Abstract
As internationalization becomes an increasingly vital component of the higher education sector, there is a need to explore innovative and creative approaches to developing intercultural skills in graduates. Digital game-based learning presents a promising yet relatively untapped opportunity to aid in the development of intercultural competence, a fundamental learning outcome of internationalization of the curriculum. This paper explores the potential as well as the limitations for digital game-based learning to foster intercultural competence. This is especially relevant for the field of international higher education in light of the COVID-19 pandemic, which has at least temporarily disrupted internationalization efforts and has also demonstrated the need to reassess traditional teaching methods and explore digital pedagogies. Through a literature review, this paper will analyze the theoretical and practical aspects of digital game-based learning in order to conceptually link this approach to the goals of intercultural competence. It argue that the use of video games as learning tools may support the acquisition of attitudes, knowledge, and skills necessary for the development of intercultural competence when used with supporting instructional activities. However, there are also challenges with this approach, including the risk of reinforcing biases which may be embedded within video games. To address these challenges and maximize the potential for digital game-based learning to promote intercultural competence, there is a need for collaboration between designers and educators in order to produce meaningful, engaging and entertaining games that can prepare students to live, work, and play in an interconnected world.
Presenters
Catherine EspositoStudent, International Higher Education, Boston College, Massachusetts, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Considering Digital Pedagogies
KEYWORDS
Digital game-based learning, Intercultural competence, Internationalization of the curriculum
