This paper outlines the findings from three workshops with teachers and students in which they:
- give feedback on the relative importance of key learning elements identified in digital games
- explore how these elements could be used to support the creation of games-based learning experiences in formal education settings.
The workshops were designed to explore how the previous research within this project which identified learning elements from digital games (Bober 2010) could be applied in formal education settings and used as the basis for games-based learning experiences that did not have to include digital games. The teacher workshops identified tools through which these principles could be applied. However, teacher availability meant they did not use these tools to create a games-based experience.
The paper describes: the participants, the workshop activities, the findings of the workshops, and in particular teacher and student attitudes towards each of the key learning elements and which they felt were most important to include if creating games-based learning experiences for the classroom.
This report draws on the following definition of digital games-based learning experience to create a definition for both digital and non-digital games (Bober 2010, p5):
”Digital games-based learning experiences will be defined as based on activities that:
- have a digital game [...] at their core, either as the main activity or as a stimulus for other related activities.
- can take place in a formal (eg school) or informal (eg home) learning environment
- have learning as a desired or incidental outcome.
As such, for this purposes of this paper, games-based learning experiences are seen as activities that:
- have a game (digital or non-digital) at their core, either as the main activity or as a stimulus for other related activities
- take place in a formal (eg school) or informal (eg youth club) learning environment
- have learning as a desired intentional outcome."