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EDUTAINMENT AT THE HIGHER EDUCATION AS AN ELEMENT
FOR THE LEARNING SUCCESS
Mihaela Banek Zorica
Department of information and Communication Sciences, Faculty of Humanities and Social
Sciences, University of Zagreb (CROATIA)
Abstract
The introduction of computers and the Internet has affected traditional educational environments,
enabled implementation of a large variety of edutainment types in the learning process thus radically
transforming educational paradigm by strengthening the relationship between learning, new media
and play. Although, elements of edutainment were already implemented in the educational process
sporadically, with the advancement of ICT it has become immensely popular and commercially
successful with students, teachers, parents and children. In the past, however, edutainment existed
but it was not highly utilized while today we are facing a growing number of adults that have grown up
with technology, entertainment and computer games.
Paper examines how ICT through new media and game-based learning has enhanced educational
process. Edutainment is an ever expanding arena for new products and new ways of incorporating
technology and fun into the learning process. An overview of the edutainment field presenting its
strengths and weaknesses based on the body of literature is given. The main purpose of edutainment
is to promote student learning through usage of entertainment which has become more accessible
and easier to incorporate into the educational process. The theoretical background is used to classify
types of edutainment and discus the necessity of connecting the edutainment principles with the
generic competences crucial for the employability of student.
Keywords: Edutainment, educational media, game-based learning, generic competences, media and
information literacy.
1 INTRODUCTION
The introduction of computers and the Internet has affected traditional educational environments,
enabled implementation of a large variety of edutainment types in the learning process thus radically
transforming educational paradigm by strengthening the relationship between learning, new media
and play. These have created additional challenges to the teacher who more than ever need to be
creative, prepared for life-long learning and professional development in order to provide high-quality
education. Although, elements of edutainment existed also in the mid-20th century it was used
sporadically. With the advancement of ICT it has become immensely popular with all generations
students, teachers, parents and children. What we are witnessing today is a growing number of adults
who have grown up with entertainment, technology and not only TV but computer games. Tang et al.
[1] point out that there is a vast gap between the way people learn and the way in which new
generations approach information and knowledge. Nonetheless, in the formal educational setting the
new media are still under-represented.
As we have come to the greater understanding how people learn and that “one size does not fit all”
one of the solutions for creative and successful education, and creation of future employees working in
the knowledge society is sought in the implementation of edutainment. Movies, music, television,
video games, and other media outlets have a profound influence on learning. Research suggests that
media and pop culture may be the most important means through which children are educated. [2] As
White [3] point out, in manufacturing society, leisure was reward for hard work, but today we are
considering leisure as an opportunity to improve ourselves and do worthwhile things. Mixing learning
and fun is more beneficial than “spending our valuable time on only one alone”. Learning is fun and
people learn best when they explore things.
What seems to be proven right is that as education design becomes more complex and challenging, a
new form of teaching is required in delivering a new knowledge, integration and a more democratic
relationship between teachers and students. The learner-centred approach has greatly influenced the
usage of edutainment and the popularity of the Web 2.0 tool such as mind maps, infographics,
Proceedings of EDULEARN14 Conference
7th-9th July 2014, Barcelona, Spain
ISBN: 978-84-617-0557-3
4089
cartoon/video development, pins, YouTube videos etc. has brought a variety of options and teaching
method in order to increase student‘s interest and understanding. New media is causing major
changes. As Jenkins [20] points out a “convergence culture, where old and new media collide, where
grassroots and corporate media intersect, where the power of the media producer and the power of
the media consumer interact in unpredictable ways”. This transition and different point of view towards
media as not just an bystander but as an active participant has also influence the nature of learning
and teaching. There is a vast gap between the way people learn and the way in which new
generations approach information and knowledge.
2 A THEORETICAL BACKGROUND OF EDUTAINMENT
Edutainment presents a blend of two streams: education and entertainment merging into one. There
are several research directions but the majority can be classified into two directions: 1. educational
usage of elements of entertainment; and 2. integration of educational element into the entertainment.
Although here we are looking at the whole spectra of the edutainment, recent body of literature utilizes
this term for game-based learning. The common goal of intertwining two, at first sight, different
directions is to improve educational process by incorporating elements of entertainment into it.
Major education pedagogy involved with Entertainment-Education includes:
• Relevance: Learning is more likely when people can see the usefulness of the knowledge they
are given.
