Original Research

Digital game-based learning and technology-enhanced learning for theological education

Erna Oliver
Verbum et Ecclesia | Vol 39, No 1 | a1900 | DOI: https://doi.org/10.4102/ve.v39i1.1900 | © 2018 Erna Oliver | This work is licensed under CC Attribution 4.0
Submitted: 21 June 2018 | Published: 07 November 2018

About the author(s)

Erna Oliver, Department of Christian Spirituality, Church History and Missiology, University of South Africa, South Africa


Digital game-based learning (DGBL) – sometimes loosely referred to as gaming – for higher education has not really found its feet in South Africa as an innovative or alternative tool to enhance the impact of education. Internationally, it is implemented at some institutions of higher education and also in the corporate training world. Technology-enhanced learning ([digital] TEL) is also not yet fully implemented in the higher education environment in South Africa, as many institutions are still bound to the Gutenberg era and are therefore still mainly paper-based. The research is linked to constructivism and is conducted from a South African perspective. The aim is to provide a broader context for DGBL within the environment of TEL and to present it as an additional and innovative aid to provide effective education (that includes student-centred teaching, blended learning and transformative assessment) opportunities for students in theology.

Intradisciplinary and/or interdisciplinary implications: Digital game-based learning as a part of TEL can be implemented in teaching all aspects of theology through the blended learning approach (that includes time, space, activity and media, formal, informal and non-formal learning and prior learning and experience) providing possibilities for active learning and constructing knowledge.


Theology; Digital Game-based Learning; Technology Enhanced Learning; Blended learning; higher education; South Africa


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