Abstract
The fast evolution of technology over the past years has changed the human’s learning from traditional methods of learning to modern methods of learning. Traditional methods of teaching and learning no longer interest the digital native learners. This study aimed to establish the perception of learners and teachers on the use of Digital Games Based Learning (DGBL) on learning, learners’ motivation and learning interactivity in Oshikoto region. Group focused interviews were conducted with the teachers and learners from three different schools in Oshikoto region. This study made use of Jonassen’s Constructivist Learning Environment (CLES), and Rogers Diffusion of Innovation to determine both the teachers and learners’ perception of DGBL. This study found the benefits of DGBL include increased motivation in learners, learners increased engagement with the learning content and increased knowledge on the use of technology tools that supports DGBL. This study also found that educational games make learning interactive and fun through the combination of multiple design elements. Moreover, this study found the factors why teachers are reluctant to use DGBL in the lessons are: the lack of technological tools that support DGBL, teachers’ lack of sound knowledge on DGBL, still obstacles in implementing DGBL in schools. The study established that the perception of some teachers and some learners on DGBL differs for some questions, while similar for some questions, due to their prior knowledge and experience with using DGBL. This study suggests future work on DGBL to consider the cognitive benefits of DGBL to the learners, and the impacts of DGBL on the academic performance of the learners, to determine the effectiveness of DGBL...
M.Ed. (Information and Communication Technology in Education)