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Using Games to Enhance Learning and Teaching: A Beginner's GuideFrom Routledge
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Using Games to Enhance Learning and Teaching provides educators with easy and practical ways of using games to support student engagement and learning. Despite growing interest in digital game-based learning and teaching, until now most teachers have lacked the resources or technical knowledge to create games that meet their needs. The only realistic option for many has been to use existing games which too often are out of step with curriculum goals, difficult to integrate, and require high-end technology.
Using Games to Enhance Learning and Teaching offers a comprehensive solution, presenting five principles for games that can be embedded into traditional or online learning environments to enhance student engagement and interactivity. Extensive case studies explore specific academic perspectives, and featured insights from professional game designers show how educational games can be designed using readily accessible, low-end technologies, providing an explicit link between theory and practice. Practical in nature, the book has a sound theoretical base that draws from a range of international literature and research.
- Sales Rank: #146085 in Books
- Published on: 2012-05-19
- Released on: 2012-04-12
- Original language: English
- Number of items: 1
- Dimensions: 9.02" h x .53" w x 5.98" l, .80 pounds
- Binding: Paperback
- 248 pages
Review
"It is perhaps the one game genre which stand outs the most here. In publishing this work the authors have very astutely filled a gap in the existing field of books on this topic, and have done so in a very detailed and comprehensive manner." ―Wajeehah Aayeshah, Ariadne: Web Magazine for Professionals 2012
"The book offers the fundamentals, from the rudimentary to the quite advanced ... Using Games to Enhance Learning and Teaching is an impassioned, valuable book, entirely worthy of educators' consideration." ―Reflective Teaching
About the Author
Nicola Whitton is a Research Fellow at Manchester Metropolitan University. She holds a doctorate in the use of educational games for learning and has recently led projects in the use of alternate reality games for student induction and gaming for older adults. More broadly, her research interests encompass learning and teaching innovation and the use of rich media and technology for learning.
Alex Moseley is an Educational Designer and University Teaching Fellow at the University of Leicester, where he has had long experience as both practitioner and researcher of course design and development for higher education. He has particular interests in online and distance education, games-based learning, museum education, student engagement, and provision of effective research skills. He designed a successful games-based approach to teaching Historical research skills, and was also part of the team behind the first charity ARG, Operation: Sleeper Cell.
Most helpful customer reviews
2 of 2 people found the following review helpful.
Essential guide for educated beginners
By Harviainen Jussi T
As its subtitle suggests, Using Games to Enhance Learning and Teaching is a beginner's guide. In this case, however, that refers to people who already have teaching experience and who are looking into expanding their methodology to include games. The editors and the authors have done an excellent job at balancing the basics of educational game theory with practical examples, making the book easy to understand yet academic enough to work also as a tool for convincing the more sceptical. Excluding some (in my opinion) slightly too optimistic parts on competition and contextualization, the authors are also wisely critical of what they say, way beyond most proponents of game-based learning and/or gamification.
The examples cases are drawn especially from alternate reality games, so if one is looking for guidelines on just using some games in the classroom, Whitton's own, excellent "Learning with Digital Games" (2010) may be a more suitable starting point. For those looking to create something a bit more all-encompassing, this is your book. Despite its beginner-friendly style, it also offers a fine list of references for further reading, although I must say that given the topics, the absence of some key texts (e.g. Juul's "Casual Games" and Montola, Stenros & Waern's "Pervasive Games: Theory and Design") was something of a surprise.
All in all, Whitton and Moseley have created a very useful volume that should see a lot of use both in the hands of enthusiastic teachers of all kinds, as well as something that should be given to people who are potentially interested in supporting learning games, yet remain wary of them. It presents a very convincing argument on why, how, where and with what limitations game-based learning can be applied.
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