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Games for and by Teachers and Learners

Games for and by Teachers and Learners
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Author(s): Peter van Rosmalen (Open University of The Netherlands, The Netherlands), Amanda Wilson (University of the West of Scotland, UK) and Hans G.K. Hummel (Open University of The Netherlands, The Netherlands)
Copyright: 2015
Pages: 28
Source title: Gamification: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-4666-8200-9.ch086

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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 makes 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, the authors 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).

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