Game-Based Learning for the Acquisition of Transversal Skills: Preventing and Addressing Hate Speech

Introduction

Hate speech is not an isolated phenomenon nowadays, but a menace that breeds and increases evil attitudes that are prohibited under international law, like discrimination, hostility, and violence (United Nations, 2019). Hate speech is increasingly hindering the possibilities for raising a collective understanding, as well as weakening the values of democracy based on mutual respect, tolerance, and equality. For that reason, combating hate speech does not imply limiting freedom of speech, but stamping out dangerous incitement that jeopardizes democratic values, social stability, and peace. Freedom of speech is a prized asset in democratic societies, but “it is not the only one” (Parekh, 2012, p.45). As a matter of principle, the urgent debate nowadays is tackling incendiary rhetoric that stigmatizes and dehumanizes vulnerable people, minorities, and any so-called other. Drawing upon this context, the main objective of this chapter is to determine how game-based learning favors the acquisition of transversal competences, within the framework of 21^st century skills, in the Communication Degree, for preventing and addressing hate speech.

The nature of any game accomplishes to connects with the individual from an emotional, physical, or mental perspective. Moreover, the human being is, by nature, a “homo ludens” (Huizinga, 1949) who feels devotion to play and playful contents.

Nowadays, gamification goes beyond incorporating elements of fun or competition into a narrative, as there are currently numerous examples in which gamification could be implemented across various sectors of society, so much so that it implies technological, economic, cultural, and societal developments in which reality is becoming more gameful and, consequently, publics increase their loyalty through ludological practices (Hamari, 2019; Fernández Galeote & Hamari, 2021). As Zichermann and Cunningham (2011) define the term, it is a process that takes place, essentially, in non-game contexts where “serious games, advergaming, and games-for-change” (p.14) are employed. Therefore, gamification uses the logic and tools of the game –game thinking and game mechanics– to engage users and solve problems (Zichermann & Cunningham, 2011). Similarly, Werbach and Hunter (2012, p.26) agree with Zichermann and Cunningham (2011) that gamification relates to the use of game techniques, elements, and designs in non-game contexts. Along these lines, Kapp (2012) offers a broader definition and explains that gamification involves “using game-based mechanics, aesthetics and game thinking to engage people, motivate action, promote learning, and solve problems” (p.10). Consequently, far from being a strategy limited to the instructional processes that serious games comprise (Deterding et al., 2011), gamification aspires to change society and its members, especially in teaching contexts, “as the goal of gamification is to alter a contextual learner behavior or attitude” (Landers, 2014, p. 579).

Thus, considering that gamification “can afford the accruing of skills, motivational benefits, creativity, playfulness, engagement, and overall positive growth and happiness” (Hamari 2019, p. 3), gamification can be summarized as the integration of game dynamics and elements in non-game scenarios, such as learning processes –which is the case we are concerned with in this study– to solve problems, like hate speech among students and young people.