Digital Games as a Transformative Education Tool for Peace Building in Sri Lanka | ONUR

Transcript

1. Digital Games as a Transformative Education Tool for Peacebuilding in Sri Lanka Oshan M. Gunathilake 1st Annual ONUR Conference | 31-Oct-2021
2. Presentation Agenda • Background Context • Research Objectives and Methodology • Applicability of Digital Games for Peace • Findings and Conclusion
3. Background Context • A digital game can be identified as an interactive activity that can be played using electronic device, either individually or collaboratively. • Digital games are interactive playgrounds that allow learners to experience narratives, practice actions and develop thinking strategies that could simulate real-life situations. • This makes digital games a potential tool to manifest transformative learning - shaping learners’ cognitive, socio-emotional and behavioural attributes in a very natural and safe environment.
4. Background Context • UN SDG 04 calls for education to be restructured to respond constructively and progressively to social change • Increasingly, studies indicate the strong pedagogical properties games have for learning • In the Global North, usage of digital games for STEM as well as humanities and social sciences has become a new norm • This can be a very effective tool specially for lifelong learning in education for sustainable development, education for peace and global citizenship education (SDG 4.7) localization and sensitization.
5. Research Objectives and Methodology Exploring the nature of: - Digital Games for Peacebuilding - Applicability in Sri Lankan Context - Potential Entry Points for Implementation Research Methodology: - Mixed methodology - Secondary data sources and desk research - Global literature with preference to South Asian context - Local examples
6. “You learn more about a person in an hour of play than in a lifetime of conversation” - PLATO -
7. Digital Games for Peacebuilding Digital Games can combine traditional peacebuilding approaches such as, • Participatory, Experiential and Transformative learning methodologies • Social emotional learning and competencies such as Empathy, Mindfulness, Compassion and Critical Inquiry • Self-realization and actualization through learner-led exploration and educator-guided engagement • Team-play and collaboration leading to social cohesion and understanding and present them in a user-friendly, safe and interactive platform.
8. Digital Games for Peacebuilding • Combines various narratives, actions, and learnings which are difficult to manifest in real-life activities into an artificial learning environment (latest AR/ VR technologies may enhance these attributes even better) • Encourages intercultural understanding through fair-play and dialogue • Encourages different perspectives • Allows learners to envision themselves in others’ shoes • A solution for language barrier (using sounds, imagery, colours, symbols, etc.) • Creates collaborative spaces • Allows educators to combine with custom-designed lesson plans to achieve maximum impact
9. Digital Games for Peacebuilding • In the globalized context of 21st century, education for lasting sustainable positive peace requires new learning pedagogies that are shifting from ‘transmission’ model to an ‘active-engagement’ model • Application of Digital Games for more just, inclusive, peaceful and tolerant societies ◦ Games for Change: empowers game creators and social innovators to drive real-world impact through games ◦ UNESCO MGIEP: through its Games for Learning project seeks to embed SEL, PVE, GCED, ESD and Goal 4.7
10. Applicability in Sri Lankan Context Existing Potential • Application in formal/ informal education settings • Intercultural and inter-religious awareness building, trust building and sensitizing • Transforming social narratives, attitudes and behaviours • Combination with existing learning resources and training guides • Enhanced inclusivity and accessibility General Challenges • Dominant negative narrative on digital games and their impact • High implementation cost and effort • Mainstream view as an entertainment/ recreational activity • Lack of adequate resources, talents and technologies - for development and delivery
11. Applicability in Sri Lankan Context Aiyo Alice: Promoting social responsibility on false news, hate speech, racial prejudices, irresponsible behaviour with Covid-19 Tilli: Promoting Social Emotional Learning and social cohesion in primary school education
12. Entry Points for Local Implementation • Leveraging the post-covid technological boom in education • Gamification of traditional peace education related curricula and learning materials • Introducing digital games based learning in classrooms (focusing primary and higher education) • Experimentation with adopting and localizing existing STEM learning applications • Public awareness and promotion of Digital Games for Peace/ Learning narrative • Encouraging and capacitating peace educators, practitioners and advocates through innovation
13. Findings and Conclusion 1. Digital Games can simulate a more realistic, relevant, experimental and critical approach to peace education 2. It also provides more accessibility in intercultural dialogue, social emotional learning and social cohesion through collaborative play (contact group theory) 3. Digital games, coupled with proper lesson plans and educator guidance/ mentorship can create a larger impact in the transformative learning process 4. Underneath the dominance narrative of Digital Games contributing to negative social outcomes, there is a strong alternative narrative with positive public perception for educational digital games 5. More research, policy reforms and investments should be made in the area of digital games for education in local settings
14. Game Over questions are welcome