Why digital games are a game changer for learning

Educators who are able to reimagine traditional learning practices and tune into the interests of their students can foster greater engagement, a study has found.

The new paper by University of South Australia researchers explored ways in which educators can successfully connect with disengaged children. Working with 20–25 pre-schoolers (who were disengaged with learning activities) the study found that teachers who could connect learning with children’s culture, language, motivations and interests were more likely to create engaged and active learners.

In this particular study, digital games such as Angry Birds formed the basis of the children’s interests. However, teachers across all levels of education can adjust class plans and teaching approaches to better meet the individual needs of their students.

UniSA researcher and Deputy Director of the Centre for Research in Educational and Social Inclusion (CRESI) Dr Jamie Sisson said it is important to recognise that teachers across all levels are striving to personalise student learning and maximise engagement.

“We’re at a critical point for Australia’s education system. Teachers are crying out for more support amid heavy workloads and a crowded curriculum. And those who are teaching, are still striving to deliver the best education experience possible,” Sisson said.

“In this study, we showed how a standardised and pre-planned curriculum — something that is often put forward as a solution to relieve the teacher workforce — does not always attract children’s interest, leading to a disengagement from learning.

“Here, a team of preschool teachers were struggling to engage with a group of 20–25 young children who were disengaged with the prescribed learning, instead choosing to run about the yard all day.

“While running seems a positive thing for pre-schoolers, the teachers — even at pre-school level — felt a lot of pressure to ensure that the children met their developmental milestones, including learning phonics, so that they could become ‘school ready’.

“But rather than limiting or deterring what the children wanted to do, the teachers shifted the curriculum so that it flexibly addressed the children’s interests, culture and motivations. And the result was that these children became more engaged, involved, open and confident in their learning.”

Sisson said that the ability to reimagine traditional learning practices and bend the curriculum to meet individual needs should be prioritised and valued in today’s challenging teaching environment.

“Our research shines a light on the important intellectual work that early childhood teachers do every day to create engaging learning experiences,” Sisson said.

“When learning experiences are built from children’s strengths and connected with their life experiences, they’re not only more likely to attract children’s engagement and build their skills, but also enhance teachers’ work satisfaction. And in a world where we are struggling to do both, this should be a number one priority.”

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