Academic Training

Academic Training

Copyright: © 2018 |Pages: 24
DOI: 10.4018/978-1-5225-3689-5.ch004


This chapter focuses on training the Lecturer to understand the practical aspects and different underpinning needed to maximise the effect of using games in the teaching. Facilitative methods which then reflect on how theory is used are explored so academic content can be incorporated in a natural way and become a habit rather than a memory learned item. This pedagogy is then analysed to include opportunities for the students to be innovative and the lecturer advised on this particular facilitation. To further furnish the right environment for this learning the lecturer is prompted to look at set ups, tasks and discussion which ensure best development and learning at both individual and team level. The lecturer reader is guided to observe their course as a viable business model and look at using the game based approach themselves to analyse their contribution and impact on University income and satisfaction surveys. Finally, the lecturer reader is aligned with the employer - again using the same game based approach they teach themselves to explore how employers can be incorporated in the delivery sessions and relationships built with businesses.
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Writing And Weaving In Academic Content For A Games Based Approach

Preserving the academic quality and credibility of delivery content is essential in course provision but, inevitably, it also has to embrace the common external learning environments their students have been operating within when they arrive. If students have been working with digital norms in their daily lives and then are suddenly stepping back in time when they enter Higher or Further Education, there will be a large gap in learning for the future, as they will have only been prepared for the past, and there will be less respect for the academic framework and its staff for not being ahead of the game – or even in fact up-to-date.

The digital literacy which now accompanies the millennial student who has grown with it from childhood must be factored into the consideration of how academic content is presented and how their learning works in ways which appeal to them – not the past and not in a form for previous generational comfort. Used to interaction, these students will expect a multi-media approach with technologically-mediated learning, Gros, (2007). Mixed approaches can contribute to the transition in HE and FE as there can be many obstacles to the use of multi-media approaches. Not least a resistance to change from those more comfortable with older methods.

With this transition in mind there have been interesting studies which proved that a peer assessment based game development approach did furnish an improvement in student learning, motivation and critical thinking and that, further, it acted as a vehicle for deeper learning in the areas of creativity, wider thinking and motivation, Hwang et al, (2014). Context is explored further by studies from the Serious Games Institute, de Freitas & Liarokapis, (2011) where the development of game based learning to appeal to certain demographic tranches to improve learning motivation and thinking is assessed in terms of levels of student immersion and social interactivity. They correlate the developing gaming populations of three quarters of millennials under 20, two thirds under 25 and over half under 30, International Software Federation of Europe, in de Freitas & Liarokapis, (2011) with their justification of this more appropriate approach to learning models. Further studies into achieving a balance also offer warnings against technocentricity where too much focus on the technology itself can distract from more basic and essential interactions in learning. Finding a way to integrate the technology with the academic content and context to make it attractive to emerging gaming generations but still retain the learning objectives is a new skill for the teaching professor to consider, Harris et al, (2009).

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