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Game-Based Teaching and Learning in Higher Education: Challenges and Prospects

Game-Based Teaching and Learning in Higher Education: Challenges and Prospects

M. Mahruf C. Shohel, Md. Ashrafuzzaman, Iffat Naomee, Sanjida Akter Tanni, Farhan Azim
Copyright: © 2022 |Pages: 29
ISBN13: 9781799872719|ISBN10: 1799872718|ISBN13 Softcover: 9781799872726|EISBN13: 9781799872733
DOI: 10.4018/978-1-7998-7271-9.ch005
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MLA

Shohel, M. Mahruf C., et al. "Game-Based Teaching and Learning in Higher Education: Challenges and Prospects." Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning, edited by Carol-Ann Lane, IGI Global, 2022, pp. 78-106. https://doi.org/10.4018/978-1-7998-7271-9.ch005

APA

Shohel, M. M., Ashrafuzzaman, M., Naomee, I., Tanni, S. A., & Azim, F. (2022). Game-Based Teaching and Learning in Higher Education: Challenges and Prospects. In C. Lane (Ed.), Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning (pp. 78-106). IGI Global. https://doi.org/10.4018/978-1-7998-7271-9.ch005

Chicago

Shohel, M. Mahruf C., et al. "Game-Based Teaching and Learning in Higher Education: Challenges and Prospects." In Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning, edited by Carol-Ann Lane, 78-106. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-7271-9.ch005

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Abstract

Game-based pedagogies use games for achieving learning outcomes by guiding the learners through specific tasks, which can be digital and/or non-digital and can promote deep meaningful learning. Therefore, the design of game-based learning helps learners to engage in the meaning-making process and ensure better participation. As the boundaries of classroom learning become blurred through blended or hybrid learning approaches, game-based learning enhances digital literacies for digital natives to prepare them for building a knowledge economy. By exploring existing literature, this chapter highlights how technology can support teachers and learners to go beyond their existing pedagogical boundaries by focusing on ways games may serve as digital sources of learning. It also explores the role game-based pedagogies and digital learning design frameworks play in enhancing learner engagement, collaboration, and cultural understanding.

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