Design. Teach. Play.
This doctoral research envisages to contribute to the understanding of how we can empower educators through playful- and game design thinking, so they develop personal comfort with and ownership over game-based learning. Game-based learning accounts here for the integration of games (digital and non-digital) into teacher’s teaching, as a tool to support certain learning and pedagogical approaches. When learners of any age are engaged in game-based learning, educators often take over a passive role, e.g. as observer without any ownership. Hence, if educators don’t see the connection of game-based learning with their teaching, educators often won’t embrace them. As Ulicsak & Williamson (2010) and Hanghøj & Brund (2010) have suggested it is important to start recognising the role of the educator in game-based learning, as they need to have a sense of ownership in order to be able to use games effectively. Thus we envisage the development of a library of playful tools, exercises and best practices for educators to facilitate game design thinking, and seeing themselves as co-creators, active ingame participants and collaborators in game-based learning entailing joint meaning making and knowledge construction between educators and learners.
Hanghøj, T., & Brund, C. (2010). Teacher Roles and Positionings in Relation to Educational Games. In European Conference of Games Based Learning (pp. 116–122).
Ulicsak, M., & Williamson, B. (2010). Computer games and learning: A Futurelab handbook. Retrieved from http://admin.futurelab.org.uk/resources/documents/discussion_papers/Computer_Games_and_Learning_discpaper.pdf