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“Removing impediments to Game-Based Learning in Southern African history classrooms through Napoleon Total War.”
Thesis (MEd)--Stellenbosch University, 2021.
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| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2021
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| _version_ | 1867613858651176960 |
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| access_status_str | Open Access |
| author | Stack, Michael David Leonard |
| author2 | Horn, Karen |
| author_browse | Horn, Karen Stack, Michael David Leonard |
| author_facet | Horn, Karen Stack, Michael David Leonard |
| author_sort | Stack, Michael David Leonard |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MEd)--Stellenbosch University, 2021. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/123946 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:42:49.487Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/123946 “Removing impediments to Game-Based Learning in Southern African history classrooms through Napoleon Total War.” Stack, Michael David Leonard Horn, Karen Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. Educational games Computer games Educational technology learning -- South Africa Teaching -- Computer network resources Historical computer games History -- Methodology -- Study and teaching Napoleonic Wars, 1800-1815 -- Computer games UCTD Thesis (MEd)--Stellenbosch University, 2021. ENGLISH ABSTRACT: This dissertation investigates challenges with regard to game-based learning in Southern African history classrooms and offers strategies for successful implementation. Despite a consensus in the literature that game-based learning promotes teaching and learning, educators are reluctant to use such methods in the history classroom. This study’s primary research objective is to investigate how Napoleon Total War, a video game, may be used to teach history in Southern Africa. The dissertation’s secondary objective is aimed at exploring principles of game-based learning and how it can be integrated with more orthodox history pedagogies. This entails an examination of the challenges faced by educators in teaching with video games and designing a new teaching approach that will be tested in the classroom. There is a growing and robust body of literature on teaching with video games. While much of the literature has explored the educational potential of video games, the challenges faced by teachers have also been documented. However, research on the use of games for history teaching is too general and is of limited practical value for the classroom. This research proposes bridging the gap with a study on a specific game. In this study a Design-Based Research design was employed. First the problem is analysed, then a solution is designed. The research then implements an intervention, analyses the results and redesigns the solution. The process can be repeated. This design has the potential to generate research that is relevant to educator practitioners in the classroom. In this case, three challenges are relevant. Firstly, the teaching methods outlined in the literature are dependent on IT infrastructure, a scarce commodity in many schools. Secondly, these methods are based on extensive gameplay that requires time, another scarce commodity in a tight paced curriculum. Furthermore, these methods do not support curriculum outcomes and do not comply with traditional assessment methods. Lastly, teachers generally do not perceive history games to have sufficient educational value to dedicate sufficient time and resources. The new teaching method that this research proposes makes limited use of Napoleon Total War in the classroom. Aspects of game-based learning are integrated with pre-existing teaching methods observed in the sample schools. The method overtly links the lessons to a history curriculum and helps motivate and scaffold more formal assessment. The aim is to develop a method that explicitly reinforces the curriculum. Two interventions were conducted during the research demonstrating that the new method could successfully teach Napoleonic history at Form 2 and Grade 10 level in concert with their respective curricula. Form 2 classes were motivated to complete biographical essays on Napoleon. The results supported the argument that in-depth research, focused on a single game in conjunction with history curricula, could generate practicable research relevant to educators. In addition, the potential to positively influence teacher perceptions became clear. Further research that addresses the teaching and learning context, video games, and game-based learning, have the potential to transform the theoretical into the practical, a much needed 21st century educational tool for teaching history. AFRIKAANSE OPSOMMING: Hierdie proefskrif ondersoek uitdagings ten opsigte van spelgebaseerde leer in Suider- Afrikaanse klaskamers en bied strategiee vir suksesvolle implementering daarvan. Ten spyte van eenstemmigheid in die literatuur dat spelgebaseerde leer onderrig en leer bevorder, is opvoeders teesinnig om sulke metodes