On completion of the course, participants will:
- understand the features, terminology, history and taxonomy of computer-based games
- be able critically to evaluate a range of games and game environments through direct experience and immersion
- be able to evaluate and critically assess the relation between play, games and learning in formal and informal settings
- be able to describe original approaches to using the potential of game-based learning in their own practice.
The course is based on several threads of activity that run in parallel across the period of the semester.
The reading load, though challenging, is light relative to other courses on the programme, as there is an intention that participants should spend a significant amount of time in game play. Academic study is based around a number of themes relating to games, play and learning, and participants are asked to focus particular attention on only three of these themes, and thus to become expert consultants for their peers.
Interaction and discussion on the course is synchronised by a series of activities – collaborative and competitive – that unfold week by week. Participants will work – either independently, or in teams – to design playfully activities for other course participants to engage with.
Game play can be both individual and collective. The collective play will make use of World of Warcraft and Minecraft.
Assessment of the course will be based on three elements.
A synoptic essay (50% of your final mark). In the context of the exploratory nature of the course, participants will keep a reflective diary of their readings, game experiences and Web researches, as a blog. At the end of the course, and based on this record, students will write an essay which charts the development of their thinking on games, play and learning over the period of the course. This essay will be a maximum of 2500 words +/- 10%.
A review (20% of your final mark). Participants will either:
a) write a review of an educationally directed game activity, or
b) write a description of how a commercial, recreationally directed game might be used to promote learning in a formal, informal or non-formal educational setting, or
c) write a review of a Website on the topic of educational games or gaming.
This written report will be a maximum of 1000 words +/- 10%.
Game design (30% of your final mark). Participants will create a simple scenario for a game (with or without dependency on digital technologies) directed towards the promotion of some specified learning outcome. The description of this game scenario will be a maximum of 2000 words +/- 10%.
Participants will engage with the course through synchronous and asynchronous online activities, guided reading and personal research, and game play.
Indicative content can be found in :
Gee, J. P. (2007). What video games have to teach us about learning and literacy. Basingstoke, Palgrave Macmillan.
Juul, J. (2013). The art of failure : an essay on the pain of playing video games. Cambridge, Mass., MIT Press.
McGonigal, J. (2011). Reality is broken : why games make us better and how they can change the world. New York, Penguin Press.
Whitton, N. (2010). Learning with digital games : a practical guide to engaging students in higher education. London, Routledge.
As with all courses, you will be required to have regular access to a computer with a good broadband connection, and will be responsible for providing your own computing equipment and consumables. All core and some additional readings will be provided online. Most games can be found in free-to-play versions (including World of Warcraft)