Learning is a dynamic and complex process. In this globalized and digital world, knowledge has undergone an unprecedented transformation. Unlike necessary educational skills of reading and writing from agricultural age (Education 1.0), and scientific production-line learning of the scientific revolution age (Education 2.0), learning in this digital age (Education 3.0) is shaped by “a confluence of neuroscience, cognitive learning psychology, and educational technology” (Borden, 2015 quoted in Schaff and Mohan, 2017:10). Digital learning offers a personalized and customizable approach (Schaff and Mohan, 2017:10) within the “learner-centered environment” (ibid., 11). Marc Prensky, in his Digital Game-Based Learning, observes the digital cognitive style list of changes like: “twitch speed vs. conventional speed, parallel processing vs. linear processing, graphics first vs. text first, random access vs. step-by-step, connected vs. standalone, active vs. passive, play vs. work, payoff vs. patience, fantasy vs. reality, technology as friend vs. technology as foe” (Prensky, 2001:52). It is not strange that we complain about the short span attention of this new digital generation. We have to find ways to engage them in the process of learning, assuming that their cognitive and mental abilities now work in the novelty of digital context. “The data from the study suggests Digital Game-Based Learning is a sound instructional strategy that promotes student engagement” (Schaaf, 2012:61).
This is a companion discussion topic for the original entry at https://spectrummagazine.org/news/2020/learning-digital-age