in die geskiedenisklaskamer te gebruik. Hierdie studie se primere navorsingsdoel is om te ondersoek hoe Napoleon Total War, 'n videospeletjie, gebruik kan word om geskiedenis in Suider-Afrika te onderrig. Die proefskrif se sekondere doel is om beginsels van spelgebaseerde leer te ondersoek en hoe dit vereing kan word met meer ortodokse geskiedenispedagogiek. Dit behels 'n ondersoek na uitdagings waarvoor opvoeders te staan kom in onderrig met videospeletjies en die ontwerp van 'n nuwe onderrigbenadering wat in die klaskamer getoets sal word. Daar is 'n al groter wordende en robuuste hoeveelheid literatuur oor onderrig deur middel van videospeletjies. Alhoewel baie van die literatuur die opvoedkundige potensiaal van videospeletjies ondersoek het, is die uitdagings wat onderwysers in die gesig staar ook neergele. Navorsing oor die gebruik van speletjies vir geskiedenisonderrig is egter te algemeen en is van beperkte praktiese waarde vir die klaskamer. Hierdie navorsing proponeer dat die gaping oorbrug word met 'n studie oor 'n spesifieke speletjie. In hierdie studie is daar gebruik gemaak van 'n ontwerpgebaseerde navorsingsontwerp. Die probleem word eers ontleed, dan word ‘n oplossing ontwerp. Die navorsing implementeer dan 'n tussenkoms, ontleed die resultate en herontwerp die oplossing. Die proses kan herhaal word. Hierdie ontwerp het die potensiaal om navorsing te genereer wat relevant is vir opvoeders in die klaskamer. In hierdie geval is drie uitdagings relevant. Eerstens is die onderrigmetodes wat in die literatuur uiteengesit word, afhanklik van IT-infrastruktuur, wat in baie skole skaars is. Tweedens, hierdie metodes is gebaseer op omvangryke spel van die videospeletjie wat tyd verg, nog ‘n rare gebruiksartikel in 'n knap kurrikulum. Verder ondersteun hierdie metodes nie kurrikulumuitkomste nie en kom dit nie aan tradisionele assesseringsmetodes na nie. Laastens, oor die algemeen beskou onderwysers nie dat geskiedenisspeletjies voldoende opvoedkundige waarde het om genoeg tyd en middele aan te bestee nie. Die nuwe onderrigmetode wat hierdie navorsing voorle maak beperkte gebruik van Napoleon Total War in die klaskamer. Aspekte van spelgebaseerde leer word verenig met bestaande onderrigmetodes wat in die voorbeeldskole waargeneem is. Die metode koppel die lesse openlik aan 'n geskiedeniskurrikula en help om meer formele assessering te motiveer en te steier. Die doel is om 'n metode te ontwikkel wat die kurrikulum uitdruklik ondersteun. Twee tussenkomste is tydens die navorsing gedoen wat aantoon dat die nuwe metode suksesvol Napoleontiese geskiedenis kon onderrig op Vorm 2 en Graad 10-vlak, in samewerking met hul onderskeie kurrikula. Vorm 2 klasse was gemotiveer om biografiese opstelle oor Napoleon uit te voer. Die resultate ondersteun die argument dat diepgaande navorsing, gefokus op 'n enkele speletjie in samewerking met die geskiedenis kurrikula, praktiese navorsing kon oplewer wat relevant is vir opvoeders. Daarbenewens het die potensiaal om onderwysers se persepsies positief te beïnvloed, duidelik geword. Verdere navorsing wat handel oor die onderrig- en leerkonteks, videospeletjies en spelgebaseerde leer, het die potensiaal om die teoretiese te omskep in die praktiese, 'n broodnodige 21ste eeu opvoedkundige instrument vir die onderrig van geskiedenis. Masters 2021-12-06T14:28:49Z 2021-12-22T14:30:44Z 2021-12-06T14:28:49Z 2021-12-22T14:30:44Z 2021-12 Thesis http://hdl.handle.net/10019.1/123946 en_ZA Stellenbosch University xiii, 199 pages application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Educational games Computer games Educational technology learning -- South Africa Teaching -- Computer network resources Historical computer games History -- Methodology -- Study and teaching Napoleonic Wars, 1800-1815 -- Computer games UCTD Stack, Michael David Leonard “Removing impediments to Game-Based Learning in Southern African history classrooms through Napoleon Total War.” |
| title | “Removing impediments to Game-Based Learning in Southern African history classrooms through Napoleon Total War.” |
| title_full | “Removing impediments to Game-Based Learning in Southern African history classrooms through Napoleon Total War.” |
| title_fullStr | “Removing impediments to Game-Based Learning in Southern African history classrooms through Napoleon Total War.” |
| title_full_unstemmed | “Removing impediments to Game-Based Learning in Southern African history classrooms through Napoleon Total War.” |
| title_short | “Removing impediments to Game-Based Learning in Southern African history classrooms through Napoleon Total War.” |
| title_sort | removing impediments to game based learning in southern african history classrooms through napoleon total war |
| topic | Educational games Computer games Educational technology learning -- South Africa Teaching -- Computer network resources Historical computer games History -- Methodology -- Study and teaching Napoleonic Wars, 1800-1815 -- Computer games UCTD |
| url | http://hdl.handle.net/10019.1/123946 |
| work_keys_str_mv | AT stackmichaeldavidleonard removingimpedimentstogamebasedlearninginsouthernafricanhistoryclassroomsthroughnapoleontotalwar |