Using a Game-based Learning Environment to Develop the 4Cs

Anna Robberts; Linda Van Ryneveld

doi:10.25159/2663-5895/9743

Authors

Anna Robberts University of Pretoria https://orcid.org/0000-0002-7047-5189
Linda Van Ryneveld University of Pretoria https://orcid.org/0000-0002-9909-9949

DOI:

https://doi.org/10.25159/2663-5895/9743

Keywords:

employability skills, game-based learning, learning environment, communication, collaboration, creativity, critical thinking skills

Abstract

It is becoming increasingly difficult to ignore the disparity between learning environments, the needs of students, and the expectations of the ever-evolving workplace in South Africa. This study investigated the influence of a game-based learning environment on the development of the 4Cs (communication, collaboration, creativity and critical thinking) that students need to be successful in their studies and subsequently in industry. The data for the study was collected by means of reflective essays that were written by 145 first-year engineering students only one month after the completion of the game-based activity. A focus group interview was conducted with six participants and it shed further light on the students’ experiences. Their comments, harnessed by analysing their essays qualitatively, confirmed that a game-based learning environment provided opportunities to develop the 4Cs. Thus, the implementation of game-based learning environments in higher education should be further investigated.

Author Biography

Linda Van Ryneveld, University of Pretoria

Linda van Ryneveld is the Head of the Comprehensive Online Education Services and an Associate Professor in Computer-integrated Education at the University of Pretoria. She is also the Head of Residence at House Mopane, one of the male residences at the university. Linda has published widely on topics relating to elearning and the use of technology in teaching and learning, and she supervises a number of postgraduate students in this field. Linda’s current research interests include all types of learning (with specific focus on mobile learning), instructional and curriculum design, open educational resources, game-based learning and gamification, as well as the academic development of university teaching staff

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