Educational value of Digital Media projects like Kahootz

In our conversation with Peter Maggs, head strategist of Kahootz and of new media at the Australian Children's Television Foundation, he highlighted the important role of authorship and skills development in digital media education. The original version of Kahootz was developed and created 'in-house' at the ACTF and has been currently distributed to over 2,800 schools. The newest version (Kahootz 3) was delivered to Victorian schools in March.

The interactive, 3D and world-building experience educates students not only in the use of multi-media software but also educates them about community-based and social media. Maggs notes that it is important to create software that very young students are able to use. That being said it is also important to be able to engage older students who have a more developed range of literary and technological skills. By developing a software that is accessible, interactive and community-based, Maggs suggests that Kahootz stimulates student's, 'creativity,' and 'self-esteem.'(see Interview with Peter Maggs: Head Strategist of Kahootz)

In a submission to the education and training committee, the ACTF explains that children no longer satisfied with being a passive audience. The report stresses that, 'new levels of engagement in the classroom can be achieved through television and multimedia.'([]) Maggs reinforces this notion by suggesting,

"'kids now want to be creating their own digital media, whereas 20 years ago, no one probably knew what digital media was.'"

(Maggs 2008)

In this sense we see a cultural shift in the classroom away from traditional forms of 'one-to-many' communication, kids are now being exposed to all different times of new, social and converged media daily. Magg's recognises the importance of media creators (especially in the area of education) acknowledging that children are

"'creating, using and sharing digital media on a daily basis with their own peer group.'"

(see Interview with Peter Maggs: Head Strategist of Kahootz). In another submission to the department of education and training in regards to the national inquiry into the teaching literacies [] the ACTF raises the idea of how, 'multi-literacies,' should now be reshaping the way children are being educated.

"A multiliteracies approach to teaching takes into consideration the varied ways in which children learn and process information, and the diverse range of tools they use to comprehend and express themselves. Students today are engaging with and using a variety of media and technology from a very young age. Young people are well equipped and familiar with a variety of media tools, and are capable using new technologies as a means of expression and communication."

[]

In terms of adding value to this cultural phenomenon, 'digital and multimedia projects,' seem to have an enormous capacity to consolidate and extend on the skills that children have today. Digital media environments like, 'Kahootz' have the potential to educate students and also shape their behaviours as future media users. At the base level, Kahootz, which was developed on the 'directors lingo code,' the skills of the child are built around this code. While simplified, it exposes young children to, 'key-frame based and time-based animation programs.'(Maggs 2008) It extends the student knowledge of the type of language that is used in multimedia and in social media (like podcast etc) and could be used potentially as a precursor to software like, 'youtube,' and 'secondlife.'

Advancements to capabilities of the Kahootz digital software now enable voice to be recorded into the world or narrative that the student is creating.(see Interview with Peter Maggs: Head Strategist of Kahootz) Not only does this give a student a heightened sense of ownership and authorship over the media they create, it is a function that can be also utilized by language teachers as part of their curriculum. Magg's outlines how Kahootz helps to improve communication skills by firstly empowering children to be their own storytellers and by enriching the students experience of the program outside the actual world through the process of, 'universal collaboration.' in the sense of enabling children to share their skills and engage with each other the construction of the online world in and outside of the classroom (facilitated by online forums.)

Maggs notes,

"'there's a lot of sharing of the skill development process amongst the kids. I would count that as a very significant collaborative learning element.' Kahootz educates children about coming media creators in a communal environment, enabling them to share their work and build the Kahootz world together.'"

(see Interview with Peter Maggs: Head Strategist of Kahootz)

In summary, 'Kahootz,' has several key educational benefits; communal media, skill development, authorship and narrative, enhancing of technological knowledge and skills and enhancement of curriculum. Modern digital media and programs for kids (like Kahootz) are shaping the media user to become the media creator. In our research we have observed this trend of companies designing content, games and programs for kids which is designed to develop their skills using basic software (like the Directors Lingo Code) to make them confident media creators and narrators.

LINKS

 * Read full interview transcript with Peter Maggs here: Interview with Peter Maggs: Head Strategist of Kahootz
 * (back Case Study 1: Kahootz)
 * (back Investigation and Research (Section 1))
 * ((ACTF submission on effects of television and multimedia on education in Victoria [])