Nicola Whitton

Written for Higher Education teaching and learning professionals, Learning with Digital Games provides an accessible, straightforward introduction to the field of computer game-based learning. Up to date with current trends and the changing learning needs of today’s students, this text offers friendly guidance, and is unique in its focus on post-school education and its pragmatic view of the use of computer games with adults. Learning with Digital Games enables readers to quickly grasp practical and technological concepts, using examples that can easily be applied to their own teaching. The book assumes no prior technical knowledge but guides the reader step-by-step through the theoretical, practical and technical considerations of using digital games for learning. Activities throughout guide the reader through the process of designing a game for their own practice, and the book also offers: A toolkit of guidelines, templates and checklists. Concrete examples of different types of game-based learning using six case studies. Examples of games that show active and experiential learning Practical examples of educational game design and development. This professional guide upholds the sound reputation of the Open and Flexible Learning series, is grounded in theory and closely links examples from practice. Higher Education academics, e-learning practitioners, developers and training professionals at all technical skill levels and experience will find this text is the perfect resource for explaining "how to" integrate computer games into their teaching practice. A companion website is available and provides up-to-date technological information, additional resources and further examples.

A Practical Guide to Engaging Students in Higher Education

Learning with Digital Games

This book provides a theoretical and philosophical examination of games, play and playfulness and their relationships to learning and wellbeing in adulthood. It draws on an interdisciplinary literature base (including game-based learning, game studies, education, psychology, and game design) to present a critical manifesto for playful learning in post-compulsory education and lifelong learning. While there is an established body of work in games and learning in adulthood, and a wide literature on the value of play in childhood, the wider potential of play in adulthood and playfulness is under-explored and still emergent. This book offers a comprehensive overview of play in adulthood, exploring the benefits and drawbacks, examining why play in adulthood is different from play in childhood, the role of play in culture, and making an argument for why it is important in our society that we embrace the principles of playfulness.

Reimagining Pedagogy and the Politics of Education

Play and Learning in Adulthood

Alex Moseley

"Despite growing interest in digital game-based learning and teaching, such as alternate reality games and virtual worlds, until now most teachers have lacked the resources and technical knowledge to create games that meet their needs. The only realisticoption for many has been to use existing games which too often are out of step with curriculum goals, require high-end technology, and are difficult to integrate.This book offers a comprehensive solution, presenting five principles of games that can be embedded into traditional or online learning and teaching to enhance engagement and interactivity. Contributors highlight strategies and solutions for digital game design, showing how educationally sound games can be designed using readily accessible, low-end technologies. The authors are established researchers and designers in the field of educational games. Case studies explore specific academic perspectives, and featured insights from professional game designers provide an explicit link between theory and practice. Practical in nature, the book has a sound theoretical base that draws from a range of international literature and research"--

A Beginner's Guide

Using Games to Enhance Learning and Teaching

A growing interest in the use of games-based approaches for learning has been tempered in many sectors by budget or time constraints associated with the design and development of detailed digital simulations and other high-end approaches. However, a number of practitioners and small creative groups have used low-cost, traditional approaches to games in learning effectively – involving simple card, board or indoor/outdoor activity games. New Traditional Games for Learning brings together examples of this approach, which span continents (UK, western and eastern Europe, the US, and Australia), sectors (education, training, and business) and learner styles or ages (primary through to adult and work-based learning or training). Together, the chapters provide a wealth of evidence-based ideas for the teacher, tutor, or trainer interested in using games for learning, but turned off by visible high-end examples. An editors’ introduction pulls the collection together, identifying shared themes and drawing on the editors’ own research in the use of games for learning. The book concludes with a chapter by a professional board game designer, incorporating themes prevalent in the preceding chapters and reflecting on game design, development and marketing in the commercial sector, providing valuable practical advice for those who want to take their own creations further.

A Case Book

New Traditional Games for Learning

Pauline Rooney

In recent years, there has been growing interest in the use of games to enhance learning across multiple educational levels, and extensive research has shown that games have considerable potential for enhancing learning, motivation and skills development. However, despite a growing acknowledgement of this potential, challenges remain and the use of games in formal education contexts remains far from mainstream. While some studies identify design and development issues as a key barrier – including associated costs – others highlight organisational and infrastructural difficulties involved in implementing games in the classroom. More recently, increasing recognition of these difficulties has led many to explore how gaming elements (rather than fully fledged games) can be used to engage and enhance student learning – a practice now widely referred to as “gamification”. This edited collection of chapters explores the application, potential and challenges of game-based learning and gamification across multiple disciplines and sectors, including psychology, education, business, history, languages and the creative arts. With contributions exploring the use of games across the full educational spectrum – from early childhood education, through to the corporate sector – it provides comprehensive insights into the potential of games and play for facilitating learning and engagement at every life stage.

Exploring Evidence, Challenges and Future Directions

Game-Based Learning and the Power of Play

Using Games to Enhance Learning and Teaching provides educators with easy and practical ways of using games to support student engagement and learning. Despite growing interest in digital game-based learning and teaching, until now most teachers have lacked the resources or technical knowledge to create games that meet their needs. The only realistic option for many has been to use existing games which too often are out of step with curriculum goals, difficult to integrate, and require high-end technology. Using Games to Enhance Learning and Teaching offers a comprehensive solution, presenting five principles for games that can be embedded into traditional or online learning environments to enhance student engagement and interactivity. Extensive case studies explore specific academic perspectives, and featured insights from professional game designers show how educational games can be designed using readily accessible, low-end technologies, providing an explicit link between theory and practice. Practical in nature, the book has a sound theoretical base that draws from a range of international literature and research.

Nicola Whitton

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