Digital game-based learning and gamification of ethics education in Maltese schools : a multidisciplinary approach to innovative methodologies

Abstract

This dissertation aims to build a conceptual rationale by investigating through philosophical inquiry the potential of Digital Game-Based Learning (DGBL) and gamification to enhance ethics education in Maltese schools. It adopts a multidisciplinary approach which integrates philosophy of education, game studies, and psychology of motivation; specifically, Self-Determination Theory and Flow Theory. The research question investigates why digital games should be adopted in ethics classrooms in Maltese schools, and how their effective implementation can be supported. Key contributions indicate that digital games significantly enhance student engagement, intrinsic motivation, ethical reasoning, inclusivity, and overall wellbeing. Using Dewey’s experiential learning, Lipman’s Philosophy for Children (P4C), and Schrier’s Ethics Practice and Implementation Categorisation (EPIC) framework, this inquiry highlights the practical usability and educational benefits of DGBL. This study also emphasises the distinction between trend-chasing superficial gamification and more impactful narrative-based games for ethics. Additionally, this study highlights digital games as inherently inclusive spaces, capable of fostering empathy, tolerance, and collaborative problem-solving in safe, consequence-free moral laboratories. This dissertation concludes that integrating digital games into ethics education aligns effectively with the current paradigms of the Maltese ethics syllabi. It recommends further empirical research and proposes a pilot study to evaluate the effectiveness of DGBL methodologies in Maltese ethics classrooms.