Enforcement of peer-learning through games as implementation of 21st century education with 4IR tools

In this age of gadgets and internet, education has to be more playful than being always rigidly formal. Traditional classroom setting promotes that the teacher must be actively involved in the classroom as a leader that mostly drives the spirit of teaching and learning, and that is why concepts like alternative learning and peer-learning seem not well understood. Due to formalism in traditional school format, sticking to traditional methods of teaching and non-embrace of 4th industrial revolution remain apparent as a stumbling block in educational transformation. While some scholars have written about robotics, this paper criticises rigidity and formalism in the classroom to the level that the argument forwarded here is promotion of alternative teaching, peer-learning with games in the classroom using gadgets. It is against that backdrop that this paper employs peer-pressure theory to argue that peer-learning can be enhanced as one aspect of alternative teaching through educational games available on the internet. This qualitative study uses document analysis and observations of purposively sampled learners in order to argue that using games as learning tools makes learners enjoy learning. 2 classrooms of 30 learners each have been observed as 1 classroom was taught in the traditional method while classroom 2 was taught using games that are downloaded from the internet. This study took place at Mmanare High School as that was a favourable environment.