DOI: 10.5176/978-981-08-5480-5_116

Authors: Christian Anthony T. Cangao, Pamela A. Custodio, Ma. Teresita Borja-Osalla


Online video gaming has transformed the minds of the Electronic Generation, rendering conventional classroom techniques inappropriate. Thus, educators and education scholars have been exploring and developing video games for learning. Since the Philippine public education system cannot yet afford to adopt the trend, the traditional classroom must accommodate the needs of the Electronic Generation. This study aimed to find out how values students find in online gaming can help create better learning environments. Specifically, it aimed to: 1) identify how the gamers view education and learning; 2) identify the values that emerged from gamers’ personal constructs, and 3) explain how online gaming values can help recreate the classroom. This qualitative study interviewed 10 Filipino senior high school students who were active in playing online games. They had been selected on the basis of sex, school grades, length of gaming time, clan membership, and family income. Guided by Kelly’s Personal Construct Theory, in-depth interviews employing the laddering technique were conducted to surface their views and values about online gaming. The elicited values indicated that the challenge lies not in the nature of the traditional classroom but in the students’ valuing of education. Students view learning as a chance to get a diploma, which is a stepping stone for a career. However, learning is a process. Since students simply look at the end goal, they miss out on the intricacies of learning. On the other hand, the nature of gaming is rooted in adventure. Adventures begin when adventurers embark on a quest. As they meet challenges along the way, they become stronger. As they eventually meet their goal, they realize that the journey is more important than the destination.

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