Abstract
Integrating games and game dynamics into the classroom has been shown to incentivize learner engagement and activate positive psychological arousal. In order to better understand students’ experiences of game-based learning, we designed and implemented game-based teaching techniques in both hard (computer science) and soft (urban planning) sciences. Our assessment of the effectiveness of game-based learning showed improvements in student perception of engagement, creativity, teamwork and enjoyment. In this exploration we outline the successes, challenges and limitations of designing game-based instructional research and assessing student perception.
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Hartt, M., Hosseini, H. (2019). Exploration: From the Players Point of View. In: James, A., Nerantzi, C. (eds) The Power of Play in Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-95780-7_34
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DOI: https://doi.org/10.1007/978-3-319-95780-7_34
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