• Incremental Learning: Learning is most effective when people can learn at their own pace
• Distributed Learning: Different people learn in different ways over different periods of time. It is
important to present information differently so that people can absorb it. [4]
Although edutainment is nowadays penetrating the formal ways of learning originally it was more
centred on informal ways of learning and incorporating educational elements into the entertainment
arena. On the other hand, edutainment is an evolving alternative to traditional education method. [5]
Edutainment is a form of entertainment designed to educate as well as to amuse. Typically, it seeks
to instruct its audience by embedding lessons in some familiar form of entertainment: television
programs, computer and video games, multimedia software, and so forth. [6] It is a multidisciplinary
area of research, which furthers the potential of multimedia learning that often relates to multimedia-
based education [7]. Oxford dictionary [8] defines edutainment as computer games, television
programmes, or other material, intended to be both educational and enjoyable. For Buckingham and
Scanlon [9] edutainment is a hybrid genre that relies heavily on visual material, on narrative or game-
like formats, and on more informal, less didactic styles of address. Gros [10], puts the perspective
differently defining edutainment as education that has been placed within the framework of
entertainment. Furthermore, his focus is on game-based learning stating that software genre is
designed and developed to target parents and teachers and is specifically designed to focus on
academic subjects while commercial gaming software is developed to target players for purely
entertainment purposes. Okan [11] on the other hand, defines edutainment as a hybrid game genre
that relies heavily on visuals and narratives or game formats but also incorporates some type of
learning objective. The main purpose of edutainment is to promote student learning through
exploration, interactivity, trial and error, and repetition in such a way that students get so lost in the
fun, that they do not realize they are learning at the same time.
If we go beyond the obvious combination of terms education and entertainment we can see that there
are two foundational elements (typical both for entertainment and education) – Format (being an
entertainment component) and Message/Content (educational component) [12]. The entertainment
part is the one that changes and can be presented in various modes i.e changing as the media used
changes while the content leaves out to be a focal point as it needs to be transferred in which ever
form. Therefore, we can state that edutainment consist medium based element such as ICT, video,
new media games and education.
MEDIA (ICT, video, new media, games etc) + EDUCATION
From the first introduction of media in education in 1960’s such as educational programs and film,
videotapes and recorders in the 1980’s with classrooms having a TV being almost a compulsory, we
have gone through the introduction of the video-conferencing, camcorders, podcasts, streaming video
etc. at the beginning of the 21st century and finally today are witnessing completely new interaction
that can be seen in lecture capture, user-generated video, iPad, video games and virtual 3D worlds.
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What deeply changed the landscape of edutainment, as was known by the beginning of the 21
century, was the emergence of the participatory culture due to the development of Web2.0
environment. The collaboration aspects and easiness off access brought even more to creating a
student-centred approach to learning.
3 EDUTAINMENT TYPES
The usage of media has been around educational environment since the middle of the last century
through educational usage of film and television. The major shift in this field, as previously stated,
started with the development of web 2.0 environment, technological advancement and
personalization. These brought different aspects of edutainment to the surface. As can be concluded
the major change was in the interactivity segment. From being only spectators of what was offered by
TV, movies, radio programs we have moved towards personalizing our entertainment spaces and
greater interactivity. For some of the aspects we are still at the beginning but future directions can be
seen. Taking this into account when discussing edutainment types confirms White’s [13] of
edutainment as: interactive or participatory, non- interactive any hybrid types. Although his original
work is oriented towards games still this can be taken into more general account and applied to the
whole field. Furthermore, his categorization base on organizational perspective offers a more
elaborate categorization of edutainment types:
• Location-based: interactive & participatory where user become a participant and non-interactive
or spectator where user can just be seated and exploring (movie, science show, museums and
zoos).
• Purpose and content: consists of informal education which is to improve learners‘ life control,
and skills education which is to give experiences, like simulations.
• Target group: motivation-oriented (learners who have same interest), and age-oriented
(learners who have same age).
• Type of media: edutainment on TV, computer edutainment, edutainment on Internet.
To further develop this typology, taking into account current developments in the edutainment field a
modification can be made combining the media type and interactivity aspect. The categorisation
proposed here would be based on four categories: video, web 2.0, games and virtual worlds. All of
these categories could be used for different age groups but in the following elaboration the main focus
is on higher education. As a fairly new aspect which can be connected with these four categories is
the mobile edutainment deriving from the field of m-learning. Still, this category is more oriented
towards technology as all four categories could be related to the stationary or personal computers,
tablets and smartphones. The issues related to the m-learning are also one that relates to cloud
computing and big data which is not the topic of this paper. The majority of mobile edutainment such
as videos, application building, gamification can be interrelated to the previously mentioned
categorization and due to its technically oriented aspects remain outside this categorization.
