Games in the Curriculum

Wake, Paul; Illingworth, Sam

Abstract

This paper reports the outcomes of the Scholarship of Teaching and Learning project 'Games in the Curriculum'. The project focussed on the use of 'off the shelf' tabletop games in Higher Education. We examined the use of games in six different settings, working in three faculties and with four year groups (levels 3, 5, 6 and 7). Our findings suggested that the strength of tabletop games lies in the creation of a 'safe space' in which to engage in discussions of complex, and at times contentious, topics and in enabling students to take control of their own learning. At the same time, the project findings suggest that 'game literacy' amongst students and staff should not be assumed, and that it is important to not overestimate the level of enthusiasm engendered by 'playful' activity. Finally, issues of cost (in terms of staff time and materials), while low in comparison to digital games, remain a significant factor.

Citation

Wake, P., & Illingworth, S. (2019). Games in the Curriculum. Learning and Teaching in Action, 13(1), 131-144

• Journal Article Type: Article
• Acceptance Date: Dec 21, 2018
• Publication Date: 2019-03
• Deposit Date: Feb 15, 2021
• Journal: Learning and Teaching in Action
• Publisher: Manchester Metropolitan University
• Peer Reviewed: Peer Reviewed
• Volume: 13
• Issue: 1
• Pages: 131-144
• Public URL: http://researchrepository.napier.ac.uk/Output/2736915
• Publisher URL: https://www.celt.mmu.ac.uk/ltia/Vol13Iss1/index.php