Abstract:
This article examines the potential for a videogame-based pedagogy in a South African
open and distance learning (ODL) environment, wherein videogame interactivity
might address the absence of individualised tuition. The discipline of Classics is
utilised as a working example, with its primary educational elements, namely the
study of history and culture, illustrating the broader appeal of a videogame-based
pedagogy that can be deployed to courses ranging from anthropology to cultural and
media studies, to history and even art. In largely literature review format, this article
first assesses the representation of these elements in commercial videogames, before
concentrating on user-modified videogame scenarios (‘mods’), and the employment
of easy to understand ‘toolsets’ for creating such course specific content. The creation
of such content using these ‘toolsets’ and other means (eg, free-to-play games)
enables lecturers to construct unique videogame learning environments (VGLEs) for
teaching purposes. Modern pedagogical principles are also brought to bear upon
this notion of a videogame-centred multimedia approach to student-centred learning
to properly situate it within the parameters of current educational practice. Finally, the
pros, cons, and particular challenges of the use of a VGLE within the South African
educational environment are considered.