3.1 Video
Although the impact of video and multimedia technologies in educational outcomes is a field of
ongoing research, the pedagogical impact of video can be summarized by three key concepts [14]:
1. Interactivity with content (the learner relates to visual content, whether verbally, by note taking
or thinking, or by applying concepts).
2. Engagement (the learner connects to the visual content, becoming drawn in by video, whether
on-demand or real-time).
3. Knowledge transfer and memory (the learner may remember and retain concepts better than
with other instructional media).
Because video combines many kinds of data (images, motion, sounds, text) in a complementary
fashion, learning can be adjusted more easily than with other tools to the diverse learning styles and
individual learning pace of students. With video, the learner has more control over the information he
receives and an additional opportunity for deeper learning by being able to stop, rewind, fast-forward,
and replay content as many times as needed. [15] Individual control over the pace of learning enables
students to review segments repeatedly of a lesson and feel that they are learning more effectively.
The best known example when discussing video as an edutainment type is YouTube or Teacher
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Tube, later being developed for educational usage of videos. The negative sides related to the
technological issues and copyright are also existent bringing forward the ephemeral nature of these
videos in the context of long term usage. On the other hand, videos and the sharing tools add to the
development of social skills. When students are allowed to create their own videos and share them
with their peers as part of their classroom experience an effective part of learning (teaching to others)
is developed. [16]
The development of the “Khan academy” and its acceleration in popularity brought forward a bit lost
usage of video in education. Although, at first it was presented as the solution to the educational
problem it showed that in its fundament there was only an technological change i.e. format while the
message remained the same. Still, as it emerged as a product of the technology advancement it
proved to serve the other methodological approach to the learning i.e. flipped classroom. Offering
students an opportunity to follow lecture in their own pace leaving the classroom hours for the
discussion, problem solving and learning. The potential benefit of this service is the connection with
teacher and not only students in enabling monitoring of student’s progress via a teacher’s dashboard.
Still, in the manner of true edutainment the website offers software that generates practice problems and
rewards good performance with videogame-like badges. What Khan Academy represents is the first
comprehensive realization of a dream that many have had since the inception of computers, and
online video: that every student could have access to a great explainer, and, moreover, could watch
that teacher’s explanations over and over, as often as the student needs. [17]
3.2 Web 2.0
The web 2.0 environment has influenced the previous type of edutainment i.e. video in a way that it
has enabled collaboration, creation, publication and sharing of professional and amateur videos. Still,
as being based on people and their collaboration web 2.0 enabled so much more modes of
incorporating entertainment into the education. Social networks (Facebook, MySpace), social
bookmarking services such as (Deliciou, Diig), messaging services, blogs, microblogging (Twitter)
present just a small part of what web 2.0 environment offers. The majority of these services are
entertaining in their nature and there have been various attempts to incorporate in educational
environment in order to respond to the everyday entertainment needs of students. What our own
experience in using learning management system has shown is that for communication purposes
student rather use social networks than forums integrated in the LMS. One of the usual student
responses was that it is less formal and therefore closer to them.
Web 2.0 technologies, referring to a more participative and socially oriented environment with the
potential to change paradigms for building, sharing and using knowledge but also on the construction
of learning environments. [18] The mash-up potential of Web 2.0 i.e. potential of taking existing media
and mashing them in order to create a new product has brought new challenges to the educational
process usually replacing written seminars with presenting ideas and research via combination of
existing multimedia. This new environment only strengthens the positions of the constructivist theories
and social learning. The constructivist viewpoint hypothesizes that people learn by building their own
perspectives about the world, by problem-solving and personal discovery. Vygotsky’s work in the field
of social constructivism is particularly concerned with collaboration which is now experienced in web
2.0 environments through the development of virtual communities of learners who are sharing
resources, knowledge, experience and responsibility through reciprocal collaborative learning. [19]
Constructivist learning environment [20] is a place where “learners may work together and support
each other as they use a variety of tools and information resources in their guided pursuit of learning
goals and problem-solving activities”
Examples of usage of web 2.0 tool are usually directed in two major streams. One segment is oriented
towards collaboration and knowledge development through interaction and information sharing and
the other towards visualization methods or implementing visual elements as mediators for successful
learning. There are numerous tools that enable both of these learning goals such as Pintrest a “web
bookmarking site and online network“ [21] showcased to be used in class for developing postcards
that initiate further discussion and peer review.
