It is widely agreed that the Aboriginal society and the non-Aboriginal society have two worldviews, leading to different learning strengths and weaknesses. Although there is no single evident learning style, there are some recurrent learning styles more commonly demonstrated by Aboriginal students. Findings from the Aboriginal Ways of Learning Project [2] identified that some of the recurrent learning styles include visual learning, concrete learning within specific contexts and learning through trial and feedback. This game-based learning model aims at motivating our students to use their learning style by providing a “culturally appropriate” learning resource that is designed to suit the more visual in a situated context of relevance to them in their everyday lives [1]. By playing the game, students are allowed chances to apply their knowledge, get a response quickly, learned from the feedback before progressing along their decision-making process. In this project, students will aim at understanding more about budgeting for a car and choosing the relevant motor insurance which are covered in the Finance component of the Introduction to Mathematics unit. This game-based learning resource will be embedded into our Blackboard© learning management system for use across different devices, locations and courses. Statistics have shown that only 40% of Indigenous people graduated with a vocational or higher education qualification in 2008 as compared to 65% for the non-Indigenous population [3].

Published in: Canada International Conference on Education, 2017

  • Date of Conference: 26-29 June, 2017
  • DOI: 10.2053/CICE.2017.0259
  • Electronic ISBN: 978-1-908320-83-4
  • Conference Location: University of Toronto Mississauga, Canada