Fun in the formative phase to scaffold success in the summative phase: collaboration between academics and learning technologists to build engaging, fun and authentic practice opportunities
DOI:
https://doi.org/10.47408/jldhe.vi35.1323Keywords:
game-based learning, fun, transformative learning, third spaceAbstract
In the serious space of higher education (HE), there is pressure to ensure that students are engaged and learning; while formerly, this may have been seen as a compulsorily serious business, increasing attention is being paid to how much students enjoy their studies, including as a means to enrich learning and improve outcomes (Whitton and Langan, 2019). This case study draws from the experience of three academics working with learning technologists to deliver game-based and simulation learning through technology. In each case, the work completed relied on a dynamic, collaborative and synergistic approach to learning and technology, with the learning technologist enabling enhanced opportunities for student engagement while reducing the time required from academics. The vignettes discussed are from a range of disciplines and include a volcanic hazard simulation (Geography), a card game to generate practice case visitor scenarios (Social Work), and a board game to emulate stadium policing on a match day (Policing).
This work explores how game-based learning provided enhanced engagement, integrated employability skills, authentic opportunities (QAA, 2024) to practice these core skills, and inspire a state of “flow” (Csikszentmihalyi, 2008) in students encountering their learning activities. It focuses on the collaborative approach between the learning technologists and academics to develop and deliver immersive learning activities, with fun being a motivator for all parties (staff included). Students can bridge the gap between theory, knowledge and competency, and build their confidence in a way that makes them keen to return for more.
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