Abstract
In South Africa, the implementation of serious games and gamification (collectively referred to as gaming) in the design of curricula, being presented in schools and institutions of higher education, is mostly a novelty. As we are (should be) in a transitional phase with education, especially on two levels, namely, with the decolonisation of education and preparing education for the Fourth Industrial Revolution, it would be fitting and high time to fully implement gaming into the curricula. This article takes a look at the implementation of a serious game on an undergraduate level at a residential university. It focuses in a pragmatic way on applying the serious game on biblical languages – Greek, Hebrew and Latin – proposing that they should be presented to the student as paper behind the glass.
Highlights
Before discussing the implementation of serious games in theology, a few definitions are given to introduce the concepts being used in this essay
A ‘real online course’ is much different: the student is online supplied with a table of contents and just enough information to get started and to look up the rest of the information on the Internet
The Fourth Industrial Revolution does not require paper because everything that one needs is on the device one has – be it a smartphone, tablet, laptop and so on
Summary
Before discussing the implementation of serious games in theology, a few definitions are given to introduce the concepts being used in this essay. When a student presses this box, they can choose a specific topic (their weak point) and just get questions on that topic, for example, nouns with an o-declension This is a real assessment activity: if the student gets 80% or more for this quest of 50 questions (three hearts used for this game), they receive a quest-star and 20 000 XPs. When the ‘Rankings’ tick box is pressed, the student sees the report that is sent to their educator on a daily basis: how many games did the student play on that day, during the past week, the past month and the total of games being played by the student; it indicates what the student’s ranking was during each of these indicated time spans. After all of this is said and performed, the educator will never look back and enjoy years of joyful and productive education, well knowing that the best possible equipped students are delivered to the stage of education, students who will most probably become lifelong learners
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