Parent Attitudes Towards the Integration of Digital Learning Games as an Alternative to Traditional Homework

Literature Review

Individuals and organizations are required to adopt life-long learning strategies to remain competitive in the global environment (Binkley et al., 2010; Romero, 2015). Twenty-first century skills include creativity, innovation, critical thinking, problem-solving, collaborations, information literacy, knowledge and telecommunications, effective communication and adaptation, which are the hallmarks of competitive and growing industries that require skilled creative and dynamic manpower (Binkley et al., 2010; Obschonka et al., 2017; Romero, 2015).

Education systems need to imprint these skills in their learners from an early age, to prepare them to act as participating adults in future societies, in a world that does not yet exist and is not clearly defined (Barak, 2017). However, 21^st century skills are insufficient without the development of other cognitive and social-affective skills that enable the individual to perform tasks and solve problems in digital environments (Binkley et al., 2010; Obschonka et al., 2017). Digital environments enable learners to access immense sources of information and to create a learner community in a relatively easy manner. They also empower the learners and allow them to own their own learning and even to learn in collaboration with other (Choy et al., 2016).