The visual model [22] encourages student to a range of activities:
• ability to select – determine which factors influence on selection process in a variety of
information and also whether the selection process occur automatically;
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• presentation – of instructional materials using visualization tools to achieve main goal -
successfully present unknown information to other students or connecting notorious in different
way;
• classification, interaction and research, finding new ways of implementing visual elements
that could be able to maximize all recipients potential ;
• externalization as visual concept we consider with intent to visualize what will students
perceive and how;
• mental models allow creation of its own internal model of visual thinking;
• inventiveness, experience and skills before creating and developing visual model process
which should be pointed out, presented and evaluated.
Using concept maps to develop knowledge and enable active learning process (enabled by the
Mondomo service) motivates students to develop critical insight into the study field by creating
connections between new and old knowledge. [23] Furthermore, the option of not only building but re-
building and sharing them with peer brings more to motivation and learning showing better results in
addressing learning outcomes as well as developing generic competences. On the other hand, tools
for various knowledge and data organization digital curation such as ScoopIt and infographic tools for
presentation of large data in structured show the abundance of opportunities in incorporating media in
education.
Active learning involves learning by doing in the instructional process by means of such activities as
exploring, analyzing, communicating, creating, reflecting, or actually using new information or
experiences.
3.3 Video-games (game-based learning or gamification)
The notion that education and learning can be linked with lucid, playful and pleasurable experiences is
not new. Digital games have been around for over 25 years [24] so today's college students grew up
playing digital games as part of their culture. The games have changed the way current students
learn, still, some teachers are often reluctant to change the way they teach or to incorporate games
into their pedagogy. [25]
By playing digital games, students exercise various skills such as strategizing, and problem solving.
Playing games challenges students, arouses their curiosity, develops their creativity and brings great
pleasure and a sense of accomplishment. When adults and children are having fun, they are more
willing to pay attention, participate enthusiastically, and since their stress level is lower, they are more
receptive to learning. Prensky [26] points out that play is intensely and absorbent, something one
chooses to do, and it promotes the formation of social groupings. All elements that are easily
incorporated into the educational setting.
Higher education students tend to be more absorbed with playing games. Entertainment games,
whether they run on a computer, game console, mobile device, or touch pad, are highly engaging and
motivating, and educators have suggested taking advantage of these qualities of games to facilitate
learning [27].
There are many genres of games with features that differ significantly from this game, such as role-
playing games, adventure games, augmented reality games, or first-person shooters. Computer game
can be represented by the frameworks of rules, play and culture. [28] Rules and culture define the
technical and intrinsic representation of some virtual “playground” to support the activity of play. Three
modes of play (individual, competitive, and collaborative) affect learning, game performance, and
motivation. [28]
Games-based learning can be used to supplement existing learning approaches or integrated into
existing curricula. Some pedagogic advantages of games-based learning include [29]:
• Encouragement of learners to take a problem solving approach in learning
• Instant feedback to correct misconceptions and promote formation of concepts thus increasing
learners’ understanding of a subject area
• Increased retention of information through learning by game-playing
• Aid in acquisition and development of cognitive abilities that are not formally taught in education
• Learning ICT skills necessary in the 21st century workforce
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• Fostering collaborative learning among peers
• Building learners confidence and helping students with learning impairments such as dyslexia to
learn
• Promotes deep learning by arousing learners curiosity on certain subjects
• Transforming entertaining play to productive play and extending learning into gaming.
The primary reason we need to provide motivation is because learning takes effort. In the real world,
learning is often motivated by our real needs: to survive, to earn money etc. In the artificial situation of
training and education, providing motivation has been a traditional role of the teacher. [30]
3.4 Virtual worlds
Virtual worlds provide the opportunity for learners to explore and navigate immersive environment by
using rich media, creating authentic contexts for practicing skills transferable to the real world.
Collaboration and discussion with others is central to the constructivist perspective and multi-user
games or group game playing in the same physical space are two ways that facilitate this.
Virtual Worlds are no longer merely the domain of youthful “gamers” operating on the edges of the
communications envelope. A range of training and development activities also take place in the VWs,
with academic institutions and companies exploring the benefits of an immersive environment in which
participants can interact with each other as well as with their instructor, even if they are thousands of
miles apart physically. [31] Multi-user gaming communities can provide a platform for collaboration
and learning with others. Studies of Massively Multi-user Online Role-Playing Games have found
evidence of collaborative learning and development of communities of practice as well as the potential
for learning a range of group skills [32]
Until recently research was gathered around the Second life platform being an hype and todays body
of literature shows that Minecraft as a virtual environment and collaboration tool is current field of
research in the game-based learning. Although completely different in their philosophy of origin and
purpose these two platforms share a common ground when discussing educational aspects. They
both enable simulation, building, collaboration and communication. What is definitely proven is that
virtual worlds present a viable platform for edutainment enabling project work and correlation between
different subjects.
