Authors:
Paul Wake & Sam Illingworth
Abstract:
This paper reports the outcomes of the Scholarship of Teaching and
Learning project ‘Games in the Curriculum’. The project focussed
on the use of ‘off the shelf’ tabletop games in Higher Education. We
examined the use of games in six different settings, working in three
faculties and with four year groups (levels 3, 5, 6 and 7). Our findings
suggested that the strength of tabletop games lies in the creation of
a ‘safe space’ in which to engage in discussions of complex, and at
times contentious, topics and in enabling students to take control of
their own learning. At the same time, the project findings suggest that
‘game literacy’ amongst students and staff should not be assumed,
and that it is important to not overestimate the level of enthusiasm
engendered by ‘playful’ activity. Finally, issues of cost (in terms of
staff time and materials), while low in comparison to digital games,
remain a significant factor.
Video Summary: Coming soon
Reference:
Wake, P., & Illinworth, S. (2018). Games in the curriculum. Learning and Teaching in Action, 13(1).
Link – https://e-space.mmu.ac.uk/622062/1/10_Wake_Illingworth_Games_in_the_Curriculum.pdf