Educational Approach and Empirical Evidence of Game-Based Multicultural Education: Enhancing Multicultural Competence and Multicultural Acceptance in Korean Schools

초록

This study addresses the limitations of traditional, knowledge-transmission-centered multicultural education by proposing a Game-Based Multicultural Education (GBME) model tailored for digital-native learners in South Korea. The research holds a dual purpose: first, to introduce an educational approach through the design of two specific digital games—“Local Stone Explorers” (focusing on conflict resolution) and “Beyond Differences: AI Detective Team” (focusing on prejudice reduction)—and second, to empirically validate their effectiveness. Using a quasi-experimental design with preand post-tests, the study analyzed data from 267 students across two primary and two secondary schools. The results demonstrated that GBME intervention led to statistically significant improvements in students' Multicultural Competence (MC) and Multicultural Acceptance (MA). Specifically, male students showed notable engagement and improvement, suggesting GBME's potential to narrow gender gaps in multicultural attitudes. Educational effectiveness and intention to participate in additional multicultural learning were identified as key predictors of MC and MA. While acknowledging limitations regarding convenience sampling and variable scope, this study provides empirical evidence that GBME serves as a practical Culturally Responsive Teaching (CRT) strategy, contributing to the qualitative enhancement of multicultural education.

키워드