Alter nation 2 4 , 2 (201 7 ) 34 - 55 34 Electronic ISSN: 2519 - 5476 ; DOI: https://doi.org/10.29086/2519 - 5476/2017/v24n2a3 ‘ Involvement ’ and ‘ Fun ’ as Potential for Deep Learning: Unusual Suspects in a Higher Education Economics Programme

Abstract

While games have much potential as pedagogical tools, there is limited empirical evidence that indicates the extent to which they might be successful in a higher education Economics programme. This prompted an investigation in the form of a qualitative case study at the Durban University of Technology (DUT), utilising a sample of first-year Economics students who had participated in a series of games incorporating key micro-economics topics.Northcutt & McCoy's Interactive Qualitative Analysis (IQA), a unique, structured and rigorous methodological approach that advocates strong participant involvement in the research process, provided the foundation for the research. Focus group discussions, individual semi-structured interviews and reflective journals provided the data for the study, which revealed that the use of games was a key catalyst in stimulating learning. Of note is that students firmly placed 'involvement and fun' at the core of the learning process, which resulted in deeper learning of economic concepts. This has implications for education in re-evaluating what is meant by the terms 'involvement' and 'fun' with regard to an enhanced learning experience within the classroom.The findings highlight the potential for learning that judiciously selected economics games might have for student learning in a re-imagined teaching and learning space.