The study analyzed data collected from 66 quantitative subjects and 4 qualitative participants. This sequential mixed model study analyzed descriptive data to explore the video game experiences of 3D Modeling and Animation students enrolled at a South Texas area high school. This study explores predictors of academic success and the 21st century skills gamers are learning through video game experiences. These 21st century skills include critical thinking, creativity, communication, and collaboration (National Education Association, 2010) and are considered essential skills for future employment by workforce executives (Sardone & Delvin-Scherer, 2010). In fact, video games like Minecraft develop “Four Cs” skills in young gamers. Video games are more than just entertainment.
We invite critique and scholarly conversation towards considering similar models across institutions, disciplines, and settings. In this working example we detail the existing structures, institutional offerings, nurtured relationships, challenges and early successes from our endeavor. Research, models of DML across the country, previous experience integrating digital media for learning, and consciously navigating the reality of culture, policies, and challenges in education informs our work. Recognizing that the undertaking must acknowledge individual situations and contexts, we explore the viability of our collaborative, interdisciplinary venture to build a comprehensive DML program at a traditional university.
Developing effective programs must be a partnership between various stakeholders seeking to design coursework, spaces for interaction, and collaborative projects. Research and teaching concerning Digital Media & Learning (DML) should not be the sole responsibility of one university department or program.
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