Indigenous Games for Digital Natives: Generative Games From the African Akan Philosophy for Healthy Schooling

Abstract

Background

Generative games adopted in education have long been associated with digital games, which have sidelined several indigenous educational games. To address this challenge, I attempt to pivot games from underrepresented philosophies to ensure healthy schooling.

Methods

This qualitative research employed narrative and interpretive phenomenological analysis. This study uses data from 9 expert players to confirm and suggest suitable indigenous educational games from the Akan Philosophy. The recommended games include ato ankyire, pi lo loo, agyarekɔ no, oware, and anansesem sesei oo.

Results

These games promote imaginative thinking, critical thinking, social intelligence, the art of storytelling, active learning, and observational skills for healthy schooling. They also help their players relax and be happy. According to the perceptions of expert players, these games have been tried and tested for many years and have been proven to have less adverse health effects on their players, unlike some digital games. Additionally, they provide physical health benefits and promote mental development and training.

Conclusions

In practice, these games have less contextual challenge that could prevent other education practitioners from adopting them in other environments. However, when implementing these games in and outside the classroom, educators must carefully consider which ones would be appropriate for their student body.

Keywords

indigenous games K12 learners healthy schooling generative games Akan philosophy

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