Game-based Learning

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https://hdl.handle.net/10125/102575

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    Turtles and Ethics: Experiential Learning through Game-making
    ( 2023-01-03) Hylving, Lena ; Resmini, Andrea ; Lindenfalk, Bertil ; Gkouskos, Dimitrios ; Weberg, Oliver
    Experiential learning through games is becoming increasingly relevant as games exert an enormous influence on the imaginarium of newer generations. This paper details the use of a game-based learning process focusing on game-making in relation to ethical issues of digitalization for graduate education in digital service innovation. Within the context of a masters education, students from diverse knowledge backgrounds learned about and reflected upon ethical issues related to social media usage by playing, remixing and designing games using the Design Games Framework. This paper illustrates that game-making can enable non-designer students to work with ethical issues. There are good possibilities to explore ethics through designing tabletop games, and having diverse groups of participants can be advantageous. Using a qualitative approach based on observation and interviews, the paper contributes to the body of literature focusing on experiential learning through game-based approaches and to the consolidation of the Design Games Framework.
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    Introduction to the Game-based Learning Minitrack
    ( 2023-01-03) Oliveira, Wilk ; Vasileva, Julita ; Kiili, Kristian ; Hamari, Juho
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    Game-Based Approaches to Enhancing Public Understanding of Science: A Descriptive Literature Review
    ( 2023-01-03) Wei, Lewen ; Hamari, Juho
    With prominent looming global issues such as climate change and COVID-19, public understanding of science (PUS) is increasingly perceived to be vital for humanity to address and adapt to global wicked challenges. Compared to conventional approaches that struggle with public engagement, games can potentially remedy this by proactively engaging players towards more fruitful performance in and outside games. While the employment of game-based approaches in pedagogy in general is not a new development, gamifying PUS has only recently grown to relative prominence for its superiority in engaging the public with active science-derived interpretation, deliberation, and consequent action. To understand the state-of-the-art of this field, we conduct a systematic descriptive literature review of the extant corpus. We reviewed 29 papers and investigated their types of interventions, contexts, populations, and outcomes. The results overall indicate diverse yet imbalanced research focuses thus far, for which we discuss implications for future research.
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    Examining Misinformation and Disinformation Games Through Inoculation Theory and Transportation Theory
    ( 2023-01-03) Grace, Lindsay ; Liang, Songyi
    Media misinformation and disinformation continue to threaten the foundation on which scientific, political, and other socially relevant decisions are made. This paper examines games designed to serve as interventions for changing player’s behaviors in misinformation and disinformation media. It analyzes the games formally through two common communication intervention theories for behavior modification and education: inoculation theory and transportation theory. The media theories are first framed in the context of games generally, then they are applied across six research focused games ; Harmony Square, Bad News, Fake It To Make It, Factitious and FakeYou!. The work offers theory-informed observations and recommendations to support improved efficacy for existing and future playable media.