Games for and by teachers and learners

Peter van Rosmalen, Amanda Wilson, Hans Hummel

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    Abstract

    With the advent of social media it is widely accepted that teachers and learners are not only consumers but also may have an active role in contributing and co-creating lesson materials and content. Paradoxically one strand of technology enhanced learning, i.e. game-based learning, aligns only slightly to this development. Games while there to experience, explore and collaborate are almost exclusively designed by professionals. Despite, or maybe because, games are the exclusive domain of professional developers, the general impression is that games require complex technologies and that games are difficult to organise and to embed in a curriculum. This chapter will make a case that games are not necessarily the exclusive domain of game professionals. Rather than enforcing teachers to get acquainted with and use complex, technically demanding games, we will discuss approaches that teachers themselves can use to build games, make use of existing games and even one step beyond use tools or games that can be used by learners to create their own designs, e.g. games or virtual worlds.
    Original languageEnglish
    Title of host publicationPsychology, pedagogy, and assessment in serious games
    EditorsThomas M. Connolly, Thomas Hainey, Elizabeth Boyle, Gavin Baxter, Pablo Moreno-Ger
    Place of PublicationHershey, PA
    PublisherIGI Global
    Chapter12
    Pages243-269
    Number of pages27
    Edition1
    ISBN (Electronic)9781466647749
    ISBN (Print)9781466647732, 1466647736
    DOIs
    Publication statusPublished - 2014

    Keywords

    • serious games
    • design games
    • simple games
    • gamification
    • teacher training

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