3.4.1 Implementing virtual worlds at the higher education courses
Designing learning activates that involve edutainment is a challenging task. The problem becomes of
greater importance when theoretically acquired knowledge needs to be put into practice. The question
of how to connect theory and practice of using edutainment and e-learning came up at one of the
courses on electronic educational environment. Although, there was a widely use of web 2.0 tools in
place students lacked the real-life experience of teaching. The only viable solution was the usage of
virtual world Second life to create a simulation of educational process. As students enrolled into the
course are meeting face to face a solution of combining two different groups: regular and part-time
graduate students was chosen. Each group had a task to design a course to be enrolled and in the
end evaluated by the other group of students. The task was to create an engaging environment where
edutainment is used as an educational tool. A combination of LMS, web 2.0 tools and virtual world as
a simulation platform was used. The major difference was that part-time students had the prior work
experience as teachers and some of them still worked in school but they lacked the knowledge of
technology. The advantage of regular students was in theoretical background and usage of
technology, as the majority of them are digital natives.
First phase of the pilot project was to introduce both groups of students with the philosophy and basic
functions of Second life, which was done in introductory lectures held in the second life (Department of
Information and communication sciences building). Second phase was the exploration of Second life
places according to the personal preferences with the task of finding valuable resourced that could be
used in educational process. Third phase was the utilization of web 2.0 tools and video to support the
topics researched and presented. The fourth and final phase was for students to act as teachers
utilizing resources found in Second life and the ones developed using web 2.0 tool.
What this pilot project proved is that using virtual worlds and other educational creates innovative and
engaging environments where theoretical knowledge and practice are combined and major skills are
developed. When students are given the opportunity to create digital material for classroom use, the
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feeling of empowerment, ownership, and sense of purpose is much higher. This in turns enhances the
students’ motivation toward a particular subject and also contributes to the development of additional
skills such as innovation, creativity, leadership, social interaction, and project management.
3.5 Edutainment in developing generic competences
The concepts ‘learning outcomes’ and ‘competences’ are sometimes used as substitutes, since
learning outcomes refer to learning achievements from the perspective of study programs, while
competences refer to learning achievements from the perspective of the student, those acquired
through the learning process. Competences include knowledge, knowledge application, attitudes and
responsibilities, and are divided into general (common for all study programs) and subject-specific
competences. The generic competences also called transferable can be applied across subject
disciplines and modes of learning. The term ‘generic’ conveys the inherent nature of the competence:
they are not specific to either the education sector or to a particular discipline. The majority of these
competences are overlapping with the information literacy framework and to put it in the broader
perspective with the media and information literacy competences [33] (UNESCO). In the higher
education sector, the emphasis is on acquiring, developing and demonstrating individual skills and
competency which will support independent lifelong learning, critical thinking and problem solving.
Edutainment has proven to help foster other 21st century skills such as critical thinking, problem
solving, communication, and collaboration. In parallel, increasing use of video by students is bringing
them closer to media and IT technologies, demystifying and placing them in the hands of learners as
tools for content creation. [34]
Buckingham in his discussion about the media education states “What students learn can be of value
in the workplace – not technology but learning to write, undertake research, present information and
argument in different forms …”. This just supports the theory of how generic competences are
important for employability and future work success. Edutainment as a model of incorporating
educational media into the curriculum enables development of generic competences often neglected.
Still, from the research of the employers stand on which competencies are crucial for the employability
one can see that almost all of them are set around the generic competences. Critical problem solving,
communication, and collaboration skills are now considered by most educational theorists to be just as
important as―if not more important―than the ability, for example, to score well in multiple choice
tests. This just gives another perspective on the edutainment as not only combining learning and fun
but developing competences necessary for the knowledge economy.
4 CONCLUSION
Edutainment appears to strengthen fundamental aspects of learning influencing the development of
generic skills and enabling education base on social constructivist theory. Students show interest for
alternative educational approaches to education design. The creation and usage of a “shared place”,
either in web 2.0 environment or virtual worlds where synchronous or asynchronous collaboration,
communication, simulation can take place influences student motivation. The usage of educational
media enables bridging the gap between theory and practice by providing opportunities for gathering
experience, sharing knowledge and providing authentic context and activities for learning by doing.
Edutainment as a model of incorporating educational media into the curriculum enables development
of generic competences
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