Games for and by Teachers and Learners

Abstract

With the advent of social media it is widely accepted that teachers and learners are not only consumers but also may have an active role in contributing and co-creating lesson materials and content. Paradoxically one strand of technology enhanced learning, i.e. game-based learning, aligns only slightly to this development. Games while there to experience, explore and collaborate are almost exclusively designed by professionals. Despite, or maybe because, games are the exclusive domain of professional developers, the general impression is that games require complex technologies and that games are difficult to organise and to embed in a curriculum. This chapter will make a case that games are not necessarily the exclusive domain of game professionals. Rather than enforcing teachers to get acquainted with and use complex, technically demanding games, we will discuss approaches that teachers themselves can use to build games, make use of existing games and even one step beyond use tools or games that can be used by learners to create their own designs, e.g. games or virtual worlds.

Involucrando a profesores de primaria en el diseño de un juego serio mediante la metodología investigación-acción y co-creación

“…En general, los modelos, métodos, metodologías, tareas y estrategias existentes, así como otras formas de apoyo, no conforman una base clara. Autores como Van Rosmalen, Wilson & Hummel (2013) señalan, que existe poco material para obtener ayuda, y a pesar de que diversas propuestas actuales proporcionan interesantes conceptos, falta definir su aplicación práctica. No existe una metodología general para el diseño de juegos educativos; las metodologías y marcos de trabajo propuestos son propuestas genéricas o poco replicables y que muestran un diseño de investigación sin procedimientos.…”