Let the (Board) Games Begin: Creative Ways to Enhance Teaching and Learning

Sardone, Nancy; Devlin-Scherer, Roberta

doi:10.1080/00098655.2016.1214473

Cited by 29 publications

(15 citation statements)

References 6 publications

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“…Each game we reviewed brought its own strengths and pitfalls in the context of teaching evolution; although none were perfect, all offered different insights into biological processes (Table ). Overall, board games present an interactive and fun experience for many types of curricula (Sardone and Devlin‐Scherer ; Taspinar et al. ).…”

Section: Resultsmentioning

confidence: 99%

Gaming natural selection: Using board games as simulations to teach evolution

et al. 2020

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Section: Resultsmentioning

confidence: 99%

Gaming natural selection: Using board games as simulations to teach evolution

et al. 2020

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“…1 shows a workflow for effectively modding tabletop games for educational contexts. This workflow synthesises previous serious game development models [4,5,[17][18][19], incorporating guidelines aimed at educators [13,20], with a particular focus on tabletop GBL [6] and modding [12]. It further enhances previous research by categorising the steps by pedagogic and/or game design expertise and including gameplay loop analysis [21] as a method to map learning mechanics to game mechanics [22] in order to inform both choice and adaptation of games.…”

Section: Why Mod?mentioning

confidence: 98%

“…Games designed for digital platforms also need significant technical expertise and the resources to support them. Despite these barriers, the well-documented advantages of game-based learning (GBL) drive demand for games for learning, training, or behavioural change (henceforth referred to as 'serious games') across a wide range of contexts [6][7][8]. However, as evidence of the efficacy of GBL grows, the discipline gains new advocates from a variety of backgrounds which increases the risk of GBL solutions being designed and implemented in isolation of the expertise and resource contexts necessary to make them effective.…”

Section: Introductionmentioning

confidence: 99%

Modding Tabletop Games for Education

Abbott

2019

Lecture Notes in Computer Science

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This paper describes a learning-objective-centric workflow for modifying ('modding') existing tabletop games for educational purposes. The workflow combines existing research for serious games design with novel systematic analysis techniques for learning and game mechanics and gameplay loops to improve the understanding and rigour of the process. A detailed worked example applies the workflow to the development of a serious tabletop game with the educational goal of increasing knowledge and confidence of performing postgraduate literature reviews. Systematic application of the workflow to a real example supports the value of this approach and provides a useful template for educators to follow for increasing the quality and feasibility of self-designed serious games.

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“…Students who are actively involved in learning with board games will be better at applying their level of knowledge regarding Bloom's taxonomy than learning using traditional pedagogy. Board games strengthen and broaden the scope of subject matter; games provide many opportunities to develop teamwork, collaboration, and interpersonal social skills (Sardone & Devlin-Scherer, 2016). Previous research states that learning with project-based learning, shows differences in increasing student learning outcomes and creativity, knowledge cannot be achieved passively, must be actively sought, other learning goals such as curiosity, creativity, self-worth, and behavior as well as innovation, all of which require experience real, and motivational that can show their potential (Husna et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Effects of MANSA Historical Board Game toward the Students’ Creativity and Learning Outcomes on Historical Subjects

Kesuma¹,

Harun²,

Putranta³

et al. 2020

EUROPEAN J ED RES

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The constraints of history learning in the Indonesia curriculum are the weekly time is only one hour of lessons and the material is quite dense, if delivered with an explanation and discussion the time is not enough. Therefore, it was sought how to get all material delivered and students not bored. Learning this model is done to condition students as a center of learning, increase creativity and learning outcomes, the project undertaken is called the MANSA Historical board game (MANSA is taken from the abbreviation of our school name). In this case, students are asked to create, design their own board game on a different topic for each group. This study aims to determine the differences in learning outcomes and creativity between the control class and the experimental class of students at senior high schools in Salatiga, Indonesia. The research model used is quasi-experimental. The respondents of the research were 35 students in the experimental class and 35 students in the control class, who had the same homogeneity in creativity and learning outcomes. The results showed that the MANSA Historical board game had a significant effect on creativity and student learning outcomes. It is proven that creativity and student-learning outcomes can be increased. As shown by the mean different test results, there was a difference in the creativity of 0.593 and a learning outcome of 4.224 between the control class and the experimental class before and after treatment. The results showed a difference in learning outcomes between the control class and the experimental class. The average learning outcomes of the experimental class are higher than the average learning outcomes of the control class, as well as student creativity.

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Let the (Board) Games Begin: Creative Ways to Enhance Teaching and Learning

Cited by 29 publications

References 6 publications

Gaming natural selection: Using board games as simulations to teach evolution

Gaming natural selection: Using board games as simulations to teach evolution

Modding Tabletop Games for Education

The Effects of MANSA Historical Board Game toward the Students’ Creativity and Learning Outcomes on Historical Subjects

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