developed video games are used in classrooms can aid in the identification of support for teachers and the benefits for students, particularly regarding colonial and decolonial discourse. Research in this space is limited, demonstrating a significant gap in the literature was identified. A scoping review of research regarding the application of Indigenous video games in schools was undertaken which also identified communities leading the way in this space. The analysis of captured literature identified North America, Aotearoa (New Zealand) and Australia yielded the most results in the use of Indigenous video games in education. A common theme amongst the research demonstrated the prevalence of settler colonial narratives within video games, and how Indigenous made video games were pushing back against this rhetoric. These findings highlight the need for Indigenous video games to be used more widely within education to prompt critical thinking in students, especially in reference to colonial discourse in digital spaces. Additionally, due to curriculum priorities within settler colonies, Indigenous video games provide a way to incorporate Indigenous voices classrooms.