Creativity and digital game-based learning: A game selection framework for non-gaming teachers (feat. Animal Crossing: New Horizons)

Abstract

During the global COVID-19 pandemic, the world has turned to digital gaming as the source of joy, fun, relaxation, decompression, as well as a means of escape from reality. According to reports by Entertainment Software Association (2020; 2022), there are about 227 million video gamers in 2021 in the U.S. (up 11% from the pre-pandemic 2019). Among them, 74% of parents play video games with their children weekly (up from 57% in 2019), 80% of Americans believe video games have educational benefits for their children (up from 74% in 2019), and 68% agree that video games offer opportunities for their children to improve their creative skills. These statistics seem to predict a bright future for digital game-based learning (DGBL). In fact, DGBL has been receiving a high degree of academic attention since it was first popularised by Prensky (2001). Interests in the approach has grown exponentially in the last two decades, and there is now a significant body of DGBL literature which focuses on measuring motivation, learning, problem-solving, engagement, assessing educational values in digital-game design, to list a few. Such overwhelming evidence in support of digital gaming, however, has not translated to the popularity of practical application of DGBL in classroom. A study by Becker and Jacobsen (2005) has revealed several major barriers faced by teachers when attempting DGBL, including the lack of understanding in gaming or ways to integrate games into, and the lack of knowledge in game selection. After reviewing current literature on assessment frameworks/models of digital games, it is found that the empirical data are commonly collected from expert game designers and scholars on a particular game, but rarely do these quantitative studies gather comments from experienced (student) players of the game, or attempt to guide non-digital gaming teachers. To fill this gap, a framework is proposed with an aim to guide non-gaming teachers through the tricky process of selecting DGBL-friendly games. The framework was developed from two components: a review of academic literature as well as gaming reviews and reports on a wide spectrum of practical applications of Animal Crossing: New Horizons (ACNH) during COVID-19 pandemic; and a qualitative analysis of data from a virtual interview with two experienced ACNH student gamers/YouTubers. The proposed framework is comprised of three stages of filtering: Stage 1 filter (game acceptance) consists of two indicators: popularity and recognition. Stage 2 filter (game design) is formed by five indicators: freedom of creativity (which is comprised of identity/individuality, and unbounded creativity potential), the mechanism of sharing, the mechanism of collecting, target audience, and the ownership of virtual time and game pace. Stage 3 (game support) consists of three indicators: sustainability, social connectivity/interactivity, and community support. A game that can pass through the three-stage filtration system is deemed to be a DGBL-friendly game. This presentation extends my talk at HKAECT2021 to show how creativity and fun can be incorporated into learning and teaching, which will be useful to both experienced teachers, researchers, and DGBL-novice during this coronavirus pandemic. Keywords: digital game-based learning, DGBL, creativity, animal crossing, education, framework