Little Big Learning: Subversive Play/GBL Rebooted
Game-based learning is a buzzword heard with increasing frequency in educational technology circles, but these discussions often proceed with an insufficient understanding of the nature of play in a social and cultural context. This chapter problematises some common approaches to game-based learning by exploring social dynamics and relations of power to propose a more critically disruptive model of game-based learning. Using the Little Big Planet franchise as a case study, it argues that game-based learning serves little purpose if it replicates authority-centred, transmissive ideas of learning, and that focussing on players/students as the producers (not just consumers) of digital texts for learning is significantly more productive.
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